The Big Question: WHY?!? 為甚麼!!

Submitted by Jessica on Tue, 05/03/2016 - 15:52
Do I have to?一定要嗎?

WHY?! 為甚麼?!

 "Why?!?" When children are asked to learn a second language, this is typically the response we get. Actually, it should be *Whine~~ Why?!? Whine~~* Then, this is the blog that may interest you.

"為 甚 麼!!!" 通常這是孩子們得知要學第二語言時的回應。夾雜著抱怨、不快、與 不甘!! 如果,您的孩子是如此的話~ 不妨看看這篇吧!



Language is about communication between people and its full purpose is to connect people together.  My teaching philosophy and approaches align with that believe.  I implement the 20/80 rule in my classes where I would introduce the “topic” of the class using 20 percent of the time then allow students to practice 80 percent of the class.  Introducing the topic includes warm-up, reviewing past material of the previous session to help students connect the dots, and then linking that old knowledge to new information, our “objective” of the day.  This would be with the use of visual/audio cues, authentic real-life materials, and models with various activities and exercises.  I also encourage students using warm language, positive speech to lower the effective filter so they would be more inclined to participate in class activities.  After I present the targeted material, objective, of the lesson, students would start the phase, guided practice, then work in groups in the less guided practices.  Finally, they would enter the independent practice phase to demonstrate their final understanding of the material.

語言的目的就是建立起人與人之間的橋樑。而這也是我教學的理念!學英文不是為了應付考試和成績,是要能與別人溝通的工具。相對的,學到的必須要會應用,在課堂上有約80%的時間是讓學生”練習”的,而其他的20%則才是”教”的部分。20%教 包含了將學生已知的做複習並和新知識連結。利用各式的教具與方法刺激學生的視覺,聽覺。結合日常中的真實或擬真物品和生活做連結,並給予充分的範例和練習來達到學習的目標。課堂上老師會用鼓勵的方式加強孩子的信心,降低“effective filter” (中譯為“情感過濾”)並勇於參與活動與討論。而80%的練習則分為 “集體引導練習” “引導練習” 和 “單獨練習”。其單獨練習的時機也是讓老師了解孩子吸收知識的最好時機。


Children have the innate curiosity to learn.  They need hands-on activities to provide exploration and discovery, engaging/fun material to engage their brain, relaxing and fun atmosphere for the synapses to grow with new experience and enhance the connections that are already in place.  I have used numerous authentic material, sequencing activities, and role-play in my lessons so students are able to carry what they have learned in the class into the real world and continue to practice what they are taught in the real world.  Also, with the use of technology, various internet sites and computer programs that engage students on purposeful review.  When a child has shown improvement, it is crucial for the teacher to offer encouragement, but when a child has constant struggles, it is essential for the teacher to use warm language and encouragement, also provide assistance.  Assistance may be in the form of presenting the material in a different way, going back to the basics and scaffolding, adding on, more information slowly to help the child reach the targeted goal.  In the form of assessment, I would rate each individual student according to his/her ability, effort, and demonstration of their understanding.  As all of the students have different backgrounds and talents, it is important to see each student as individual and reinforcing his/her strong suits while support his/her weaker ones.

孩子們擁有與身俱來的好奇、求學的精神! 他們需要的是可供他們把玩、探索的教具及遊戲來吸引他們大腦的專注力及放鬆、好玩、無壓力的氛圍讓大腦的神經軸凸發展最快的連結,也讓那些已存在得連結加以強化! 在課堂上充分利用生活周遭的物品加以變化,製作成不同型態的遊戲,把課堂與生活作為一個有效的連結,讓孩子在日常生活中也能加以練習。加上特定科技產品和網站達到吸引孩子專注力的有效複習。當孩子有好的表現時,老師的讚賞是很重要的! 相對的,當孩子有困難時,老師更應該要用正向的語言鼓勵學生,並回到基礎上,用不同的方式詮釋,等到孩子跟上腳步後,慢慢的一點一滴增加難度,好比那萬丈大樓平地起,一層一層的往上爬。在評估孩子時,必須考慮到每個孩子的天生氣質與生長背景的不同,並多方面的評量他的所學知識、學習態度、及知識上的運用。更重要的是尊重每個學生的特質,達到增強扶弱的雙贏狀態。