Professional Documents
Culture Documents
PRACTICE]
As a trainee teacher majoring in Teaching English as Second Language
(TESL), I have learned, been introduced and also done in the simulation earlier
about the methods in ELT Methodology subject during semester two. There are
many methods that can be used and implemented by a teacher in his or her lesson.
During my early years in a teacher training college pupil, I was eager to know the
true meaning of how the teachers in school carry out their lesson in a classroom. A
study of method is invaluable in teacher education. Every individual has different
insights and approaches on how they want to conduct their lesson based on the
methods learnt. As for me, the methods can be used according to the suitability of
the lesson and the classroom.
For the Linking Theory to Practice subject, I was required to plan a lesson
using one of the methods. After that, in a group of three (Adila, Fatin and Husni), it
required us to carry out any lesson plan for microteaching from the group members
and present it in class. Then, I was required to write a two thousands word reflection
based on a question given pertaining to pedagogical and theoretical principles in
English language teaching and classroom practices. The method that I have chosen
for my lesson plan is total physical response or TPR. For the microteaching, my
group chose Fatins lesson plan that was conducted in direct method way.
Based on the Lasser Freeman book, TPR is a method developed by Dr.
James J. Asher (1977), a professor of phychology at San Jose State University of
California. Asher developed TPR as a result of his experiences observing young
children learning their first language. He noticed that interactions between parents
and children often took the form of speech from the parent followed by a physical
response from the child. Asher made three hypotheses based on his observations:
first, that language is learned primarily by listening; second, that language learning
must engage the right hemisphere of the brain; and third, that learning language
should not involve any stress. Pupils learn more when they are relaxed. This is
because the affective filter, a mental barrier between the pupils and the information,
is raised when pupils are nervous or uncomfortable. When the affective filter is high,
learners find it harder to understand, process, and remember information. TPR helps
reduce the affective filter because it is less threatening than the traditional language
activities. Pupils do not have to produce language; mistakes are unimportant and
Back to my lesson plan, that focusing on TPR Method, the listening ability and
vocabulary must be developed first. Compared to the microteaching we had done
that focusing on the Direct Method, the lesson is carried out without using word
cards but more to picture cards because it is to encourage to speak with confidence
without referring to the words and all. Firstly, Fatin who took charge in carrying out
the first stage that is presentation part, she uses picture cards of buildings like police
station, fire station, post office, school and hospital. Without using any word cards, all
the pupils practice to pronounce the words by following the teacher (Fatin) and using
the mirror to make them clear and see how they pronounce it correctly. Then, the
follow up activity was conducted by Husni. The activity was the Hot seat game
which requires the pupils to guess the building by questioning the person on the
seat. This encourages them to speak and ask with confidence and believe. I could
say that these stages, it does have been carried out wonderfully. However, for the
practice part was lacked of preparation in terms of not-so-interested teaching
materials produced which need to be improved in the future.
As for the last stage that is the production part, I have conducted jazz chants
using some of the musical instruments like maracas and triangle. The pupils were
enjoying themselves in chanting and most importantly in creating the new lyrics in
their respective groups. Then they had to perform it in front of the class. They were
so excited in using the instruments to in order to spice up the jazz chants
performance. The lesson was carried out beautifully and the pupils were so
enthusiastic learning it.
You can use these jazz chants in a variety of fun ways. You can practice
stress and rhythm with your class, to help your students sound more natural
when they speak English. Also, because each jazz chant focuses on different
vocabulary and grammar, you can also use them to review important words
and structures.
(Miles Craven: One Stop English, 2000)
Again I would like to thank Mr Bashir for his guidance and supports. He
managed to boost up my confidence level. As a conclusion, we as a teacher have to
relate the theory that we have learned to apply it in classroom. Not all theories are
applicable to our Malaysian context classroom so, we need to adjust and suits the
syllabus of our education system. A good teacher has to be a role model in class
because children learn by imitating the adults and portrayed a good behaviour to
teach our next generation for betterment.