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become a teacher I observed that teachers at school still prefer to teach using the traditional
methods, thus the accent is put not on the pupils but on the teachers, who impose students to
learn a specific topic that in most of the cases represent for them an another uninteresting
exercise, moreover they impose them to learn it mechanically. Well, not all the teachers do that,
thats why, when teaching I decided to put the accent on student centered approach.
Someone told: Give man a fish- and he/she will be fed for a day, teach man to fish and he/she
will be fed for life I gave this quotation in order to underline how important are teaching
methods for students. Just giving them the information means they learn mechanically being
unaware of what they just have done, so after a short time they can forget the information learnt
mechanically, when students are actively involved in the process of learning, when they are put
in a position where they have to produce knowledge, demonstrate the skills they have learnt, and
work they will obtain for sure the better results than in case with traditional methods. I remember
the time when I was a student too and the teachers taught us using deductive methods it was
really boring because the teacher talk and talk continuously our job being just to listen to them
and put some notes in our copybooks, for sure we cannot ignore the importance of these methods
but we should adapt our lessons to the needs of every student, their minds should be moved
continuously in order to obtain the better results.
I have begun the third chapter with grammatical data collection at the gymnasium level. The
conclusion that we have made are the following there is not a consequence in teaching the
grammatical material ,as if the books were written by different authors; the authors make use of
student centered approach but for training knowledge, comprehension and sometimes, mostly in
the book for the 9th form, the application competences. Student centered approach grammatical
activities very rarely stimulate a talk or a discussion.
Secondly, we have implemented the observation experiment. The essence of this experiment is a
three week teaching in 2 different classes.
The structure of THE EXPERIMENT IS THE FOLLOWING:
1. A questionnaire
2. a set of student centered stations (a classroom learning station is a designated place in a
classroom where students complete an educational task) based on the grammatical material in
Lesson 5 (Present Indefinite ,Present Continuous ,Present perfect and Present Perfect Continuous
Tenses) in the 8th form VERSUS TRADITIONAL METHOD
3. The analysis of the results.
Traditional and Student centered method were implemented at two groups with approximately
the same proficiency rate. The first group got an average in English 8,2 and the second group got
an average in English 8, 1.
Traditional method was implemented to the 8th form students.
I began my experiment with a questionnaire, the questions being the following:
Their replies were approximately similar, thats why I decided to present them together.
Here we have the summary of pupils replies:
When they were asked what way of learning they like, they answered that like football,
competitions, crosswords, games, break, drawing, trips, projects, playing theatre performances,
singing songs and writing letters. (Table1)
Basically like all the students when they were asked what way of learning they do not like of
course they replied: writing, reading, tests, dictations, learning by heart, projects, singing songs,
writing letters. (Table 2)
Concerning in what way they have been taught they answered that quite Ok, sometimes they
played games, sometimes they learned normally, wrote dictations, played , did projects and
crosswords, sang songs, wrote letters, and learned from pictures.(Anexa3)
As I have mentioned the traditional and student centered method were implemented at two
groups. In the first group I thought using the traditional method thats why while teaching I
selected a set of methods that I thought would be available for teaching grammar
Here is a list of the methods used:
a) Vocabulary and grammar lesson without a textbook, using the tenses
b) Create a text according to the model, using a tense
c) Translation from English into native language, using a definite tense
d) Translation from native language into English, using a text
e) Reading, spotting a tense
f) Listening, spotting a certain tense.
In two weeks, the pupils urged the same Oh, English again. Poor students were bored to be
taught in the same traditional way
Diagram 3.1b
Football
Annex1
Competiti
ons
Crosswor
ds
Games
Break
Drawing
Trips
Projects
Playing
theatre
performanc
es
Singing
songs
W
llee W
tttt rriitt
eerr iinn
ss gg
What way of
learning do
you like?
Tests
Dictations
Annex2
Learning
by heart
Writing
Reading
Projects
Singing
songs
W
W
rrii
ttiinn
gg
llee
tttt
eerr
ss
What way of
learning
you do not
like?
Annex3
Sometimes
we learned
normally
We wrote
dictations
Sometimes
we played
games
Did
projects and
crosswords
Sang songs
Learned from
pictures
W
le r o
tt
er te
s