Post by Amber on Oct 13, 2016 16:56:32 GMT 8
To start with I realized by reading the first chapter that my style of teaching right now has some positive and negative influence on my students learning English. Im not teaching them direct English like you all but in parts of my classes I am. At first I realise that I talk a lot and sometimes use to hard sentiences to explain movements or dance technics. Just by watching me they can pick up a lot. And the explanations I optionaly can give (if needed) should be in more simple words for them to recognize, like shapes or with pictures for example. For students to have dance class next to there normal English classes is a great way to have a bigger English environment, listening and practise there talking skills. The main focus is not on English but probable without them realising it they are practising and using there own English. And I can give them more opportunities to do this while I teach them how to dance. But specially when I work on creativity and awareness of there body and surrounding. And later on also emotions and personal expression.
To make my lessons more productive for me and the student I should use easyer, shorter centenses.
I would like to use more flash cards to make examples more clear.
Switch roles of teacher and student.
I can play games and give them directions but they can do the same with me. For example I play a game with them that I tell them how to move. 'Let's jump together', 'Let's turn together'.
Or recognising bodyparts. I use a improvisation exercise where the start of movements everytime begins from different places.
Like from your knees, from your nose, from your bellybutton or from your eyes.
Until now I direct them in these exercises but it would be a good practise to give them the rol of teacher and direct me by speaking English.
I realise now that I correct students on there pronunciation and I should do this less. It is a very positive thing that they are talking to me and are involved in the exercise.
I should stimulate them more in talking and using there imagination and personal opinion instead of correcting them and stopping them from talking.
In dancing I accept making mistakes a lot more then in there speech. But I know without making mistakes you will not learn and grow. It is the same principle.
The subject that I can use the most for dance and connecting English in my opinion are shapes, counting, music as a starting point and creativity. Specialy the last 2 can be very stimulating because it can lead to a lot of different subjects and there by use of English.
As a new activity I would like to work with drowings. Before I was teaching emotions with smiley faces, music connected to the emotion and what kind of body language fits together. And also how to write/read the emotion. I would like to give them freedom to make a drowing of what makes them happy or sad for example. Not just copy the face expression like I did before. And them let them explain what they have drown and how to show this also in dance/movements. Stimulate them to talk and express themselves and how to use the english words they know. And expand them even a little bit if this is connected to there choosen subjects.
To make my lessons more productive for me and the student I should use easyer, shorter centenses.
I would like to use more flash cards to make examples more clear.
Switch roles of teacher and student.
I can play games and give them directions but they can do the same with me. For example I play a game with them that I tell them how to move. 'Let's jump together', 'Let's turn together'.
Or recognising bodyparts. I use a improvisation exercise where the start of movements everytime begins from different places.
Like from your knees, from your nose, from your bellybutton or from your eyes.
Until now I direct them in these exercises but it would be a good practise to give them the rol of teacher and direct me by speaking English.
I realise now that I correct students on there pronunciation and I should do this less. It is a very positive thing that they are talking to me and are involved in the exercise.
I should stimulate them more in talking and using there imagination and personal opinion instead of correcting them and stopping them from talking.
In dancing I accept making mistakes a lot more then in there speech. But I know without making mistakes you will not learn and grow. It is the same principle.
The subject that I can use the most for dance and connecting English in my opinion are shapes, counting, music as a starting point and creativity. Specialy the last 2 can be very stimulating because it can lead to a lot of different subjects and there by use of English.
As a new activity I would like to work with drowings. Before I was teaching emotions with smiley faces, music connected to the emotion and what kind of body language fits together. And also how to write/read the emotion. I would like to give them freedom to make a drowing of what makes them happy or sad for example. Not just copy the face expression like I did before. And them let them explain what they have drown and how to show this also in dance/movements. Stimulate them to talk and express themselves and how to use the english words they know. And expand them even a little bit if this is connected to there choosen subjects.
