THE BEST TEACHERS TEACH FROM THE HEART NOT FROM THE BOOK Dilrabo Ahmadalieva (Andijan State University)

Read the passage. Fill the gap & replace words in italics with appropriate ones From the first I went to school, I had to bring it. Throughout my school years I learned with it. It was not until I entered the College of Education that I was told not to use it, and I had to design and produce my own … during teaching practice. Since becoming a teacher I have mixed feeling towards it. Sometimes I hate it and sometimes I love my inevitable teaching partner. This seems unlikely. This seems unlikely to be a perfect marriage, however , I cannot ask for divorce. Every day I have to strive to bridge the gap , to satisfy the demands of it, but in ways that will be satisfying to those who learn from it.

Think about the metaphor which can describe the coursebook Inevitable teaching partner It is perfect marriage

Coursebook is A recipe Holybook Springboard Compass Straitjacke Survival kit Supermarket Crutch

Who needs materials Authorities from officials in a ministry of Education Head of the Departments Parents Training officers

Some arguments for & against coursebook based teaching Grant(1987),O’Neil (1982,1993) Hutchinson & Torres(1994), & Ur (1996) Why teachers & learners need a Coursebook

Answers A coursebook is a map. It shows where one is going and where one has been It provides Language Samples It offers variety

Why learners need a coursebook It defines what is to be learned and what will be tested It reinforce what the teacher has done and makes revision and preparation possible. It thus offers support for learning outside class

Why teachers need a coursebook It provides structure for teaching It saves time. To prepare materials from scratch for every lesson would be impossible It offers linguistic, cultural and methodological support. It is easy to keep track of what you have done and to tell others where you have reached

Why teachers use textbooks Extremely difficult to develop materials Time –consuming and demanding process to develop new materials Teachers have limited time. Textbook lessen preparation time provide ready made activities and provide concrete samples of classroom progress through external stakeholders can be satisfied

Arguments for using textbooks Framework that regulates and time the program For Ss no textbook=no purpose and learning is not taken seriously A textbook can serve as a syllabus. Provides ready –made teaching texts and learning tasks Without a book = out of focus & Ts –dependent Security, guidance and support

Problems Teachers are not properly trained on how to choose, adapt, evaluate and use their coursebooks Curriculum has not met with the practical needs in the classroom. Students have little or no role or involvement in book selection process

Cunningworth (1984:6) “ no course book will totally be suited to a particular teaching situation. The teacher will have to find his own way of using it and adapting it if necessary. So we should be not looking for the perfect course book which meets all our requirements, but rather for the best possible fit what the book offers and what we as teachers and students need

Things to take into concideration: objectives, goals, methods and approaches of the language program Teachers' background Teaching styles Students’ needs Students’ learning preference/ style

Sheldon’s criteria Rationable Available user definition layout/ graphic Accessibility Linkage selection /grading

Materials evaluation (From analysis to E) Learner factors Learners need Teachers factor Institution specific program

“External” & “Internal” evaluation Was suggested by McDonough and Shaw (1993:66-77) “External” is based on what is gleaned from the cover of the book Intended audience Proficiency level Context of use Organization of teaching materials The view of the authors

Grant (1987:119 )“Internal” evaluation CATALYST C Communicative? A Aims? T Teachibility? A Available add-ons? L Level? Y Your impression? S Students interest? T Tried and tested?

Cunningworth (1995:7) Sates the role of the coursebooks in ELT as: A resource of presentation material a source of activities for learners practice and communicative interaction A reference source A syllabus A resource for self assessment work a support for less experienced teachers

3 options for teachers Teachers need and use texbooks Teachers do not need and use textbooks They produce their own materials. Teachers select a textbook and supplement some other materials to perfect it.

From lesson materials to course materials Materials should (be) …. Clearly linked to the curriculum Authentic in terms of text and task Stimulate interaction Encourage learners to develop learning skills, and skills in learning Encourage learners to apply their developing language skills to the world beyond the classroom Nunan (1988b-1)

Rossner (1988:143) Materials will: Provide “comprehensible input” “desirable condition for language learning” Raise learners awareness about language, communication, learning Provide experience ion communication in a new language

Model for designing materials Ian McGrath (2002) Hutchinson and Waters (1987:118)

input A stimulus to activity New language item Models of language use A topic for communication Opportunities for learners to use their skills and existing knowledge

content Texts convey information and feelings

language Learners need a language with which to carry out communicative tasks and activities. Good materials allow learners the opportunities to take the language of text and use them in their practice

tasks The purpose of learning language is communication or use language outside of the classroom confidently

questions have been discussed How to select or evaluate appropriate coursebook What is the role of curriculum in encouraging teachers & students to development their own materials

PRESET curriculum 2.2. Methodology strand: Aim: to prepare graduates to enter into teaching profession as specialists of English teachers who are familiar with a sufficient range of approaches to teaching and learning English to meet the needs of learners of XXI century.

Objectives: By the end of the course students should demonstrate: ability to critically evaluate, adapt and write materials;

Objectives By the end of the course, students will know how to critically evaluate existing learning and teaching materials, including materials from websites; know how to adapt, make informed choices, and supplement materials for different teaching contexts; have developed a principled approach to materials design; know how to compensate for lack of materials in certain teaching contexts; know how to exploit authentic source materials.

Acharya Vinobaji Bhave the phylosopher and disciple of Mahatma Gandi was asked once to give his blessing and his message to the teachers. He blessed and asked with a smile on his face “What do you do?” Teacher said “We teach” “Don’t teach”, said Vinobaji.

“Teacher job is not to teach, but to initiate and support the process of learning. Teaching is artificial and relatively new in human history. Learning natural and has been there for all time” From “Teacher Trainer” magazine vol. 22, no 3, p.14.

Thank you for your attention!!!