teacher made materials

7/27/2019 Teacher Made Materials

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Why English language teachers may choose to

design their own materials?Advantages of developing own materials:

Contextualization :

EFL books are generic and not aimed at any specificgroup of learners or any particular culture oreducational context. In designing their own materialsteacher can take into account their particular learningenvironment and to overcome the lack of fit of the

course-book. Availability is other consideration.Teacher produced materials can be best option forboth school and students.


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Individual needs

- teaching should consider individual needs oflearners.

- Teacher designed materials can be responsive to theheterogeneity inherent in the classroom, which willencompass the learners first language and culture aswell as their learning needs and experiences.

- Few course-books deliberately incorporateopportunities for learners to build on the first

language skills already acquired- teacher can organize the material and activities overthe course.


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Personalization

home-made materials can acc personal touch toteaching, that students appreciate. Tapping theinterest and taking into account of the learning stylesof students is likely to increase motivation and

engagement in learning. There is also greater choice,freedom and scope for spontaneity when teachersdevelop their own materials


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Timeliness

teachers designing their own materials can respond tolocal and international events with up to date, relevantand high interest topics and tasks.


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Disadvantages of developing own materials Organization

the produced materials should be organized around an

identifiable principle and follow a discernible pattern.In contrast, teacher designed materials may lackoverall coherence and a clear progression, which mayresult in poorly focused activities lacking clear

direction.


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The quality

the most common criticism which against teachermade materials is to do with their quality. At thesurface level, teacher made materials may seem raggedand unprofessional next to those produced by

professionals.lack of experience and understanding on the part ofthe teacher may result in important elements beingleft out or inadequately covered. some other problems

might be lack of clear instructions and poor choice oftext.


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Time

the key factor inhibiting many teachers fromproducing their own teaching materials is time.


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Factors to consider when

designing materials LearnersThe point of teacher-created materials is relevance,

interest, motivation and meet specific individual

needs, therefore teachers must ensure they know theirlearners well. Any consideration of syllabus ormaterials design must begin with a needs analysis,such as: learning needs, learning preference, students

experience, first language and levels of literacy in it,aspirations and their interests and their purpose forlearning English


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Curriculum and the context

Many teachers are bound by a mandated curriculumdefining the content, skills and values to be taught. Acurriculum outlines the goals and objectives for thelearners and the course of study. It is the responsibility

of teachers to ensure that the goals and objectives ofthe overarching curriculum are kept close at handwhen designing material


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Context

Context in which the teaching and learning occurs willimpact the types of materials that may need to bedesigned. For example, a primary-level mainstream,in English speaking setting, with a set curriculum and

access to native speakers may require materials thatfacilitate interaction about subject content anddevelop cognitive academic language proficiency.Refugee adults may need teaching materials that focus

on meeting immediate survival needs and gainingemployment.


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The resources and facilities

Access to resources such as computers (with or withoutinternet access), a video player and TV, radio, cassetterecorder, CD player, photocopier, language lab, digitalcamera, whiteboard, OHP, scissors, cardboard,

laminator etc. will impact on decisions in materialsdesign. Resource-less teaching may address theimpoverished reality of some teaching context.


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Personal competence and confidence

This will be influenced by the teachers level of teachingexperience and his or her perceived creativity orartistic skills and overall understanding of theprinciples of materials design and production. The

most realistic option for most teachers is undertakematerials design to modify, adapt or supplement acourse-book.


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Some decisions available for teacher:

Add activities to those already suggested Leave out activities that do not meet your learners

need

Replace or adapt activities or materials with:

1. supplementary materials from other commercial text2. Authentic materials (newspaper, radio reports, films,

etc.)

3.Teacher created supplementary materials

Change the organizational structure of the activities,for example: pairs, small groups or whole class.


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Copyright compliance

Teachers need to be aware of the restrictions thatcopyright laws place on the copying of authenticmaterials, published materials and materialsdownloaded from the internet for use in the

classroom. This particularly important when creatingcourse materials that will be used by a large number ofclasses over time.


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Time

Teacher should consider ways to make this aspect

manageable. Block (1991) suggests a number of ways inwhich teachers can lighten the load, including sharingmaterials with other teachers, working in a team totake turns to design and produce materials, and

organizing central storage so materials are available toeveryone.

teacher made materials

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