TEFL
DESCRIBING LEARNERS
AGE
• Is a major factor in our decisions about how and what to teach.
• Children learn language faster than adults do (plasticity of a young brain).
• Adults have so many barriers to learning (both because of the slowing effects of ageing and because of their past experience).
Young Children (up to nine or ten)
• They respond to meaning even if they do not understand individual words
• They often learn indirectly rather than directly- they take in information from all sides, learning from everything around them rather than only focusing on the precise topic they are being taught.
• Their understanding comes not just from explanation, but also from what they see and hear and crucially, have a chance to touch and interact with.
• They generally display an enthusiasm for learning and a curiosity about the world around them.
• They have a need for individual attention from the teacher.
• They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom.
• They have a limited attention span, unless activities are extremely engaging they can easily get bored, losing interest after ten minutes or so.
What should teachers do?
• Provide a rich learning experiences which encourages the students to get information from a variety of sources.
• They need to work with their students individually and in groups developing good relationship.
• Be flexible to move on to the next exercise when they see their students getting bored.
What a classroom for YL should look like?
• Bright and colorful.
• With windows the children can see out of.
Adolescents
• They search for individual identity.
• Peer approval may be considerably more important than the attention of the teacher.
• Disruptive
• Bring problems out the class into the class.
• Have a great capacity to learn, great potential for creativity, and a passionate commitment to things which interest them.
What should a teacher do?
• Give them tasks which they are able to do, rather than risk humiliating them.
• Provoke intellectual activity by helping them to be aware of contrasting ideas and concepts which they can resolve for themselves (still with our guidance).
• We must hear what they want, try to understand them.
• Not doing rude ways in facing them.
• Give punishment, some times.
• Be a little bit authoritative teacher.
Adults Learners
• They can engage with abstract thought.
• They have a whole range of life experiences to draw on.
• They have expectations about the learning process.
• More disciplines than teenagers.
• they often have a clear understanding of why they are learning and what they want to get out of it.
• They can be critical of teaching methods.
• They may have experienced failure which makes them under-confident about learning a language.
• Many older adults worry that their intellectual powers may be diminishing with age.
What should a teacher do?
• Encourage their students to use their own life experience in the learning process.
DESCRIBING LEARNERS
AGE
• Is a major factor in our decisions about how and what to teach.
• Children learn language faster than adults do (plasticity of a young brain).
• Adults have so many barriers to learning (both because of the slowing effects of ageing and because of their past experience).
Young Children (up to nine or ten)
• They respond to meaning even if they do not understand individual words
• They often learn indirectly rather than directly- they take in information from all sides, learning from everything around them rather than only focusing on the precise topic they are being taught.
• Their understanding comes not just from explanation, but also from what they see and hear and crucially, have a chance to touch and interact with.
• They generally display an enthusiasm for learning and a curiosity about the world around them.
• They have a need for individual attention from the teacher.
• They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom.
• They have a limited attention span, unless activities are extremely engaging they can easily get bored, losing interest after ten minutes or so.
What should teachers do?
• Provide a rich learning experiences which encourages the students to get information from a variety of sources.
• They need to work with their students individually and in groups developing good relationship.
• Be flexible to move on to the next exercise when they see their students getting bored.
What a classroom for YL should look like?
• Bright and colorful.
• With windows the children can see out of.
Adolescents
• They search for individual identity.
• Peer approval may be considerably more important than the attention of the teacher.
• Disruptive
• Bring problems out the class into the class.
• Have a great capacity to learn, great potential for creativity, and a passionate commitment to things which interest them.
What should a teacher do?
• Give them tasks which they are able to do, rather than risk humiliating them.
• Provoke intellectual activity by helping them to be aware of contrasting ideas and concepts which they can resolve for themselves (still with our guidance).
• We must hear what they want, try to understand them.
• Not doing rude ways in facing them.
• Give punishment, some times.
• Be a little bit authoritative teacher.
Adults Learners
• They can engage with abstract thought.
• They have a whole range of life experiences to draw on.
• They have expectations about the learning process.
• More disciplines than teenagers.
• they often have a clear understanding of why they are learning and what they want to get out of it.
• They can be critical of teaching methods.
• They may have experienced failure which makes them under-confident about learning a language.
• Many older adults worry that their intellectual powers may be diminishing with age.
What should a teacher do?
• Encourage their students to use their own life experience in the learning process.
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