1. Teaching Reading Lectured by: Oktriani Telaumbanua, M.Pd.

2. Chapter II: Learners Age
@ Students’ age is a major factor in teacher’s decisions about how and what to teach.
@ Different ages have different needs, competences and cognitive skills.
@ Young children learn faster and more effectively than any other age group.

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@ Children have true facility with the A part from pronunciation ability shows that older children seem to be far better learners than younger Older children and adolescents make more progress than younger learners.

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@ Many of the children achieve significant competence, especially in bilingual But in learning situations, teenagers are often more effective Ineffective transfer of skills and methodology from primary to secondary school will not appear to offer the substantial success.

5. a. Young Children
Young children (9-10 years old) learn differently from older children, adolescents, and adults.
Young children follow some ways to learn English:
@ They respond to meaning even if they do not understand individual words.
@ They often learn indirectly rather than directly -

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--- that is they take in information from all sides, learning from everything around them rather than only focusing on the precise topic they are being Their understanding comes not just from explanation, but also from what they see and hear and, crucially, ahve a chance to touch and interact with.

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@ They find abstract concepts such as grammar rules difficult to They generally display an enthusiasm for learning and a curiosity about the world around They have a need for individual attention and approval from the teacher.

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@ They are keen to talk about themselves and respond well to leaning that uses themselves and their own lives as main topics in the They have a limited attention span; unless activities are extremely engaging, they can get easily bored, losing interest after ten minutes or so.

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Pupils (10-11 years old) like games, puzzles and songs most.
Pupils (12-13 years old) like activities built around dialogues, question and answer activities and matching exercises most.
Jean Piaget says 4 development phases of children such as sensori-motor, concrete operational etc.

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Vygotsky emphasizes: social development in development, the role of a knower, scaffolding to help a child who has entered zone of proximal development where they are ready to learn new things.
Erik Erikson & Abraham Maslow state: Children develop their self esteem and confidence.

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Reuven Feurstein suggests: children’s cognitive structures are modifiable with the help of modifier.

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Teachers of young learners need to be especially alert and adaptive in their response to tasks and have to be able to adjust activities on the spot.
Good teachers need to provide a rich diet of learning experiences which encourage them to get information from a variety of sources.

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3. Teachers need to work with them individually and in groups, developing good and affective relationships 4. Teachers need to plan a range of activities for a given time period, and be flexible enough to move on to the next exercise when they see them getting bored.

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5. Teachers need to spend time understanding how the children think and operate. 6. Teachers need to be able to pick up the children’s interests, and motivate them. 7. Teachers need to have good oral skills (listening and speaking, and pronunciation)

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A teacher needs for highly skilled and dedicated teaching.

16. b. Adolescents Adolescents = problem students
They have abstract thought and passionate commitmentto what they are engaged.
Adolescents = the most existing students of all.
Adolescents understand the need for learning with the right goals and responsible enough to do what is asked of them.

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Adolescence is bound up with a pronounced search to identity and a need for self-esteem.
Adolescents need to feel good about themselves and valued.
In their sight, “good teacher” is someone who knows their name.
Teenage students have an acute need for peer approval.

18. c. Adult learners
Adult learners have special characteristics as follows.
They can engage with abstract thought  we do not have to rely on games and songs, except for some students.
They have a whole range of life experiences to draw on.
They have expectations about the learning process, and they have already their own set patterns of learning.

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d. Adults tend, on the whole, to be more disciplined than other age groups, and, crucially, they are often prepared to struggle on despite boredom. e. They come into the classroom with a rich range experiences which allow teachers to use a wide range of activities with them.

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f. They often have a clear understanding of why they are learning and what to get out of it.

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A number of characteristics makes learning and teaching problematic as follows.
1. They can be critical of teaching methods. Their previous learning experiences may have predisposed them to one particular methodological style which makes them uncomfortable with unfamiliar teaching patterns.

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---- They may be hostile to certain teaching and learning activities which replicate the teaching they received earlier in their educational careers. 2. They may have experienced failure or criticism at school which makes them anxious and under-confident about learning a language.

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3. Many older adults worry that their intellectual powers may be diminishing with age.

24. For your attention, baby...