learning approaches (kurs ishi)

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1534869567_72230.docx learning approaches table of content introduction chapter i information about a mixed-ability class. 1.1 grouping students is the solution 1.2 creating a good atmosphere chapter ii. developing the student’s responsibility for learning 2.1 giving clear instructions 2.2 the english teacher can do to improve learning for the weaker students 2.3 the importance in the classroom situation, to make the best possible environment for the weaker students introduction working as a teacher in english provides challenges every day. the teacher has to face 25-30 students at a time who are all at different levels of ability, have varying motivation for working with english and have their own special interests and experiences. the teacher meets these mixed-ability classes each day. i am going to write about what mixed-ability classes are and the challenges they present but most of all how a teacher should work in these classes in order to help …

ility level, ways of learning, interests and so on. this means that the ways towards achieving the goals of education can look different for each student in order for the education to be equivalent. i will divide my essay into two equally important parts, the background and the analysis. in the background i will present what is known about mixed-ability classes and how to reach the weaker students, and the analysis will be based on my interviews with english teachers in an upper secondary school. aim of the work: the aims of my essay are to find out what resource literature says about how english teachers should work in large mixed-ability classes to make sure they help all students improve their english and also to find out what views three upper secondary english teachers have on how to reach all students. i have chosen to limit the area i am …

i have used resource literature and interviews to find the answer to my question. i chose literature concerning the topics of large mixed-ability classes and how teachers should work in these classes to reach all students. i also chose literature about the underachievers and how to help them in class, and literature about how teachers should teach to promote learning for all students. the background is based on the relevant information i found in these books. the second equally important part of my essay is the analysis, which i based on the separate interviews conducted with three upper secondary english teachers. the interviewees were one female teacher with 40 years of experience, one male teacher with 8 years of experience and one female special teacher of english with 36 years of teaching english experience. the reason why a special teacher of english was interviewed was because i believed it could …

mixed-ability classes means classes where students differ greatly in ability, motivation for learning english, needs, interests, educational background, styles of learning, anxiety, experiences and so on. all teachers have to face the challenge of mixed-ability classes because, according to tomlinson, berry & williams and shank, every class is multileveled. some classes can be more multileveled than others and therefore more challenging for the teacher, but all classes are mixed-ability classes. challenges baker argues that it is not just the fact that there are many students in a class, but that all of them are at so many different ability levels that provides the biggest challenge. she further claims that in mixed-ability classes it can be difficult to keep the attention of all students. their motivation can be poor and the teacher can feel frustrated because he/she does not have enough time to help the weaker students. in addition to the …

ne positive side is that the lesson can be easier to plan and manage in some ways since the teacher does not have such a wide range of abilities to deal with. on the other hand to separate the slow learners can do harm to their social and emotional difficulties because by being placed in a “slow class” they can think of themselves as different, difficult, inferior or other negative terms. dornyei stresses the importance of a positive attitude among the teachers who are to teach these weaker groups[footnoteref:1]: [1: domney zoltan. (2001). motivational strategies in the language classroom. cambridge: cambridge university press. ] this means, for example, that ability grouping is a dangerous practice because teachers who are to teach the low ability groups are bound to be influenced by this knowledge, which may send the children on an ever downward spiral of low achievement and low expectations. 1.2 …

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1534869567_72230.docx learning approaches table of content introduction chapter i information about a mixed-ability class. 1.1 grouping students is the solution 1.2 creating a good atmosphere chapter ii. developing the student’s responsibility for learning 2.1 giving clear instructions 2.2 the english teacher can do to improve learning for the weaker students 2.3 the importance in the classroom situation, to make the best possible environment for the weaker students introduction working as a teacher in english provides challenges every day. the teacher has to face 25-30 students at a time who are all at different levels of ability, have varying motivation for working with english and have their own special interests and experiences. the teacher meets these mixed-ability classes each day. i...

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