Autor: admin

The focus of every lesson or part of a lesson should be the performing of some action – learning how to do something, to communicate something which he/she could not do before learning the lesson. Learner can get answer to his/her question i.e. why is he/she learning a particular lesson or any linguistic item. The learner understands the importance of learning the same as it is going to help him/her in day-today communication. So, here a learner understands and then acts.

All these actions can be approached on a variety of different levels of sophistication, and bearing them in mind throughout the teaching/learning process.

The Whole is more than the sum of its parts

One of the most significant features of communication is that it is a dynamic and developing phenomenon. In other words it cannot easily be analyzed into component features without its nature being destroyed in the process. It is possible to identify various formal features of the way language is used communicatively and these can be studied individually. But the ability to handle these elements in isolation is no indication of ability to communicate. What is needed is the ability to deal with strings of sentences and ideas and in the oral modes processed in real life situations.

Thus, a crucial feature of a communicative method is that it operates with stretches of language above the sentence level, and operates with real language in real situations. Interestingly, this principle may lead to procedures which are themselves either synthetic or analytic. A synthetic procedure would involve students in learning forms individually and then practicing how to combine them; an analytic procedure would introduce complete interactions of texts and focus for learning purposes on the way these are constructed.

So, language used in the whole context is more useful than only studying the parts of it.

The processes are as important as the forms

A method which aims at developing the capacity of the learners to communicate in a second language will focus at repeating continuously until they are able to communicate well in a target language. So that the learners are able to practice the forms of the target language, i.e. English within a given framework. It simply means when the language is used for communication, the language forms are used for a process of communication. There are three such processes –

Information gap

Communication is part and parcel of every human being. When two or more people are conversing in day-today life, one may know something which is not known to the other. The purpose of the communication is to bridge this information gap. In classroom situation pair work undertaken to complete an incomplete picture is the best example of transferring information as each member of the pair has a part of total information and attempts to convey it verbally to the other.

Choice

Another crucial feature of communication is that the learners have option, both in terms of what they will say and, more particularly, how they will say it. From the point of view of the speaker this means that s/he must choose the ideas which s/he wants to express with appropriate linguistic forms. Foreign language learners may face problems in making choice in this regard.

Feed back

This process is implicit in the above two processes. When two persons take part in an interaction, there is normally some aim behind communicating and in what way other person reacts is evaluated in terms of that aim. So, the strategies involved in this process are important.

Learning by doing

It is now widely accepted that education must be ultimately learner-centred more than the teacher-centered. The teacher may go on teach, but if the learner is not making any effort, then there is no point of teaching. The teacher must involve the learner and must be judged in terms of its effects on him/her. Another consequence is that learning becomes to a large extent the learner’s responsibility. The teacher helps, advises, and teaches, guides, the learners themselves have to learn. The learner has to be involved in the activity. Only by practicing, acting, actually doing, the learners can learn to communicate.

Mistakes are not always a mistake

While developing communicative ability of the learners, trivial mistakes of grammar or pronunciation does not matter as long as the learner gets his/her message across. In the initial stage of learning to communicate in a foreign language, mistakes are bound to happen. The learners commit mistakes because they are trying to do something which they have not been told or shown how to do, how to speak which they have not mastered. It means they are not really making mistakes. If the teacher corrects each and everything at every level, the learners may lose their confidence of using the language for communication.

Principles of Communicative Language Teaching

• ‘Authentic language’ in real context should be introduced in the classroom whenever possible. It is the language used for day-today communication or functional purpose.
• By teaching language, learner should be able to make out speaker’s or writer’s intention. So that they will be communicatively competent.
• There should be connectivity among all the language skills such as listening, speaking, reading and writing together since they are regularly used in real life.
• The target language is a vehicle for classroom communication, not just the object of study. Hence, attention should be given to teaching language for communication.
• One function may have different linguistic forms. As the language is taught for the functional purpose, a variety of linguistic forms are presented together.
• Students have to learn language properties i.e. cohesion and coherence which are helpful to combine sentences together. It is essential for them as they work with language at the discourse or super sentential (above sentence) level.
• In CLT, games, role plays, group work, pair work, etc. play an important role as they have certain feature in common to learn language effectively.
• Errors are tolerated and treated as a natural outcome of the development of communication skills.
• Proper situations should be created by the teacher so as to promote communication in the classroom.
• The social contexts of the communicative situations are essential for giving meaning to the utterances.
• The grammar and vocabulary that the students learn follow from the functions, situational context and the role of the interlocutors.

Communicative Ability and Communicative Competence

For effective communication one must have ability to communicate properly and have communicative competence.

According to H. G. Widdowson, communicative abilities are ‘those skills in which the system is realized as use. Communicative abilities embrace linguistic skills but not the reverse. Communicative abilities are ways of creating or recreating discourse in different modes.’

These opinions about communicative abilities suggest that these are the abilities which involve linguistic as well as other skills essential for conversation, communication or discourse to take place.

On the other hand communicative competence has been defined in various ways. According to Littlewood, communicative competence means, ‘a degree of mastery of a very considerable range of linguistic and social skills which depend in part on the learners’ sensitivity to meaning and appropriacy in language and on his/her ability to develop effective strategies for communicating in the second language.’ (Littlewood, 1981.87)

1981. Johnson and K. Marlow say that communicative competence is ‘the ability to be appropriate, to know the right thing to say at the right time.’ (Johnson and Morrow, 1981.2)

International Encyclopedia of Education defines communicative competence as the «effective use of language in social contexts.» (The International Encyclopedia, 1985.834)

According to Widdowson, communicative competency is «the ability to produce sentences for communicative effect.» (Widdowson, 1978.1)

• It is revealed from the above definitions that communicative competence is –
• The ability to use language appropriately in a given social context.
• The ability to be appropriate to know the right thing at the right time.
• Linguistic competence plus an understanding of proper use of language in various contexts.
• Knowledge which is additional to linguistic competence.
• Ability to communicate something which is grammatical, proper, socially accepted, formally possible, fluent in a particular context.

In this way communicative competence includes both grammatical knowledge and the ability to use this knowledge to perform different kinds of functions like enquiring, suggesting, greeting, denying, advising, reporting, apologizing, inviting and promising.

Dimension of Communicative Competence

• Grammatical Competence
• Sociolinguistic Competence
• Communicative Competence
• Strategic
• Competence
• Discourse Competence

Components of Communicative Competence

Grammatical Competence

Grammatical competence, which refers to Chomsky’s notion of linguistic competence, is indispensable for the practice of linguistic formation of the language. The focus is on suitable structure which helps the learners to use the language appropriately and freely.

Sociolinguistic Competence

Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role-relationships, the shared information of the participants and the communicative purpose for their interaction.

Discourse Competence

Discourse competence refers to the interpretation of individual message elements in terms of their inter-connectedness and of how meaning is represented in relationship to the entire discourse or text.

Strategic Competence

Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and re-direct communication.

In CLT classrooms, the teachers need to create activities that would necessitate learners to practice well in the target language.

Classroom Activities in CLT

There are various types of exercises and activities in communicative approach which «help students to achieve the communicative competence, and engage learners in communication» (Richards, 2001). Communicative activities play vital role in communicative language teaching. These activities are helpful for the teachers to broaden their repertoire of techniques and activities so as to enable the learners to communicate more effectively in foreign language. Communicative activities are purposeful and objective oriented.

According to Littlewood, the communicative activities can be represented diagrammatically as follows. (Littlewood, 2003.86)

• Structural activities
• Pre-Communicative activities
• Quasi Communicative activities
• Functional Communicative activities
• Communicative activities
• Social interaction activities

In these two major categories, the first types (Pre-communicative activities) serve to prepare the learner for later communication. The two sub-categories of pre-communicative activities are:

Structural activities: Focus is on the grammatical system and on ways in which linguistic items can be combined.

Quasi- Communicative activities: Focus is on one or more typical conversation exchanges. Some resemble drills, but other is closer to dialogues. Drills and dialogues can be combined so as to provide a bridge from formal exercise to communicative use.

Communicative Activities – also have two sub-categories:

Functional Communicative activities include such tasks as comparing sets of pictures, noting similarities and differences, working out continuously following directions and so on. In these activities learners must work towards a definite solution for a problem.

Social interaction activities comprise exchange of words, converse with others, improvisations and debates. Here, teachers prepare learners about the varied social contexts in which they will need to perform outside the classroom using different social interaction activities.

There is no clear dividing line in reality between these different categories and subcategories; they represent differences of emphasis and orientation rather than distinct divisions. E.g. cued dialogues can be undertaken both as pre-communicative activity and as communicative activity. Similarly it would be arbitrary if we try to specify how much attention must be paid to communicative function before an activity can be called quasi- communicative, or how significant social meaning must become before it falls into the social interaction sub category. This distinction depends on the varying orientation of individual learner.

Difference between pre-communicative and communicative activities

The following chart shows the difference between pre-communicative and communicative activities.

Pre-communicative (non-communicative) activities

Communicative activities

A

Aims to develop grammatical competence

Aims to develop communicative competence

B

Focus on the product of isolated utterances.

Focus on the appropriate selection of utterances for communication.

C

Practice of language patterns or elements

Practice of total skill of communication.

D

Function is to prepare the learner for later communication.

Function is to make the learner to actually communicate.

E

Learners have controlled practice.

Learners use language creatively.

F

Teacher intervention

No teacher intervention

G

Emphasis on form, not on context.

Emphasis in on context, not on form.

H

One long item

Variety of language items.

I

Examples: drilling, question – answers, sentence patterns, etc.

Examples: Role simulation, dramatization, group discussion, dialogue, debate, etc.

Learner’s/Teacher’s Role in Communicative Language Teaching

In CLT classroom teachers play a vital role in teaching/learning process of English. Teachers select learning activities according to the interest of the learners and engage them in meaningful and authentic language use.

There are various roles to be played by the teachers in order to facilitate the language learning process. According to Hedge (2000.63), a communicative classroom involves the teacher in «setting up activities, organizing material resources, guiding students in group works, engaging contributions, monitoring activities, and diagnosing the further needs of students.»

Richards Rodgers (2001) also describes the roles of the teacher as: needs analyst, counselor, and group process manager. Similarly, Harmer (1991) as cited in Nunan and Land (1996) describes the roles of the teacher as: Controller, assessor, promoter, participant, resource, tutor and investigator. Of all these roles, Nunan and Lamb suggest that it is the teacher as organizer that is the most important and difficult from the perspective of classroom management.

In order to perform all these roles effectively, teachers should be competent enough in all aspects of language teaching. In line with this, Hedge (2000.67) states that, «teachers need to build competence and confidence in fulfilling these various roles and in-service training is necessary within institutions to ensure that, in any moves towards implementing communicative approaches in the classroom, teachers are properly supported.

Role and Relevance of CLT Concepts in Present Research

Since the main aim of the present research is to investigate teachers’ and students’ difficulties in teaching/learning process of English language, and support the teachers with an in-service training programme by using Communicative Approach which is essential in an ESL (English as a second language) environment, it is noteworthy to furnish the role and relevance of CLT concepts in the present study.

Language is an inevitable phenomenon which permeates the human life. Of all languages, English is the most important language for communication. Naturally, English has become the language of worldwide communication rather than a language of literature. Hence the prime need of the learners is not to know the theoretical knowledge of English but to have an ability to understand and be understood in that language.

In the past it was sufficient to focus only on structural accuracy when learning a language was an entirely academic advantage and an obsession to acquire a new language. But in today’s world, language teaching is no longer considered a luxury but an obvious need. The language teaching methods in the past were based on linguistic competence. The establishment of basic principles of CLT was a reaction in opposition to the previously prevailing language teaching methods. Communicative language teaching aims at developing and improving knowledge and skills that facilitate the learners to make their message effective and successful.

The main goal of communication is the successful transmission of information, not the achievement of grammatical correctness. By widening the horizons with other kinds of competence, CLT initiated progressive and effective ways of teaching. CLT uses and teaches as it is used in every day real life. Students are given the notion of language as real, lived experience. Socio-linguistic, discourse and strategic competences are integral part of communicative language teaching

The use of CLT in the second language classroom is a means of changing the attitude of the students towards language learning as well as positively influencing their way of learning. Over-emphasis on grammatical correctness and fear of making grammatical mistakes has negative effects on students. Such as being stressed at class and experiencing sense of failure. CLT creates congenial atmosphere in the classroom in different ways: the teachers emphasise on fluency and correctness to learn the target language than correcting the structures and giving instructions on language rules or grammar (Mangubai etal, 2004.292)

The focus of CLT is on success rather than failure. The students are encouraged to rely on their own ingenuity and performance skills – namely their strategic competence when speaking. Its emphasis is on the learner». (Savignan cited in Magngubhai 2004, 292)

The four basic components of communicative competence summarized by Hymes are argued by some applied linguists as vague theoretical ideas which can hardly be put into practice. The applied linguists draw attention to the fact that ideas of appropriateness and correctness very much depend on the cultural norms of a particular society. They are in a way right in their argument. Language itself is an intrinsic part of culture. Hence, learning a language also implies learning a culture as well. CLT integrates socio-cultural context with language teaching programmes and thus aims at developing students’ sense of what is right and what is wrong in English.

Linguists have pointed out, according to academic research that they have not found one single best method for all learners in all contexts and that no single method appears to be naturally superior to other methods.

It is neither possible always nor appropriate to apply one and the same methodology to all learners whose objectives, environments and learning needs are varied and different.

CLT is considered one of the best methods for use in the second language classroom for several reasons: One, it gives confidence to the students to learn the second language and use it as and when required. Two, CLT draws attention to the importance of socio cultural skills. Three, the learners are given the realistic idea of language and are provided with a sense of what is appropriate and right in a given culture. Four, the learners learn English language and English culture simultaneously. It is vital and imperative both for teachers and learners, living as they do in a globalized world, to adopt and maintain the effective methods of language teaching/learning offered by CLT.

Constant migration of people has become part and parcel of today’s globalized world. Hence, English teaching/learning has become inevitable for anyone intending to move onto other states/countries either for higher studies or better careers. In this context, it is necessary to consider the lag between the aspiration for better prospects in life and the existing situation of teaching/learning of English language in schools especially the municipal corporation schools. Hence, the present research study is undertaken to bridge this gap by finding ways and means to know the difficulties of teachers and learners and develop a methodology that will enable them to improve the standards of teaching/learning process of English at school level.

Procedure of the Test to the Students

A total number of 200 students from class VIII and IX standard of various Municipal Corporation Schools were gathered in one of the municipal schools in two spells and the tests on four language skills were given, data was collected, analysed and interpreted in the next chapter.

Flowchart of the Research Design

The research work during July 2008 to March 2011 was done as per the steps shown in the following flowchart.

A Flow Chart

Submission of the research report

Selection of the problem

DTP and binding of final computerized research report

Review of related literature

Formation of objectives

Writing rough research reports and corrections in it

Formation of hypothesis

Suggestions for further research study

Sample selection

Findings, conclusions and recommendations

Preparation of research tool

Implementation of Pilot study

Verification of Objectives

Testing of hypothesis

Data collection with the help of questionnaires and its analysis

Analysis and interpretation data

Pre-observation of the lessons and its analysis

Data collection from students’ tests in all four language skills

Implementation of the training programme for the teachers

Post-observation of the teachers’ lessons

Discussion with the teachers and Guidance to the teachers

SOURCE:

https://www.ukessays.com/essays/english-language/characteristics-of-communicative-language-teaching-english-language-essay.php

En las empresas y compañías solicitan personal bilingüe desde los puestos más pequeños hasta los grandes cargos.

Hoy por hoy, las compañías se enfrentan a mucha competencia, es por ello que al momento de reclutar personal están requiriendo mayores habilidades, experiencia y sobre todo el dominio del idioma inglés. Ahora se está pidiendo como un requisito indispensable, ya que es muy importante para las empresas debido a su expansión.

En las empresas solicitan personal bilingüe desde los puestos más pequeños hasta los grandes cargos y de mayor responsabilidad. El inglés es muy importante debido a que Estados Unidos es una de las economías más grandes del mundo y la economía Mexicana gira entorno a cómo se va desenvolviendo el mercado Americano.

FULL COMAND (Hay que dominarlo a la Perfección)

Hay que destacar que las empresas no están buscando un inglés básico, ni intermedio, normalmente lo piden avanzado, es decir, casi nativo. El no dominar a la perfección el idioma le puede afectar al momento de querer ser contratado.

El desenvolvimiento tanto en la gramática como en la conversación lo ayudará a obtener un buen puesto de trabajo o ascender a un cargo superior.

Requisitos para ser contratados.

El mundo laboral pide más y más, por eso se está volviendo cada día más exigente en los requisitos de contratación, así que no pierda la oportunidad de prepararse en el idioma inglés que es una gran ventana para obtener un buen trabajo.

Método de aprendizaje

Avance aplica las técnicas de aprendizaje de la PNL, instrucción programada, instrucción Personalizada, los ejercicios de repetición y los de velocidad de respuesta.

El programa también cuenta con Speaking Center que permite a las personas realizar sus prácticas de conversación.  Todo esto se convierte en una opción con resultados de alto valor.

Horarios Flexibles

Uno de los puntos fuertes de la compañía son los horarios convenientes, que están distribuidos de lunes a viernes de 7:00 AM a 9:00 PM y los sábados de 8:00 AM a 3:00 PM. “Los horarios son programables, rotativos y reprogramables, es decir, que Avance se encarga de adaptarse a las necesidades de las personas y no las personas a las necesidades de la empresa, dando así disponibilidad de tiempo para estudiar inglés al horario que usted desee, Además de contar también con la modalidad de cursos en línea y en tiempo real, o en su empresa. Dando la posibilidad de poder combinarlos inclusive.

Opciones laborales Múltiples

Además de Tener acceso a múltiples opciones laborales, también podrá convertirse en Teacher Profesional o Interprete Traductor.

Propóngase hacerlo, no busque excusas de falta de tiempo, ya que cuando uno se propone algo, lo cumple; recuerde que el tomar un curso de inglés le cambia la vida, ya que permite obtener mejores oportunidades en el campo laboral, vea esto como una inversión y no como un gasto, cuando las oportunidades llegan debemos estar preparados para poder tomarlas.

English clubs come in many different guises. What they do all have in common, however, is that they provide an opportunity for English language learners to practise using English in a relaxed and friendly setting. They can make an excellent contribution to student life at a university language centre, a state school or at a private language school, for example. English clubs give students a chance to practice English in a relaxed, informal environment, and to meet new people.

Many English Clubs are moderated by English teachers, but this doesn’t necessarily always have to be the case. Student support workers or even students themselves can often make great moderators.

The principles of a successful English club:

• A good English club should be participant-centred. Some strategies to achieve this are:
• Encourage participants to bring in their own content.
• Ask participants questions about their lives.
• Divide participants into small groups to discuss questions or to do activities.
• Give participants opportunities to express themselves creatively in English, for example, through drama, poetry or storytelling. Alternatively, give them opportunities to explore visual communication, for example art or dance, with a post-performance discussion in English.

A good English club plays and important social role.

An English club can be a chance to meet new people and make new friends (both for both moderators and participants). This can be incredibly important for students studying English abroad, for example. Try to arrange the schedule so that there is time for people to stay and talk afterwards.

A good English club gives people freedom.

Students often appreciate the freedom from syllabi, exams and learning objectives. Teachers usually appreciate this too!

A good English club is rooted in the community.

Organize visits to local places or interest, or invite people from the local community in to talk to your participants.

A good English club is fun

Fun and enjoyment are elusive qualities. They happen when people are not looking for them. With regard to English clubs, it is almost impossible to predict in advance whether the activities planned will ‘click’ or not. Like a good teacher, an English club moderator should be flexible and intuitive, abandoning activities that fall flat, and embracing the spontaneous and unplanned.

Practical Activities

The following section suggests practical activities suitable for an English club. Three different types of activity are presented: discussions, online activities and activities for a themed English club.

1. Discussions

Having discussions based on a pre-determined theme often works well. Participants can work in pairs, small groups or can talk together as a whole group and discuss questions. For example:

Children and Childhood

What games did you play as a child? Can you remember how to play them?

What was your favourite TV programme or book when you were growing up? If possible, show a clip or read an extract of it to the group (perhaps at the next club). How does it make you feel when you see or read it again?

What is your earliest childhood memory?

Who is the youngest person you know?

Have you ever wished you were a child again? Why/why not?

Talk about a time you (or someone you know) did something very naughty as a child. Were any adults angry?

2. Online Activities

If your participants can get online, then a whole wider world can open up for your English club. This activity is one of my favourites.

Music and Memory

Participants choose a piece of music that reminds them of a happy time in their life. (It does not need to be a piece of music with English lyrics.) They prepare a presentation describing:

• The song
• The place
• The people
• The time and the situation it reminds them of
• What makes the piece of music special for them

Participants can then take turns to play their songs, either from the playlist on their mobile devices or streamed off YouTube, and give their presentations.

3. Themed English Clubs

Some English clubs have a theme, organizing a different activity related to that theme for each time the group meets. This generally works best when the club has a core of members who attend relatively frequently. Below are a few ideas for a club with the theme of books.

English book club

Participants bring in a book they are reading (or have read recently) and give a short talk to the group about it.

Participants ‘pitch’ their favourite book to the group. The other members decide how good they think the pitch was, and say whether it makes them want to read the book.

The moderator distributes a range of different books from the school library. Participants look at the cover only, and discuss the following questions:

Would you read this book? Why/why not?

Participants then read the first two or three pages and discuss these questions:

What is the book about?

Have you changed your mind about reading the book?

How effective is it to ‘judge a book by its cover’?

SOURCE:

https://www.teachingenglish.org.uk/article/english-clubs

According to the school of Learning Styles, each of us is a unique learner.  We all have our own study methods that we’ve come to use and rely on based on experience, practice, and innate preferences for what works.

Understanding which type of learner you are is crucial for figuring out what the best way for you to learn is. Don’t worry, it is not too hard. While we are all different learners and there are hundreds of different learning “tricks”, there are still a few broad categories for learning styles, and we tend to fit best into one or the other.

Check out the following list of learning styles presented by How To Study, and figure out which category you fit into, so you can narrow down the learning methods that could fit YOU best.

Your Preferred Learning Style

A learning style is a way of learning. YOUR preferred learning style is the way in which YOU learn best. Three learning styles that are often identified in students are the Auditory Learning Style, the Visual Learning Style, and theTactile/Kinesthetic Learning Style. Read about each of these learning styles to identify YOUR preferred learning style.

Are you an Auditory Learner?

Auditory Learners learn best when information is presented in an auditory language format. Do you seem to learn best in classes that emphasize teacher lectures and class discussions? Does listening to audio tapes help you learn better? Do you find yourself reading aloud or talking things out to gain better understanding? If YES, you are probably an Auditory Learner.

Are you a Visual Learner?

Visual Learners learn best when information is presented in a written language format or in another visual format such as pictures or diagrams. Do you do best in classes in which teachers do a lot of writing at the chalkboard, provide clear handouts, and make extensive use of an overhead projector? Do you try to remember information by creating pictures in your mind? Do you take detailed written notes from your textbooks and in class? If YES, you are probably a Visual Learner.

Are you a Tactile/Kinesthetic Learner?

Tactile/Kinesthetic Learners learn best in hands-on learning settings in which they can physically manipulate something in order to learn about it. Do you learn best when you can move about and handle things? Do you do well in classes in which there is a lab component? Do you learn better when you have an actual object in your hands rather than a picture of the object or a verbal or written description of it? If YES, you are probably a Tactile/Kinesthetic Learner.

We ALL Learn by Repetition

No matter what form we prefer for the initial exposure to new skills or knowledge, science shows that repetition is the only way that learning will truly stick.  And it turns out that digital flashcards are one of the best ways to leverage such repetition while incorporating visual, auditory, and tactile elements.

Brainscape and its users have created flashcards for any subject, including language learning, sciences, mathematics, medicine, and more. You can also make your own flashcards and study them using spaced repetition to optimize the learning process.

Combined with universal learning benefits like repetition, your learning style can be your strength. Go with it whenever you can. When you can choose a class, try to choose one that draws heaviest on your learning style. When you can choose a teacher, try to choose one whose teaching method best matches your learning style. When you choose a major and future career, keep your learning style firmly in mind.  Customizing learning for your purposes is the best way to reap its full benefits.

SOURCE:

Do you know what YOUR preferred learning style is?

Can learning through play really help teachers to achieve their formal lesson goals? Catch up on all the views and insights from our live chat on learning through play

Here we’ve collated some highlights and links from our recent live chat exploring the benefits and challenges associated with learning through play. To read the discussion in full, click here.

Don Ledingham, education blogger and director of education and children’s services for Midlothian Council

Over the years I’ve become a complete convert to the early years’ approach, where children are encouraged to learn through play and active learning. It’s been interesting to watch this approach percolate through the primary school, where play is now often used productively with older children.

Yet when I consider the secondary school curriculum, the notion of using play as an approach to promoting learning is rare and, in some subject areas, completely unknown.

The secondary school curriculum has evolved into a set of formal learning outcomes that often lead the teacher to adopt a methodology where they have complete control over the nature of the learning process, the criteria by which success will be measured and the duration of the learning experience. This is driven by a tacit expectation that ‘good’ teaching requires explicit goals and formalised learning steps.

But play has been used productively in secondary schools. For example, secondary teacher, @kenny73, told me on Twitter his class used sand trays and water to encourage students to simulate coastal actions.

He said: «I was very clear that I wasn’t looking for a definitive answer to anything, but I did want students to observe and record their findings before trying to link to actual coastal landscapes. The freedom allowed students to just try things their own way, experiment and probably make some different conclusions from mine, but some similar ones which they will ultimately keep from a memorable lesson. There are so many pieces and links we can pick up from this in future lessons, even if the learning was messy, with a different structure and an unusual way to explore the new topic.»

The US researcher Sternberg argues that as children move through school, they quickly learn how the system works and suppress their spontaneous creativity. This doesn’t happen, however, at home, on digital platforms or out with their friends where they are often highly creative.

Some teachers, in seeking to achieve prescribed targets, which they are pressured to do, also curb their creativity, avoid taking risks and leading explorations in learning. But it needn’t be that way. A key issue in my view is being convinced that play and creativity have an important role in education, and that as professionals we have a responsibility to nurture these.

The world is changing and is more uncertain than ever before. Surely creativity is a critical component in enabling us to cope, to find pleasure, and to use our imaginative and innovative powers. These are key resources in a knowledge-driven economy and, as educators, we must take up the mantle and educate for tomorrow.

For an approach that fosters playful sharing of ideas, Teresa recommends The Helicopter Technique, developed by the team at MakeBelieve Arts in London.

Tim Taylor, AST working in Norwich

Play in education is still an important pedagogical tool for some educators. I would like to voice a word of caution, however. By declaring play as a child’s ‘right’, which should be somehow protected from adult interference, and that children in school should be free to lead the learning in whatever direction they desire, we leave ourselves open to attack of lack of rigour and professional responsibility.

I prefer to see play, and by extension the use of dramatic inquiry, as a well researched and effective pedagogical tool that develops children’s learning where other more traditional, direct instruction and open discovery methods are less useful. Nevertheless, they still have an important role in teaching and learning. Being a teacher is a practical occupation, where using the most effective methods we have available is paramount, and we should resist pressure to restrict our options by those who are fighting ideological battles.

Tim edits and writes for mantleoftheexpert.com and imaginative-inquiry.co.uk.

Surely, at its heart, if learning is fun and memorable, and you actually learn through it, that is the best kind of learning there is. Learn differently to think differently. Encourage students to question and develop their own ideas. There is nothing wrong with learning through play. Teachers must have the confidence to teach our students in this way and to develop this vital teaching and learning strategy.

Governments come and go. In 25 years time, I want students to remember my lessons and what they learned. I bet in 25 years time they won’t be able to tell me who the education secretary was. But they will remember that time when they were human punctuation marks or sang to learn key vocabulary. Or ran up and down the playground to learn tenses, or when they put a book character on trial in the conference room, judge wig and all. And that is why we should learn through play and continue to develop this vital pedagogy, despite any changes coming our way.

Sian shares her ideas for best practice and creative lesson plans with teachers on her blog.

Judith Raey, head of the Sue Hedley Nursery School, Hebburn, South Tyneside

Through the High Scope approach we have a strategy called SOUL: Silence Observe Understanding Listen. This is the process our practitioners go through before entering a child’s play. You are then making an informed decision as to how and if you should enter the play. Through this supportive climate for learning, the children and adults have genuine shared control. The adult highly values the child’s active learning and they become authentic play partners with the child, following their interests.

Jeremy Dean, English teacher working in Spain

I feel two of the most important things that play can develop in the class are interest and motivation. If we can encourage these, then the children are on board and contributing to their own learning.

Here’s an example that might interest the maths department. I use the ‘times table Macarena’ to teach counting in twos, fives, 10s etc. I play the Macarena and make sure the children know the moves. Here in Spain that isn’t an issue (in fact they correct me). How humiliating. Once we’re warmed-up, I write the answers to the table I want them to learn and practise on the board (three, six, nine, 12). I then show them how to sing the numbers in time with the movements of the song. Conveniently, there are 12 movements. Once we get the hang of it, I start rubbing a few of the answers off the board so the children have to remember them. I usually end the session by promising that we can do it again tomorrow. But only if they know the numbers. This often results in hastily scribbled notes being made. I’m always happy to see children setting their own homework. A word of warning, if you’re as old as I am, do warm up the muscles around your hips before attempting this.

Sally Wheeler, science AST at The Mountbatten School in Hampshire

I try to hand over the baton to students and relinquish control as much as possible. Bad science in movies as an introduction is always good. Could this really work? Why? How? A bit like the TV programme Mythbusters. Prove it. Students explore possibilities. I use abstract objects in the lesson to model key ideas: Lego and plasticine are a regular feature.

Before setting a problem, give students time to play with the equipment. Students will often plan a fantastic inquiry but stumble at the first hurdle. Let them play before they plan. This will pick up and address many misconceptions before they start. Give them direct, hands-on access to explore and generate their own questions. Pose the questions around the room and get each other to answer. They are in control.

Philip Waters, reader and participant in the live chat, is a play project coordinator for the Eden project, Cornwall. He is currently undertaking a PhD with the European Centre for Environment and Human Health

The tension within education about play being used as a vehicle for formal and informal learning is a ridiculous one, especially when you think about play as a biological drive. We should be asking ourselves what right we have in not allowing play to be a major part of children’s learning experiences. Who do we think we are, suppressing another human being’s natural way of engaging with the world?

Adults who tell children not to giggle, laugh, whisper, shuffle in their seats or stare out the window and dream, might as well gag and nail those children to the floor. They’re doing just as much harm. Adults who tell children what, when and how they are going to learn, and stifle every interest or self-pursuit, might as well sit all children in front of a screen and press the download button.

The problem is simple, really. Play is a challenge for schools because letting children play means handing over control, content and intent, and foregoing power. That’s the argument used by many play advocates. But play can be a reciprocal and social state of being. If schools could lose, just for a day, as a trial, their demarcations of authority and drop child/adult, teacher/student identities, and instead all be players for a day – and, dare I say it, all be learners too – then play just becomes another medium of practice used in the school experience.

SOURCE:

https://www.theguardian.com/teacher-network/teacher-blog/2013/feb/27/play-education-creative-learning-teachers-schools

Quien estudia esta carrera, debe tener una fluidez mayor a la de alguien bilingüe; la Ciudad de México es la ‘Mecca’ para esta profesión por la cantidad de conferencias que tiene.

Por: Ivonne Vargas

CIUDAD DE MÉXICO — Elegir una licenciatura es una decisión que no se debe tomar a la ligera, y aunque la vocación es un factor decisivo, no está demás preguntarse si esa profesion tiene un futuro interesante en el mercado laboral mexicano.

Es el caso de la carrera relacionada con idiomas. Según la Organización para la Cooperación y el Desarrollo Económico (OCDE), la tendencia internacional apunta hacia esta actividad como una de las más prometedoras en los siguientes años.

¿La razón? Opciones como la de intérprete traductor destacan por la diversidad de su campo de trabajo. En México, por ejemplo, se organizan anualmente más de 250 exposiciones, de las cuales entre un 50 y 60% requieren ese servicio. Los profesionistas especializados en este terreno tendrán gran demanda, y no sólo en ese terreno, también en consejos, consultorías, foros, conferencias, y seminarios del sector público y privado, por citar algunas actividades.

Aunque no existe una cifra exacta sobre los ingresos de este profesional, mercado de trabajo sí hay, en dinámicas de un evento por día, en promedio. La demanda es mayor que la oferta.

Tan sólo en el Distrito Federal, para 2010, se tiene estimada la asistencia de 10,000 congresistas, a más de 20 eventos entre nacionales e internacionales, de acuerdo con datos de la Oficina de Congresos y Convenciones de la Secretaría de Turismo. Gran parte de estas actividades requieren la participación de los expertos en diversos idiomas.

De altos vuelos

Debido a la escasa difusión que ha tenido esta carrera, suele confundirse al traductor con el intérprete, «El traductor va de texto a texto, el intérprete expresa en su trabajo hasta la emoción de su cliente, y debe hacerlo en varios ambientes, no importante el escenario hay que concentrarse en el mensaje que se quiere dar».

Los especialistas aseguran que esta profesión toca todas las fibras de la economía en México, y al comenzar a laborar es fundamental trabajar con otro intérprete que te sirva como mentor para aprender a desempeñarte en este terreno.

FUENTE:CNN

The majority of parents want ‘qualified teachers’ to teach their children, but, says Barnaby Lenon, there’s more to being a good teacher than classroom skills

A NASUWT poll last week found that the majority of parents wanted ‘qualified teachers’ to teach their children. Unsurprising really, until you consider what that word ‘qualified’ really means.

In independent schools, recognised as being among the best in the world, we are free to choose our own teachers. In 2013, pupils in independent schools achieved 32 per cent of all A* grades at A-level.

Our success lies in the quality and expertise of our teachers, yet some may not have a teaching qualification. So what makes a good teacher?

They have four characteristics.

First, they love their subject and have excellent subject knowledge (the two go together). Last year Professor Rob Coe and the Sutton Trust published research into the qualities of the best teachers and this came top of the list.

It is the reason that some schools are happy to appoint an excellent graduate in a subject like physics even if they don’t have a teaching qualification. They are classified as ‘unqualified’, even though they possess the most important quality of all.

Good subject knowledge matters not only because at the top of the ability range you need to be able to stretch pupils but also because teachers with good knowledge tend to make lessons for younger children more interesting. They have more substance to be interesting about.

Secondly, they need to have the right personality. Teaching is partly acting, and acting ability helps greatly. Above all you need to be able to control a class, because without good discipline nothing worthwhile can be achieved.

So that means good teachers are those whom pupils will respect – and slightly fear if necessary. They are completely in control of what’s going on around them.

Pupils know the teacher will notice if they are misbehaving or if their work is incomplete or copied from another child and will take action – punish the child, perhaps, or require the work to be redone.

But the best teachers are not disciplinarians. They are a velvet hand in an iron glove. Pupils come to know, over time, that they are warm and generous. But they are not to be messed with. Discipline has to come first.

There are other personality traits that matter too. Good teachers are very hard working, putting a huge effort into preparing lessons, marking work and giving extra time to children who need it.

They are able to manage stress. They are passionate about their school and their pupils, keen for all to do well. They are highly organised, because switching in a few seconds from one class to another, keeping track of individuals, remembering which extra duties they are down for, managing record-keeping and databases – all this requires good organisation.

Thirdly, they need to have certain classroom skills. This is why all ‘unqualified’ teachers need some training, both before they start and throughout their first year of teaching.

They need to be shown how to deliver a lesson with pace and interest, how to use digital resources effectively, how to mark work and record those marks, how to write reports, how best to teach tricky concepts, how to ask questions of pupils in the most effective way.

Finally, they need to have high expectations of their pupils. This is a characteristic of all the best teachers. They are determined that every pupil will master their subject. This attitude sets the scene for everything which follows.

Pupils who produce unsatisfactory work must be made to redo it until they achieve a good level. Pupils will be regularly tested to see whether they have understood and learnt the work; those who do badly will be retested.

Excellent teachers believe that it is pupil effort and teaching quality which determine how well a child does, not the ability of the child. The less able children will get there in the end.

So these are characteristics of the best teachers. In terms of weighting, perhaps 30 per cent is subject knowledge, 30 per cent is personality, 30 per cent is level of expectations, 10 per cent classroom skills. Of these, only the last need be the subject of teacher training.

SOURCE:

https://www.telegraph.co.uk/education/educationopinion/11347131/You-dont-need-a-qualification-to-be-a-good-teacher.html

This article looks at the role of translation as an activity for learners in the ELT classroom.

It does not consider the role of the L1 as a teaching tool, for example for classroom management, setting up activities, or for explaining new vocabulary. This question has been discussed elsewhere on the Teaching English site. The article starts by looking at what we mean by translation as an activity in the language classroom, and then briefly reviews the history of translation in language learning within the framework of various methodologies. It then considers some of the many objections ELT thinkers and practitioners have had to translation, and some of the possible benefits of its use. It concludes with some observations about how to make translation tasks successful, and some activities.

Introduction

Translation was a significant part of ELT for a long time, and then a significant missing part for a long time also. With the arrival and then total dominance of communicative methodologies, translation was quickly consigned to the past, along with other ‘traditional’ tools such as dictation, reading aloud and drills. However, it and these other abandoned activities are now a feature of many communicative classrooms and successful aids to learning, although the approach to using them has changed. As Duff (1989) says, teachers and students now use translation to learn, rather than learning translation. Modern translation activities usually move from L1 to L2, (although the opposite direction can also be seen in lessons with more specific aims), have clear communicative aims and real cognitive depth, show high motivation levels and can produce impressive communicative results.

The history of translation in ELT methodologies

As mentioned above, translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear. It was a key element of the Grammar Translation Method, which was derived from the classical method of teaching Greek and Latin. This was not a positive learning experience for many: as well as learners memorizing huge lists of rules and vocabulary, this method involved them translating whole literary or historic texts word for word. Unsurprisingly, new methodologies tried to improve on this. The Direct or Natural Method established in Germany and France around 1900 was a response to the obvious problems associated with the Grammar Translation Method. In the Direct Method the teacher and learners avoid using the learners’ native language and just use the target language. Like the Direct Method, the later Audio-Lingual Method tried to teach the language directly, without using the L1 to explain new items. Subsequent ‘humanistic’ methodologies such as the Silent Way and Total Physical Response and communicative approaches moved even further away from the L1, and from these arise many of the objections to translation.

Objections to using translation

We can consider possible problems with using translation by looking at possible negative impact on learners and then on teachers. Under each heading we can consider some of the concerns expressed.

Learners

Translation teaches learners about language, but not how to use it. Translation does not help learners develop their communication skills.

Translation encourages learners to use L1, often for long periods of class time, when the aim of modern teaching is to remove it from the classroom.

The skills involved in translation may not be suitable for all kinds of learners. It may, for example, be best for learners who are more analytical or have preferences for verbal-linguistic learning strategies. It may not be suitable either for young learners or lower levels.

Learners may not see the value of translation as an activity to help them learn English, and instead see it as a specialised, and difficult, activity.

Translation is a difficult skill which must be done well in order to be productive and rewarding. Learners and teachers not only have to take into account meaning but also a range of other issues, including form, register, style, and idiom. This is not easy, but too many translation activities rely on it being done well.

Teachers

Translation activities are tricky to set up and take a lot of preparation, especially anticipating possible problems.

Translation requires a motivated class.

The teacher needs to have a sophisticated knowledge of the L1 and the L1 culture. Without this translation can create more problems than benefits. This level of awareness is almost impossible in a multi-lingual class.

Following on from this, if a teacher uses L1 in a translation activity then this can undermine their work to maintain an English-speaking environment in the class. Learners inevitably see them as an L1 resource.

Translation is by definition text-bound, and confined to the two skills of reading and writing. This makes it hard to justify for many classes with time restrictions.

Translation is time-consuming and difficult but the teacher must be as good as and better than the learners at it, to be able to manage the activity well.

Benefits

Many ELT teachers and theorists now see the validity and value of translation as an activity in communicative classrooms (although few coursebook writers offer ideas and materials for this area). Below are some of the ways translations can have a positive impact; many of these also serve as responses to the objections and criticisms expressed above:

Designed well, translation activities in the classroom can practise the 4 skills and the 4 systems. In terms of communicative competence, they require accuracy, clarity and flexibility. Duff: it ‘trains the reader to search (flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity)’.

Following on from this, translation is by its nature a highly communicative activity; the challenge is to make sure that the content being communicated is relevant and that we exploit all possibilities for communication during the activity.

Translation in groups can encourage learners to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language.

Translation is a real-life, natural activity and increasingly necessary in a global environment. Many learners living in either their own countries or a new one need to translate language on a daily basis, both informally and formally. This is even more important with the growing importance of online information.

Whether we encourage it or not, translation is a frequently used strategy for learners; if we accept this, we need to support them in developing this skill in the right way, e.g. by discussing its role.

Translation can be a support for the writing process, especially at lower levels. Research has shown that learners seem able to access more information in their own L1, which they can then translate.

Discussion of differences and similarities during the translation process helps learners understand the interaction of the two languages and the problems caused by their L1. It also helps learners appreciate the strengths and weaknesses of the L1 and L2, for example in the comparison of idiomatic language such as metaphors.

Teachers can focus translation activities on highly specific learning aims, such as practice of certain vocabulary, grammar points, styles and registers, etc. It also lends itself well to work with other tools such as e-mail and class web pages.

Finally, for many learners developing skills in translation is a natural and logical part of reaching higher levels, and being able to do this well is highly motivating.

Classroom approaches

Translation is a difficult activity to set up and can go badly wrong, producing some of the objections described above. There are many aspects to designing and running tasks.

Firstly, it is necessary to plan carefully and fully, and to identify the right kinds of aims. Ensure that your source material really does focus on these, and has not been introduced just because you like it. Try to integrate translation with other skills/systems practice where possible. Make sure you have dictionaries and usage sources available. It is important to recognise the problems associated with traditional approaches to translation (a solitary, difficult and time-consuming activity using literary texts) and find solutions to these, such as ensuring these tasks are short (not easy), always working in groups, and maintaining the element of a communication gap where possible.

As the objections above showed, learner perception of this activity is key. It is useful to explain your aims and discuss any concerns that your learners have; many activities use materials that can be generated by learners, which can have positive impact on motivation and dynamics. Avoid activities which require your learners to use their L1 a lot if you don’t have a consensus in your class. Think about the possibilities and pitfalls of this kind of work in a multi-lingual group – discussion and comparison of L1 idioms may be very rewarding, for example, but working on a text not.

Think about the different benefits of translation and more specifically L1 – L2 or L2 – L1 work in the context of aims and also of the class profile. If you are struggling to get learners to use L2 in the class, this may not be the best time to do translation work, for example; if you are not confident of your role in an activity where learners translate back into their own L1 or of how they will perceive this kind of work, then don’t do it. Finally, if you have interested learners, encourage them to explore translation further by themselves – it is a fascinating, complex and worthy process.

Some ideas for classroom activities

Learner groups work on translating different sections of a text, and then regroup to connect together their parts into a full text, with suitable connecting language.

Learners bring in examples of L1 language (in their own country) or L2 (in another country) for discussion and translation. Signs can be particularly interesting. This can also be done by sharing material via group e-mails.

Learners bring in short texts/proverbs/poems and present them to the class, explaining why they like them. These are then used for translation.

Comparisons

Learners work in groups on short texts then regroup and compare their versions, before producing a final text. This can then be compared with an ‘official’ published version.

Learners translate and then other learners back translate, then compare versions and discuss why there are differences.

Learners look at ‘bad’ translations and discuss the causes of errors. Translation software programmes and web pages are good sources of these (see below).

Ask learners to find different kinds of texts for comparison and translation, for example recipes, e-mails, graffiti, technical texts, post-its, etc.

Project work

Learners translate the script of a scene from a film, then dub over the scene itself with their new version in the L2.

Learners develop a webpage or blog with their own translated work.

Learners participate in live online forums such as Word Reference (see below).

Learners research and then present their findings on the translations of a particular group of words, such as those of their own professional field.

Learners evaluate translation software/web pages and then report back to the group.

SOURCE:

https://www.teachingenglish.org.uk/article/translation-activities-language-classroom

Consejos para mejorar tus conversaciones en inglés

Publicado por: AVANCE | tuavance.com

Tu manera de hablar revelará realmente cual es el verdadero dominio que tienes del inglés, por ello existe una gran necesidad en dominar los matices del idioma. El inglés escrito es muy diferente al inglés hablado o conversacional. Tal vez puedas saber todas las reglas de gramática y las estructuras de frases correctas cuando se trata de escribir una carta, pero si no puedes hablar bien, y de una manera fluida habrá muchas frustraciones en el camino.

Entonces, ¿cómo mejorar tu inglés hablado? Aquí hay algunos consejos que debes tener en cuenta cuando se trabaja en la mejora de sus habilidades de conversación.

Consejo No. 1:

Pensar en inglés

Nunca serás capaz de obtener realmente el feeling de cualquier idioma hasta que empieces a pensar en él. Si deseas que las palabras fluyan bien cuando hables, tienes que pensar constantemente acerca de lo que dirás.

El inglés hablado depende en gran medida de tu vocabulario. Aunque parezca una locura habla contigo mismo unos 5 minutos diarios en voz alta, ve cambiando los diferentes escenarios en tu mente para poder practicar diferente vocabulario y estructuras incluso te darás cuenta que habrá palabras que no conoces cuando te quieras expresar, búscalas de inmediato y veras como las retienes en la memoria de largo plazo. Asegúrate de estar solo cuando hagas este ejercicio.

Consejo No. 2:

Escuchar con atención el ritmo del inglés.

Cada idioma tiene su propio ritmo y el inglés no es la excepción. Si puedes utilizar la velocidad ideal y la variación de tono de un idioma te escucharas como un nativo o al menos casi como ellos. De hecho, hablar demasiado lento o ir demasiado rápido, es lo que te delata como novato en un idioma. Puedes observar los noticieros tanto británicos como americanos dependiendo el tipo de acento que más te interese o necesites, así como programas en general, pero en vivo, en lo personal no recomiendo las películas ya que no deja de ser un dialogo estudiado y actuado por lo que la carga emocional en el ritmo del idioma es distinta es decir no es del todo real, por ello no recomendamos las películas.

También ayudará a mejorar tus habilidades de conversación, escuchar programas de revista en inglés.

Consejo No. 3:

Corregir tu Acento

Como aprendiste inglés después de haber aprendido tu lengua materna el acento de tu lengua madre se transfiere, al ser un hábito de los músculos destinados en la garganta y en la lengua para el habla, un claro ejemplo de esto es al escuchar a un norteamericano o francés tratando de hablar español, son inconscientes de este fenómeno y claramente podemos identificarlos así que el secreto está en que cada palabra que uses al hablar tiene que ser libre de acento. Para ello, es necesario tomar conciencia de tu acento al hablar y un ejercicio ideal para lograrlo es grabarte a ti mismo hablando y ver en que palabras o estructuras se está cometiendo el error, al principio puede parecer un tanto complicado, pero recuerda que estas modificando un hábito y la práctica hace al maestro.

Consejo No. 4:

Verbos y Tiempos

La gran parte del inglés hablado consiste en describir lo que uno está haciendo o planea hacer, esto implica el uso adecuado de verbos y tiempos, la gramática tiene que ser correcta antes de poder hablar con fluidez el inglés.

Consejo No. 5:

Hablar, Hablar y Hablar

La única manera de mejorar su inglés hablado es seguir hablándolo. Sin embargo, hablar por hablar no es suficiente. Es necesario hablar en la presencia de una persona que sea capaz de detectar tus errores y mostrártelos.  De lo contrario, seguiremos repitiéndolos y no mejoraremos integralmente. Esto es posible con cualquier persona que tenga conocimientos sólidos de inglés hablado, a mayor grado de especialización de tu instructor, mejor.

AVANCE | tuavance.com

Having background knowledge in moral decision making is pivotal.

Education represents success in one’s life—in both their personal and professional life. Educators prepare students for the future. However, in order for students to become successful individuals in the future; the students must come across effective teachers throughout their educational careers. An effective teacher must know what is ethically right and wrong. Therefore, I find it pivotal for future educators to have background knowledge in moral decision-making.

In my future classroom, my goal is to make my students feel comfortable. For instance, students tend to argue that teachers only like certain students in the classroom—pure favoritism. Therefore, it will be important for my students to understand that grades are not given based on how much I like them; it is based on the effort, commitment, and how determined one is to earn the highest grade possible in the course. Nevertheless, being determined is important, especially in one’s educational career, such determination will guide a student to a successful college career.

Favoritism gives benefits to some people without a justifiable reason for singling them out; discrimination imposes burdens on people who are no different from those on whom burdens are not imposed. Both favoritism and discrimination are unjust and wrong.

Consider the following scenario: two students in my classroom were caught cheating on a major assessment. Nevertheless, one of the students is my favorite student. Thus, I decided to give that student another chance; however, I gave the other student that cheated a zero for the assessment.

For that reason, a teacher with background knowledge on the study of ethics would argue that my action was morally wrong, and that I should have given both of the students a zero for cheating. Yet, others may argue that certain individuals were raised in an environment where cheating is acceptable—it is a normal thing to do—it is part of their daily life.

Furthermore, in the future, my main goal is to deliver a high-quality education to all of my students. However, in order to deliver such education, I find it crucial for me to inform and make sure that my students understand the difference between what is morally right and wrong. Ethics and morals are often associated with religion, but schools can also provide important lessons in ethical thinking and action. Teaching my students the importance of ethics will allow me to run a positive and successful class environment; where education is taken seriously, especially since it determines one’s future.

SOURCE:

https://www.theodysseyonline.com/the-importance-of-ethics-in-teachers-career