Writing is approached in this manner because the teacher directs the students' attention to the process of writing, which includes:
It demonstrates that she is responsible for providing suitable guidance at each level of the text's development process. The syllabus is not written in process terms, and it is unlikely that it can be written in process terms. The syllabus merely lists the types of written products that students are expected to learn, as well as the social contexts in which those written products are expected to be learned and the social contexts in which the written product is expected to be set; it does not include any other information. In some cases, the language functions are also explained in detail.
With a process-oriented approach, it is our responsibility as teachers to determine what procedures and processes, as well as what skills and techniques, the students will require in order to effectively complete each task outlined in the syllabus. One of the most effective ways to discover this is for us to carry out the activity ourselves. After we have determined what is required of the pupils in order for them to complete the task, we should create two lists:
The process approach takes a top-down perspective on the writing process. Students are assigned an assignment to complete. It is suggested that once a teacher has piqued the students' interest in a task and persuaded them that they have something to say, they would want to master the language that will enable them to communicate what they want to say.
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As we read and learn about the criteria that the Ministry of Education has established for the teaching of writing in Malaysian schools, we are expected to pay close attention to the writing process as we read and study. There are compelling arguments in support of this position. For some years, the most important aspect of writing instruction for ESL/FL students has been the production of error-free writing in a variety of genres, regardless of the genre. After each school day, the children have managed to complete some sort of writing project. The writing exercises, on the other hand, frequently need nothing in the way of compositional skills, and every student in a class creates exactly the same composition as every other student in the class. Most of the time, students are just required to write down lines from connected replacement tables or to complete blanks in a text in which all of the decisions about content selection, organization, and so on have been made by their teacher or the textbook author. Even with only the smallest of contributions, though, the students would have all produced a sample of the desired genre as a group. When writing, the product approach to writing is used to describe a method in which the process of writing is overlooked and the emphasis is instead placed on acquiring a sample of the intended product. In the product approach, writing development is considered as a process of block by block construction, with the building blocks of writing intended to be linguistic things and the writing process seen as a process of block by block construction.
These approaches have a number of significant drawbacks that are readily apparent. The student is never given the opportunity to learn about the numerous procedures that good writers employ in the creation of a written text, which is a shame. Grammar is not stressed enough, and writing is only employed to give an environment in which to practice the subject matter. Because it is uninteresting and does not meet the pupils' demand for self-expression, this type of writing is also demotivating for them.
Because children live in the moment, it is essential to make writing appealing to them not because it will be useful in the future, but because it will meet a current requirement. Writing assignments can be linked to social demands in situations where there are social needs. This is very useful for writing teachers.
The ability to teach students forms of writing that are useful to them as their knowledge of the English language grows can be taught as students' knowledge of the English language grows. These writing assignments should be linked as soon as feasible with learning in other skill areas, so that they occur naturally and kids can recognize the importance and utility of learning to write as a result of their efforts. Social needs, on the other hand, are essentially non-existent in most locales, with the exception of urban areas. Therefore, the teacher must devise writing assignments that will engage each student on an individual level in order to be effective. Consequently, when we translate the students as individuals from the syllabus into specific assignments, we must contextualize the task so that the student can relate with the circumstance and have something to say about it. There are a variety of other requirements that come from the role that writing might play in the ESL/FL classroom, in addition to the requirement to teach writing for its own sake. The writing we do can be classed in numerous ways based on its function. For example, James Britten categorizes it as expressive, transactional, and poetic.
Britten's scheme does not distinguish between the three functions. They cross over. A poem describing a personal event, for example, is both expressive and poetic. A naturalist's description of a creature may be useful, but it may also be enjoyable if it is well-written. Although Britten's categories and variants on them are increasingly frequent in ESL literature nowadays and must be understood in order to understand ESL textbooks, Malaysian educators categorize writing as personal, professional/transactional, or creative. The table below illustrates the distinctions between writing for personal, professional/transactional, and creative purposes. To add to the list, writing is typically classed based on mode. There are five major forms of writing that are commonly referred to:
Thanks to that video, we now have a better understanding of the writing process and how it evolves through time. That information is really beneficial to us, particularly in deepening the educators' grasp of the writing. So, what exactly is writing? Writing is a method of interpersonal communication that involves the use of visible signs or graphic symbols on a flat surface such as paper, cloth, or even stone slabs. Each language has its own set of graphic symbols. Written English employs a 26-letter alphabet starting with a and ending with z. Every day, we are confronted with many types of writing (daily newspapers, advertisements, bills, letters, etc). However, not everyone is able to write, despite the fact that every normal person is able to speak his native language from the time he is born. Without formal teaching, we learn to communicate at home. But writing is a different story. First, we must be taught how to write. We often learn to write in school. As a teacher or someone who aspires to be one, we must be well-versed in the fundamentals of writing. These are some of the questions to which we must find answers along our journey of learning to write: 1) Why do people write? 2) What types of things do they write and for what purpose? 3) What a writer of various types of writing requires in order to write successfully. Writing is the expression of one's thoughts on paper. We utilize writing in our daily lives for a variety of reasons, including:
Besides, we also need to know the many stages in the development of writing skills, that is, we need to know the primary concerns that affect instructors of writing so that we may make informed decisions in our own activity as a teacher of writing. Total Physical Response or widely known as TPR was created by Dr. James J Asher, a professor emeritus of psychology at San Jose State University. TPR is a language teaching method. It is based on the coordination of language and physical movement – a combination of verbal rehearsal and motor activity. Here are the main purposes and three main hypotheses outlined by Asher Asher about learning second language that are embodied in the total physical response method.: Asher's Total Physical Response is a "natural method" since Asher views first and second language learning as parallel processes. He argues that second language teaching and learning should reflect the naturalistic processes of first language learning. For this reason, there are such three central processes:
How to use TPR in class? Here is a basic procedure for using Total Physical Response in the classroom:
Let’s watch one of the activities that can be used in teaching the language. It is widely-known as the classic TPR game. Another activities that we might want to use in the classroom are Circle games, Scavenger Hunt Challenge or even can based on songs and nursery rhymes.
For me, TPR help the students immediately understanding the target language. It is memorable, fun and easy to be followed for all categories of students. Besides, TPR can be one of the most useful strategies for the teacher where the class is conducted virtually. By using lessons that incorporate dancing, acting, or gesturing, students are more likely to be entertained and stay happily on task while learning.
From my point of view, the most popular learning style among the students is kinesthetic learning. We cannot pay full attention during the lesson. I preferred this style more than the others. It does not mean I do not agree with the other styles for students, especially those in a primary school; because they are more active in kinesthetic learning style. But, for me, this style is actually a combination of the other two styles which are auditory and visual.
From kinesthetic styles, students use their whole body in getting information. It is suitable for those either introverted or extroverted students. It will encourage students to participate during the lesson. At the same time, it also makes them remember the lesson better because their learning becomes more meaningful and interesting with the various activities that help them from losing their focus in an inactive or boring teaching style such as lectures. Teaching techniques are various ways of imparting knowledge to students or pupils in schools. Teaching is one of the best professions in the world because the majority of professions and careers derived their origin from Education. Therefore we should adopt many ways of teaching so that the students can easily assimilate the topics as soon as possible. So, here are another addition of techniques of teaching and it suitable in language classroom: 1. Grammar-translation
2. Task-based learning
3. Comprehension approach
4. Content-based language teaching
5. Communicative language teaching
6. Effective CLIL pedagogy
There are so many techniques that we can adapt from other countries to use in our education system to teach English as a second language in Malaysia. The techniques are almost the same but we have to improve it in a certain way to match the Malaysian Education context. Since our education is not at a good level, we need to do something and maybe we can make a country such as, Netherlands as a role model.
In this life, everything has its own principle. These principles make everything work easily and smoothly. Before this, I did not know that learning also has its own principles to be followed. So, I learn without knowing about its existence and realize that it’s hard for me to understand. Because of that, I did some research about learning principles to understand or maybe I can use it in daily life. Several principles of learning have been discovered, tested and used in practical situations. It was identified by educational psychologists and pedagogues. For me, these principles provide what makes people learn most effectively.
“Failure comes only when we forget our ideals and objectives and principles”. (Jawaharlal Nehru) We know that to achieve something or a success, we need to follow their own rules or principles. Without those things, we cannot achieve success easily. If we are keen to choose the easy way, it might be that we choose a quick way to fail. Best teaching practices are a key influence on student learning - a desired outcome and primary goal of higher educational institutions. Teachers strive to meet the principles of good practice in an effort to provide the best learning experience for their students. Actually, there are so many great teaching practices that can be used to provide a good lesson. Not only can it create a good environment, but it also attracts the students to be more hyperactive and focus in the class. So, here are some best teaching practices that-in my opinion- are very effective from the rest. 1. Make a clear lesson goals or objectives.
2. Provide your students with feedback.
3. Monitoring student’s work.
4. Provide students with the material needed to complete the task.
5. Treat all students equally.
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