teaching aids

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2. are aimed at different learners styles auditory, visual,kinesthetic; and involve all our senses (Elena N.) and themore senses are involved in the process of learning, thelonger the information learnt stay in memory (Elena M.);,encourage learners to become more involved in thelearning process (Veselina), diversify teaching, bringvariation and difference during the lesson. ( Elena Ch,Nora, Gergana, Larisa); pedagogical and psychological research has given animmense amount of data portraying the significance whichstimuli have regarding the well-being and overalldevelopment among learners. Offering a range of effectiveand engaging activities supported by a number of teachingaids serves as a learning force. (Elena D); help students assimilate new material and extend theirknowledge, make lessons more attractive and keep theirattention captured (George), 3. It is possible that teaching aids will distract students(e.g - photos can provoke discussions irrelevant tothe lesson), but this does not happen often(Veselina). when they are more colourful with topic close tostudents (Nora); If you use them ones a year they certainly will. But ifit is a natural part of your lessons students will soonstop overreacting and will be looking forward to yournext lesson all the time (Svetlana);as long as the aids are being used to achieve part ofa lesson objective, there is no real evidence tosuggest that this is true (Mary); when it comes to the children in the main stream,teaching aids can only be beneficialalthough abalance needs to be acquired (Elena D.). 4. It is up to the teacher to manage theclassroom in the most effective way(Veselina), a larger number of students would require avery flexible environment regarding theteaching aids. Especially having in mind thatthe tendency is to have less teacher talk andmore active student participation (Elena D.) 5. instead of writing down words, transcriptions andexplanations on the whiteboard you can use an OHP toproject a table with the new vocabulary and give copies ofit students (Veselina), A PPT presentation can be of real help esp. if it is alecture in English for University students (Elena CH.), depends if they work, if they are already in the classroomor have to be booked, if electricity supply is reliable etc(George); Its much easier to write everything at home and create apresentation than to write down all the ideas on theblackboard during the lesson wasting time that you couldhave used for discussion (Svetlana, Gergana, Larisa); It is also nice to know that in case of emergency when thecopies arent ready for some reason - there is always anoption of showing the needed pages using the computerand the projector (Elena M.); 6. Sometimes the pages students have to seedont necessarily need to be made for all ofthem because later on they wont be of use.So using the projector to show this info inclass will save us the need to make a lot ofphotocopies of pages which might be of littleuse later (Elena M.) 7. can seem silly and childish to teenage andadult learners (Elena N.);it is true for concrete vocabulary, but notfor abstract words (Mary); one of the best ways to promptconversations, role-play and develop anactive vocabulary (Elena D.); suit different learning styles, so it makes theprocess more effective (Larisa) can seem silly and childish to teenage andadult learners. (Nora) 8. there are many activities to practise with flashcards(Elena N.), especially with young learners (Nora); a saying in Russian : "It is better to see once than tohear a hundred times". It explains the need to userealia. It makes the process of understanding easierand creates motivation (Elena M.); They have many uses (Mary); Good for visual learners and they always giveverypositive outcomes when applying them. (Elena D.);Flashcards are the most effective and easiest wayto learn and remember new information (Gergana); they also enable teachers to give prompts for drillwithout saying anything. (Larisa) 9. There are lots of programmes that allow theadmin watch what other users in the net aredoing and even interfere with them. So if ateacher knows how to use such programmes thecontrol is even higher, as if you just go round theclassroom students can pretend that they arestudying, and after you turn your back startplaying some game. But here they know that youare able to watch everything they do withouteven leaving your place. The productivityincreases. (Svetlana);Efficiency gets bigger. If the students areinformed that their teacher is capable to observethem, they will be responsible and concentratedfor their tasks (Gergana) 10. In some countries this can be a big problem. Theteacher can read out dialogue herself instead oflearners listening to a cassette or a CD.(George), there is always a risk (Nora); in the modern world were under risk all thetime, so a broken equipment doesnt seem aproblem at all. A pencil can break while yourewriting! Shall we stop using them at all?(Veselina); teachers should always have a plan B, be ready ifsomething goes wrong and replace the task(Mary) 11. Its an audio-visual aid. Its authentic, itsinteresting, the information is reliable, e.g.authentic settings, accents, postures, gestures(Elena N.), the visual content can help studentsguess the meaning of verbs or nouns. Also, if thevideo presents new vocabulary, students will beable to relate it to visual images, this will helpthem learn faster. Visual learners with thrive!(Veselina), We teach verbal and non-verbalcommunicative skills, we try to convey culturalmessages to students, so videos can be of greathelp in language learning and teaching. (ElenaCh.), 12. When they watch a video, learners are ableto guess the meaning of words and phrasesbased on reactions, facial expressions,mimes and gestures (George, Svetlana);especially good with teenagers and adults(Nora) Youtube is a priceless source of videoson every topic. Videos present authenticmaterial and help to learn in a fun way.Canbe used for warmers and lead-ins(Elena M.,Larisa); A really good video contributes agood context, good language, goodpronunciation and good understanding(Gergana) 13. Not to let learners be passive the teacher isto think over pre-watching, watching, andafter-watching tasks (Elena N., Mary)It can be true if learners are just asked towatch the video without doing any activiteson it. Here the role of the teacher is veryimportant (George);