Reflection Journal Assignment for Methods EDUC_X346.6 with Roger Dupuy

The discussion last time revolved around GTM as the default method for hundreds of years. There are many reasons for this. It is still used worldwide. The question still remains whether this method has any merit in the classroom. We talked about 'mixing' methods and that being eclectic sounds cool but there are pitfalls to just blindly mixing things together just to meet different demands. 

How would you decide whether a method is right for you and your teaching context? Think of the breakdown of a method on page 33 of the text. How can Approach/Design/Procedure help?

Please discuss this in an answer in a 150 to 170 words.

Assignment is due Sunday evening, July 10th by 11:59pm.

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Comments

Misa Asaoka
I regard the method as right if the method seems to help me achieve the goal of the class. For example, if I have an English grammar class, GTM would be right for me since its goal includes improving reading and writing skills of learners and learning grammar. On the other hand, if I have an oral English class, DM would be right for me because it aims to improve learners’ oral communication skills. Also thinking of Approach, Design, and Procedure helps when I decide whether a method is right for me. Each method develops based on Approach, Design, and Procedure. Therefore, seeing them and thinking whether they match the goal of my class help me to decide if the method is right for me. I think Design of the method especially helps you decide since it shows what kinds of activities or learning contents I can give students and I can see if the method works for my class through it.
Katherine Knight
For any successful method in life to make an effective yet positive difference, it is necessary to strive for balance among approaches. In teaching, simply mixing methods together only adds chaos to the complex and confusing ordeal of learning a new language. Deciding the right teaching method and context requires much practice, patience and structure from the instructor. Making mistakes in your approach will only be beneficial if a teacher can not only learn from their faults, but also grow from them and adapt better teaching approaches. Knowing the theory approach behind the nature of the language and how to learn language is necessary to understand the fundamentals of language. The design gives structure to the method by defining the roles of the student and teachers, and how to actively and effectively learn the language. The procedure is also dependent on the nature of language learning and the types of activities and roles of a balanced method design.
avelara
Although GTM has had a negative association with being an ineffective method, incorporating it into a combination of teaching methods could help make it a more effective method in the classroom. The GTM method, while allowing you to learn about language, doesn’t teach you how to use the language to better communicate with speakers of the language. Nevertheless, just because the method is frowned upon doesn’t mean it isn’t effective, especially since it provides an efficient manner of teaching grammar rules and the memorization of other fundamental tools that are the basis for learning the language. Having an eclectic mixture of teaching methods can also help provided that it doesn’t result in a problematic disorganization that doesn’t increase or foster communication. In order to decide whether a method is appropriate, one would have to clearly identify the goals of both teacher and student. With the use of ADP, we can better recognize what works best for a variety of students. By trying different methods to better understand our tendencies as teachers and what works best for our students, we can learn and improve our skills and become more spontaneous and flexible without getting rid of our personalities, thus making our lessons much more interesting.
Chanel Paek
Choosing a teaching method requires the teacher to consider many factors in the classroom. The method I choose to use will be dependent on the learning material (whether it be grammar, speaking, etc), the students (their proficiency level, the type of learner they are, etc), and also myself (what I am confident doing). Thus, even though the grammar translation method is not widely advocated, if I'm teaching things that can only be memorized (such as grammar rules or vocabulary), my students are comfortable with memorization (due to their culture, their backgrounds,etc), and I am confident that GTM will be useful for the students; I will use the grammar translation method.
Julie Cho
As stated above by avelara, “Just because one method is frowned upon doesn’t mean it isn’t effective…” I whole heartedly agree with this statement. Though GTM might not look pleasing to many, a lot of places over the world still use this form of teaching method (ex: Korea). While the “western” education shifted over to allowing student centered education to occur in schools, I believe we still need to realize that some places prefer and feel comfortable with the GTM while being taught a foreign language. I would have to meet with my students first, but I believe A/D/P would allow me to see what I need to do to help my students reach their personal goals. Also I’ll be able to see what method would work best for them so they may be able to achieve their goals (ex: If they want to be proficient writers-I would use GTM, if they want to be better speakers- I would use communicative approach). This all depends on my students.
gamaliel valencia
As I mention on my homework about GTM from my psephologist class. this method did succeed because it lacked from the basic principals like for example psychology and methodology. on the other hand this method is being use around the world by many teachers as stated on the " approach and methods book" the thing is teaching this method for teachers it is really convenient, since they don't have to give long explanations, discussions or arguments about it. in the future I might used if I am requested by the institution that I will be working for, tough I would rather not to. I would like to use a different methods in where which speaking would come first like audio lingual method. I would like my pupils to be fluent in their speaking that's why I might not use the GMT method. the only time that I might use is I would be teaching in a foreign language in where things would be difficult to explain.
Ann Whitely
First, I would ask myself what the objective for understanding the purpose of the lesson is. Then I can pick an approach that varies in context to create a real authentic atmosphere. Furthermore, designing a plan would aid in achieving the activities benefits and negatives. Depending on the material and level of student, I would adjust the student-teacher interaction to pressure and release the context and content. Additionally, I want to create an understanding of techniques applied within the lesson. In regards to GTM, it may be helpful for beginning children or a skim for beg. adults, but I would prefer combing this activity with an additional method in order to resonate the language to the culture. In deciding the form of the method, I would create an authenticity of learning. Example would be shaking one’s hand to say hello, instead of fixed phrase with little variation of erythematic pronunciation. Through these small variations between teacher and student, I can achieve a natural balance for mixed methods.
Roy Huang
To decide whether it is the right teaching method or not it depends on your class, school, and materials provided. For example, I took a class in my foreign language (chinese), and we still used the GTM method to learn vocabulary. Vocabulary is one of those things where the GTM is needed because there is no other way but constant drilling. However, other methods are definitely needed to stimulate learning, I would dedicate a couple classes to see which methods work, not all methods will be effective however, if the some students are retaining and showing improvement through other methods then it gives me some variety in the classroom. All in all it depends on my students and what method best fosters learning inside the classroom
quincy1012
I think GTM definitely has it’s good side, especially for adults who are(and want to be) grounded in to the rules of language. However as the age for learning a second language is becoming younger and younger, it is needed for teachers to use methods other than GTM. I feel like for a method to be “right” , one must first look at the language itself, it is wrong to say that all languages are the same and they can be learnt by the same method, even disregarding the grammar rules, there is also the difference in writing (for example, Chinese characters vs. English letters). But I think as a general rule a language class should definitely be student lead, there is no way for the students to be good at foreign conversation by not talking at all. No matter what method it is, if one wants to be able to be fluent, practice is needed, therefore any method that doesn’t have the students practicing shouldn’t be the only method is being used in class.
Kristen Provencher
I would choose my method based on the goals of the class that I'm teaching. If the goal of the class was simply to be able to translate a language and such, and understand its writing, then the GTM method would work very nicely. However, in a situation where speaking, listening, and writing are also valued,then I would need to apply other methods as well that would address these skills that the GTM does not focus on. Certainly you can pull characteristics from the GTM to use in a communicative learning environment, but for the most part, I would not solely rely on the GTM today. Also, the method I would use to teach would depend on the level and age of the students. Students only starting a language would utilize a different method than those who are proficient and just needing to perfect their language skills. Taking these into consideration, I would also have to think about the multiple intelligences of my students who may learn best in different ways, and I would most likely have to use different activities to best aid all of my students in their learning. Many different methods could be applied in different situations depending on the needs of the students, but one method may not work as well in one situation as it would in another.
Gema Ruiz
I believe that finding the adequate method will depend on the goals and structure in the classroom. While some methods might not work in certain classrooms they may work in others therefore, a good start in finding the right method would be to consider the characteristics of a particular classroom and the content being taught. Then using the information gathered to find what works best with the students. The Approach/Design/Procedure elements help the teacher find which method is the best fit for their classroom because it points out the differing goals of the teacher, student, and classroom. If the method the teacher chooses is not the best fit then it allows room for improvement until the teacher is successful in finding the right type of method. Once a method is found that is effective for the teacher and students it allows the teacher to consider other methods that work with the established one and vary the methods used in the classroom accordingly in order to be as effective as possible.
Kei Lam
Since no single method could guarantee successful results, one must judge for him or herself which method will best suit the situation in the class. Generally speaking, I have a philosophy of teaching language that I go by: Language learning should be centered on students. Every student is different. They have their own strengths and weaknesses. Some may be strong with reading and writing while others may be strong with speaking. That is why I believe there is no one-size-fits-all method. I believe that setting up a lesson plan that is tailored to the students’ strengths is more effective. By using the skills the students’ are proficient in, it helps them build confidence. It shows them that learning a new language is not as difficult as they think. I do not mean to suggest that the teacher should ignore the students’ weaknesses. If anything, they should concentrate on improving it. I am simply suggesting that the teacher should use the students’ strengths as a spring board to get them started.
Shingo I0228
Whether a method is right depends on the goal of the class because each method has both merits and demerits. So, teachers should be flexible for students and have to understand what the students need to learn and then decide the goal of the class. In order to recognize the methods and choose appropriate ones, Apprach/Design/Procesure is helpful. However, in my opinion, GTM is not so effective to learn foreign languages. Through my experience, all English teachers at school used GTM because they felt comfortable to teach in Japanese, but nobody was able to speak English; on the contrary, I don't think the GTM classes at school were beneficial to improve students' reading and writing skills. When I think why we have been learning English, it seems to me that the reason is to speak English. Therefore, what I really want to say is that talking in English is the goal of English learning, and based on the goal, teachers should choose methods.
Lorena
The study of a new language requires the students’ and teacher’s full participation and emersion in the target language history, usage and cultural context. My objective for the class would guide my choice of method. Under restraints I am sure that I will comply with the method or structure demanded of me. The multitude of methods and language acquisition theories out there make it difficult to use just one; however, it would be unwise to only use one method. Wherever and whenever my position will permit, I will take into account the theories, design, and procedures suggested by our book and other research. The Direct Method promises efficiency and rapid results; however, it fails to review grammar. GTM focuses on sentence structure but does not emphasize oral communication. If given creative license I would give my students a cultural immersion experience! My goal would not only be to teach the mechanics of English but give the cultural and historical explanations necessary for genuine student involvement. I would combine GTM, DM and a creative type of social awareness to create a dynamic language learning environment.
tranlethuyvy
Using one type of method solely is not conducive to learning. Further, in the context that we are using the phrase, “mixture of methods”, is not either. I believe that each method has its uses and is best applied at the appropriate time. Appropriate time depends firstly upon my students’ purposes for learning the language, whether or not it is for pure academic purposes or not. GTM would be emphasized, but even then I would use other methods as well. Therefore, my teaching is dependent upon the certain aspect of the language that I am required to emphasize on, what type of learner my students are and the method of teaching my students are comfortable with, but at the same time I am comfortable with and allows me to still maintain my personality in the lesson. Familiarity can be comforting, but at times, does not allow for the students to adapt and learn more things about themselves, and how they react to different possible methods. Plus, maintaining my personality, I feel is important because it makes the language more interesting to learn. Also, if I am comfortable with my teaching, I know I will be better able to convey my lesson to my students more efficiently. A/D/P lastly, assists in my decision on which method is appropriate for my lesson.
mrmominoc
Personally, at this time I would pick a method of teaching that I am most comfortable in. My knowledge as a teacher is very limited now although I am expanding my knowledge as the program progresses. I feel that after I get some base techniques down to the point its like breathing then I would expand further and also do some mix and matching. Likewise, a strong base needs to be developed through the study of theories of learning needs to be established also.

As I mentioned earlier, I have found that a personal feel to a topic piece as the most adaptable to a teaching technique. This past week I was assigned a Listening teaching practice to present to the class. The method that chose was a dictation activity where the students had to recreate the passage I read to them. The passage I read was from the song ’Roam’ by the B52s. It is a personal song to me at this time because of my journey I am going to do. All during the week I was bombarded by different techniques and also language topics that are related to the technique. In the end I found that a personal touch was most easily adaptable and I was also able to expand upon.

I relation to theories I found that there are no hard and fast ideas. Theories in one time of discovery can easily be debunked by its limitations or evolved into another. Furthermore, the ’science’ of learning a language is still very young and open to debate. This is good however in that debate and question almost always further the introduction of new theories or evolve present theories into a much finer thread of thought. Based on these ’threads’ new methods in teaching are developed and put into practice.

In relation to Approach/Design/Procedure I have found that using this method in a step by step way as a limiting factor. A much better way is to define what you wish to accomplish in a teaching piece and picking a category Approach, Design or Procedure as the starting point. For example, a teaching method can be developed and come into being in the Design category. Then as you expand and define the teaching method use the remaining categories as a verification of the method (Approach) and/or verify the desired result (Procedure). I would not put the visit to each category as one time process but as a iteration. Whenever the teaching method is further defined and expanded each remaining method category needs to be revisited.
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In the end, a teacher needs to build upon knowledge of all three areas of a teaching method whether its Approach, Design, and Procedure. The teacher needs to do this on an on-going ’work in progress’ approach to become a better and effective teacher.

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