150 minutes of teaching English each week.
I realize
that the teachers who work in the school system have to follow
the scholastic English program for the year. However, a teacher
can organize her week and still touch on her obligations.
The first 50-minute English lesson of the week.
When a grammar point is introduced in the textbook, it’s
advisable that the teacher supplies more information to simplify
the textbook explanation. This added help can be very valuable
to the students as many times I noticed the text doesn’t give
extensive examples.
I
personally advise trying an alternative teaching method. When
this is done she can ask the students to form their own
sentences using the new grammar point. In this way she can see
if the students actually understand how it can be used.
Here’s an
example:
When
teaching Possessive Adjectives and Pronouns, it’s a good
idea to show the difference using simple illustrative sentences.
Possessives
Adjectives
Pronouns
This is my
book. This book is
MINE.
That is your
pen. That pen is
YOURS
Those are her
glasses. Those glasses are
HERS.
Etc.
Creating a chart like the above aids the students because they
can visually see the difference. Let them explain to you what
differences they note.
Now they are ready to try out these possessives, using them in
their own sentences.
If there is space, have some students work at the
blackboard. The rest of the class can write their sentences on
paper for you to collect and correct.
It’s my
opinion that everything a student writes should be corrected. I
know it produces extra work for the teacher, but it’s an ideal
way for the teacher to see if the lesson has been understood,
before she goes on to the next grammar point.
A Nice Thought:
“He
reduced things to the simplest, most logical terms. He was a
born teacher.”