2. STUDENT CENTERED What does that mean? STUDENT CENTERED teaching (and learning) –when teaching (including curriculum, goals, activities, etc.) is based on the NEEDS of the students. 2

3. Starting from Language Learners  p20- Why start with the students?  1 class is made of MANY DIFFERENT students.  Students should be active participants in their own learning.  Students don’t have enough time of English courses to learn English very well. Student-centered teaching helps to show students how to continue to study on their own. 3

4. Starting from Language Learners P21- Basic Principles of Language Learning (4) 1.p21- Language as communication 2.p22 - Language as both knowledge & skill 3.p23- Language Learning as a battle of the heart (feelings about it) 4.p25- Learners differ in their learning styles  Language is not only words, grammar, and tests.  It lets you interact in the way that you want. You can do or get what you want.  It makes goals for studying easier.  Students need to experience that language is communication, early in education. 4

5. Starting from Language Learners P21- Basic Principles of Language Learning (4) 1.p21- Language as communication 2.p22 - Language as both knowledge & skill 3.p23- Language Learning as a battle of the heart (feelings about it) 4.p25- Learners differ in their learning styles  Students (and teachers) value knowledge over skills  students study more than practice.  Language learners need a lot of practice.  Language learners need repeated practice. 5

6. Example  Ordering food – How do I grade this?  FIRST, did the student get what he/she wanted?  THEN, did they use vocabulary and phrases correctly. If they forgot a word, could they adapt the conversation? 6 It’s not just an activity of memorizing a dialog and vocabulary.

7. Starting from Language Learners P21- Basic Principles of Language Learning (4) 1.p21- Language as communication 2.p22 - Language as both knowledge & skill 3.p23- Language Learning as a battle of the heart (feelings about it) 4.p25- Learners differ in their learning styles  Real language learning takes a LONG time.  It often requires learning culture and about the people who use the language.  Students are unrealistic in their expectations. Even good students work so hard, that sometimes they can’t keep it up.  The better you are, the harder it is to improve more. Sometimes you can’t even notice improvement.  Many students quit at the intermediate stage.  At the beginning of learning, there are few rewards. 7

8. Starting from Language Learners P21- Basic Principles of Language Learning (4) 1.p21- Language as communication 2.p22 - Language as both knowledge & skill 3.p23- Language Learning as a battle of the heart (feelings about it) 4.p25- Learners differ in their learning styles 8  One learner is not a pure example of learning style.  There are many combinations of learners.  Your own teaching style probably matches your learning style. Does it match your students’? Visual - seeing Auditory - hearing Kinesthetic – doing/moving Tactile – feel & touch Sensory Learning Styles extroverted vs. introverted thinking vs. feeling judging vs. perceiving Personality Type Learning Styles

9. Example  There is not one perfect way to teach...  Because every student learns differently.  Some like to work together.  Some like to work alone.  Some like to talk.  Some like to write.  Silently / With noise and action.  Read a book / listen to the teacher  Grammar exercises / role plays and talking. 9

10. The Role of the Language Teacher  p26- Some teaching must be this way, of course, BUT it has some bad effects:  Passive learning  Objective  cover the material (finish the book)  Most of learning is done in the classroom by the teacher.  Learning = accumulation of knowledge, not application of knowledge. 10 Typically this is what teacher- centered looks like.

11. The Role of the Language Teacher  p27- Helping students understand language learning.  The way to study English is different from other subjects.  Show students different methods for studying.  Knowledge: vocab, grammar, etc.  Skills: listening, speaking, reading, etc.  Planning learning: how to make goals, etc.  Sustaining motivation: positive attitude, finding rewards, etc.  Teach students strategy (how to do these things on their own) 11

12. The Role of the Language Teacher p29- Encouraging and motivating students. Tests, get in college, job Effective, but can be short-term Extrinsic Motivation Loving to learn, love English, meeting foreigners, watching movies More POWERFUL than extrinsic motivation Good for long-term motivation Intrinsic Motivation FIND or MAKE motivators for you students. 12

13. The Role of the Language Teacher p29- Encouraging and motivating students (continued)  p30- TEACHERS are the biggest MOTIVATORS  Personal characteristics  Teacher immediacy  Active motivational social behavior  Classroom management 13

14. Personal Example  I BELIEVE  People (especially in school) want to be good at what they are doing.  If I make situations where EVERYONE can succeed, it will motivate my students.  NOT 1 situation for ALL my students, but different situations at different times. 14

15. The Role of the Language Teacher  p31- Build accountability and discipline.  School courses naturally have this: tests, homework, projects, speaking in class.  Positive reinforcement is better than negative.  p31- Building learner autonomy  Autonomy = independent. It means, to make your students independent learners.  Not only ‘delivery’ of language, but also how to ‘receive’ language.  Suggestion – present students with a problem and let them figure out how to solve it, NOT just telling them answers. 15

16. Example: Research says  Research says that in school students somehow get a label (good student, bad student, trouble maker, etc.) and it often stays with them through school… and sometimes more.  I FEEL that if you teach students how to succeed, they can start to change the label they were given. 16

17. Making your Assumptions Explicit  Focus on your student as a learner  Emphasis on the individuality of each student  Language as communication skill Communicative Language Teaching (CLT) CLT is not the ONLY way nor THE RIGHT way to teach. It has many benefits, and it can ADD to your teaching. This course aims for you to use more CLT in your teaching. Communicative Language Teaching (CLT) CLT is not the ONLY way nor THE RIGHT way to teach. It has many benefits, and it can ADD to your teaching. This course aims for you to use more CLT in your teaching. 17

18. Example  A teacher should be well- balanced.  You don’t have to change from one way to another.  Grammar, reading, and writing + communication  Just check yourself… if you add to the right, you must add to the left also. 18

19. Discussion Questions 1.What is student-centered teaching? Imagine - What does the teacher do and what do the students do? Describe it. 2.What is the motivation level of your students? What are the thing that motivate them? Are they extrinsic or intrinsic motivators? 3.The book talks about genuine communication (real-life communication) is important for learning a language. What do you think? Can you do it in your classes? Why or why not? Explain. 4.Question 6, p.35 5.What do you think about CLT? Is it useful for your students? Why? Realistically, can you do it in your classes? Why? 19

20. Discussion DirectionsDiscussion Directions  Make a group of 5 people. Your group will discuss ONE question (in Portuguese or English).  Everyone take your own notes.  Switch groups  One person from each group (1,2,3,4,5) will make a new group (A,B,C,D,E)  Each of you is THE EXPERT of one question. Please share what your group discussed about each question.  While the expert speaks, others please listen and ask questions or share your ideas also.