Post on 20-Jan-2017
Group 3Rabiatul Hamidah A1B214041
Rika HusyanaA1B213256
Ramadan A1B213225
Reny Triana Sari A1B214044
CONTEXT OF LEARNING AND TEACHINGTeaching across Age Level
1. Teaching Children
2. Teaching Adults
3. Teaching Teens
Teaching ChildrenFive practical approaches to teaching children:
a. Intellectual developmentb. Attention spanc. Sensory inputd. Affective factorse. Authentic, meaningful language
a. Intellectual developmentChildren (up to the age
about eleven) have limitation in learning complicated materials, in learning ESL or EFL. They cannot grasp the metalanguage we use to describe and explain linguistic concepts. https://prezi.com/0_8pk7w06esh/teaching-across-age-and-proficiency-levels/
Some rules of thumb for classroom:1. Don’t explain grammar using terms like “present progressive” or
“relative clause”.
2. Avoid abstract terms.
3. Some grammatical concepts are introduced by showing students
certain patterns and examples.
4. Certain more difficult concepts are patterns require more repitition
than adults need.Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 102)
2. Attention SpanChildren have a short attention span when they
have to deal with difficult, boring, and useless materials. How do we make our materials interesting for children? Activities should be designed to capture their
immediate interest. A lesson need a variety of activities to keep interest
and attention alive. A sense of humor will go a long way in keeping
children laughing and learning. Children have a lot of natural curiosity. Make sure
you tap into that curiosity whenever possible, and you will thereby help to maintain attention and focus.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. Page 103)
3. Sensory InputChildren need to have all five senses stimulated by
using: Pepper your lesson with physical activity.
Projects and other hands—on activities go a long way toward helping children
to internalize language.
Sensory aids help children to internalize concepts.
Remember that your own nonverbal language is important because children
will attend very sensitively to your facial features, gestures, and body
language.Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA:
Pearson Education Inc. Page 103)
4. Affective factors
Children are sensitive of what other people think about them. Therefore, teacher needs to overcome such potential barries to learning by building students self-esteem, eliciting as much oral participation as possible, and making students comfortable when they make mistake.
https://prezi.com/0_8pk7w06esh/teaching-across-age-and-proficiency-levels/
Teachers need to help them to overcome such potential barriers to learning• Help your students to laugh with each other at
various mistakes that they all make.• Be patient and supportive to build self-esteem, yet
at the same time be firm in your expectations of students.
• Elicit as much oral participation as possible from students, especially the quieter ones, to give them plenty of opportunities for trying things out.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. Page 104)
5. Authentic, meaningful languageChildren are focused on what this new language can
actually be used for here and now. They are less willing to put up with language that doesn’t hold immediate rewards for them.
Children are good at sensing language that is not authentic; therefore “canned” or stilted language will likely be rejected.
Language needs to be firmly context embedded.
A whole language approach is essential.Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education
Inc. (Page 104)
2. Teaching Adult
Differences between adults and children:a. Adults are more able to handle abstract rules and concepts.
b. Adults have longer attention spans for material that may not be intrinsically interesting
to them.
c. Variation of sensory is not really needed.
d. Adults often bring a modicum of general self-confidence (global self-esteem).
e. Adults, with their more developed abstract thinking ability, are better able to
understand a context -reduced segment of language. Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)
However, adults are never entirely problem-free learners, and have a number of characteristics which can sometimes make learning and teaching problematic: They can be critical of teaching
methods. They may have experienced failure or
criticism at school which make them anxious and under-confident about learning a language.
Many older adults worry that their intellectual powers may be diminishing with age – they are concerned to keep their creative powers alive, to maintain a ‘sense of generativists’ (Williams and Burden 1997:32).
Harmer, Jeremy.2001.THE PRACTICE OF LANGUAGE TEACHING (Third Edition).Malaysia: Associated Companies throughout the World (Page 40)
Some management “do’s” and “don’ts”
• Do remember that event though adults cannot express complex thinking in the new language, they are nevertheless intelligent grown-ups with mature cognition and fully developed emotions.
• Don’t treat adults in your class like children.• Do give you students as many opportunities as possible to make
choices.• Don’t discipline adults in the same way you would children.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 105)
3. Teaching TeenTeens are in between childhood and adulthood therefore a very
special set of consideration applies to teaching them. Nevertheles, some thoughts are worth verbalizing, even if in the form of simple reminders.1. Some sophisticated intellectual processing in increasingly possible to teenagers.2. Attention spans are lengthening but with many diversions in teenagers’ life, their attention spans can be shortened. 3. Varieties of sensory input are still important but not as much as children.Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)
4. Considering that teenagers ego, self-image and self-esteem are at their pinnacle, the teacher should give the self-esteem in its pinnacle by:• Avoiding embarrassment of students at all costs.• Afferming each person’s talent and strengths,• De-emphesizing competition between classmates, and• Encouraging small-group work where risk can be take
more easily ny a teen.
5. Teenagers are becoming increasingly adultlike but don’t still bore them with overanalysis.
Brown, H. Douglas.2007.Teaching by Principles: An Interactive Approach to
Language Pedagogy (Third Edition).USA: Pearson Education Inc. (Page 106)
References Brown, H. Douglas.2007.Teaching by
Principles: An Interactive Approach to
Language Pedagogy (Third Edition).USA:
Pearson Education Inc.
https://prezi.com/b8fgxylrh_nb/teaching-
across-age-level/
Harmer, Jeremy.2001.THE PRACTICE OF
LANGUAGE TEACHING (Third Edition).Malaysia:
Associated Companies throughout the World
https://prexzi.com08pk7w06esh/teaching-across-
age-and-proficiency-levels/
THANK YOU
Question
• Danang : in Teaching Across Age Leve, what age classification for children, adult, and teen?
• Hendra : is there any differences the way of of how to teach children, adult, and teen?
• Zulfa : what is the main difference way to teach children and adult?