Tutor-Private Teaching and Learning

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Communication or speaking may be defined as a major learning task. Students learn better if they have positive attitude to what they are doing. Interest is a crucial factor. Teachers get excited about the lesson when they feel that their students have communicated on a level that goes beyond going through the motions, when they have engaged with the topic on a personal level. Engagement can be triggered by anything from understanding and laughing at a cartoon to what life was when you were 8 years old.

The aim of speaking tasks. Speaking tasks, presented at the lesson, are not intended principally as a grammar practice. They are connected with the certain topic, certain vocabulary and grammar. Everything is aimed at turning input into output. Such tasks are easy to set up and enjoyable to use. Most of them encourage students to talk about things that matter to them. The students can play roles, exchange invented information.

What is linguistic risk taking? Personalized, authentic tasks challenge and engage students and this encourages linguistic risk taking. When students take risks they are experimenting, testing theories about how the language works. This is an essential part of language learning. A series of challenging speaking tasks focuses on learner`s own experiences and opinions. The choice within tasks encourages students to take charge of interactions. Teachers tend to refine and improve their set pieces: jokes and stories. Students do the same. When they have the opportunity to take risk, they become more adventurous and more precise in the language they use. The first time the students do a speaking activity, they are more likely to concentrate on the content; repetition of the task means that they have more time to process the language, increase the range of vocabulary and use more syntactically complex language. While taking linguistic risk students as well as teachers achieve the main purpose of speaking tasks – they develop fluency.

Nowadays the rhythm of life is becoming faster and faster, that`s why time is considered to be the most precious treasure. Informational revolution becomes a challenge to the system of education and especially to the system of foreign language teaching. So, the foreign language teachers are in constant search of new methods which could make teaching more effective and results visible in shorter terms.

What is the intensive method of teaching foreign languages built upon? The method of intensive teaching has already shown its effectiveness. The followers of this method prove that it is built upon the principle of so-called “submersion” in the atmosphere of a foreign language. It means that students constantly stay in the flow of foreign speech: oral or written. They avoid the level of internal translation of foreign speech into native language and back. Such a submersion is made by daily involvement of students in foreign speech. In such a way students start to use the language without knowing grammar or phonetic structure. In the same way they started to use their native language. Continuous usage of role-plays in the studying is another important feature of this method. In those role-plays every student gets some role. So, he becomes another person and starts acting according to his “legend”. Students are involved in some situations during the lesson so they have no time to think over the phrases or to translate them from native language and as a result they start to use a foreign language as a means of expression.

What is a teacher`s role? The role of a teacher at such lessons is to make a dialogue or situation and to coordinate students in its flow. The professionalism of the teacher plays extremely important role in the studies as students will imitate his manner of speech and all gestures in their own expressions and he also must be able to involve all the students into the speech flow. The method of intensive teaching is based on the natural principles of mastering language by a person. This method gives teachers the opportunity not to teach about the language but the language itself.

Vocabulary has always been considered a matter of utmost significance in the classroom. Recently, methodologists and linguists have been turning their attention to vocabulary, stressing its importance in language teaching and reassessing some of the ways in which it is taught and learn.

How can the student improve his vocabulary? For most of us the great source of new words is the printed page. Anyone who wants to increase his vocabulary should do a good deal of reading. At the colleges and universities teachers usually require to read more critically and more extensively, but if students want to increase their vocabulary they should supplement required reading by a program of voluntary reading. This is the sort of reading that follows students` personal interests and needs. This reading should be regarded as pleasure not a chore. Only this sort of reading can develop a liking for the process on the whole. A student who likes to read will find a lot of things especially valuable and interesting for him. If a student can learn through reading, he will discover the techniques of increasing vocabulary. Usually he doesn`t even recognize that they are techniques.

The main techniques for recognizing the meaning of new words. Practice shows that the best way to improve your recognition vocabulary is to watch context. This method can be used in understanding spoken communication as you cannot stop a speaker to look up an unknown word in the dictionary. If a student acquires skill and confidence in interpreting words from the context, he will learn to spot the ways in which a speaker or a writer explains the meanings of unusual words and makes them clear. When a student looks up a word in a dictionary he should try to find out as much as possible about it. The more you find about new words from your dictionary, the better you will remember them. The method of recognition by word analysis is also helpful. You are to look up an etymology of a word and it will lead to word analysis. Lots of Latin and Greek words were borrowed and assimilated by English. So, the knowledge of the most common Latin and Greek prefixes and roots helps us recognize the meanings of many words.

According to the recent research modern methods of language teaching require a more sympathetic relation between student and teacher. As for the language classroom, there is no doubt that it differs fundamentally in character from the Biology or Maths classroom. These differences influence the relations between students and teachers.

The need of individualization becomes urgent in our society. Nowadays there is the danger that the individual may become lost in the crowd. This danger has led in turn to the questioning of the very basis of authority by students and in some cases by authority itself. Schools and universities constantly need to examine and analyze the relationships that exist between teachers and students. Practice shows that in today`s climate of opinion it`s impossible to continue operating on an authoritarian basis.

What do we mean by discipline? In order to make progress in learning English or any other foreign language the atmosphere in class is to be open and friendly. It sounds very good but the question arises: how to keep order in class under these circumstances? It is obvious that a qualified foreign language teacher will never base his relations with students upon ”Do as I say and argue afterwards“ approach. Good teachers are making much effort to understand the pressure under which children are operating or failing to operate. They base their relations with students on mutual trust and understanding. The teacher should keep in mind that his desire to help, to guide and advise is not always accepted by today`s child. The teacher has to prove himself through a period of apprenticeship, during which time he will be assessed by the students themselves. If during this time he reveals a genuine he will be accepted in both a tutorial and a counseling role.

Every teacher is sure that by no means, every student learns what is appropriate. Learning is an activity. Every activity is the response of an individual to a specific real situation. Activities are produced by specific motivation and organized in specific conditions. Accordingly, in order that learning to emerge, there must be stimuli in the learning situation that motivate the students to mastering of special forms of knowledge and skills.

What is motivation? Motivation is considered to be one of the basic psychological categories. It doesn`t exist in a vacuum. It is connected to various human needs, ranging from physical ones to needs for self-actualization. According to scientific research, there are two types of motivation: external and internal. External motivations include all the stimuli that push towards an objective from the outside. Knowledge and skills in such cases serve only as a means to achieve other fundamental objectives. In such a situation learning is viewed by students with indifference and dislike. Internal motivations are quite different. They are optimal from the pedagogical point of view. Internal motivations include specific motivations that attract towards the objective. In such a situation learning doesn`t contain any internal conflicts and psychological tensions and neurotic collisions don`t occur. The teacher`s task is to create the situations of this type.

What can influence motivation? A teacher should be aware that there are several factors which influence the internal motivation as well as the teaching-learning process in general. Among them are physical conditions, teaching methods, the personality of the teacher. Physical conditions may change a student`s motivation either positively or negatively. If the students find the method they are taught by boring, they will become de-motivated. The students` attitude to the method depends on the teacher`s personality. Two teachers using the same method can have different result. Didactic, academic, speech, communicative abilities as well as abilities for organization, distribution attention among the students are demanded from a good teacher. But even all these cannot guarantee students` motivation. Every teacher should keep in mind that not only complete failure but complete success can be de-motivating for a student.

The audio-lingual method is considered to be one of the most popular oral methods in foreign language teaching. Every teacher will agree with it. But what is special about it?

The advantages of the audio-lingual method. The basic principles of the audio-lingual method contribute to its popularity a lot. It`s important that students don`t use their native language in the process of learning and a foreign language is learned through imitation and an analogy. The audio-lingual method gives a teacher an opportunity to use such sort of exercises as substitution and transformation because foreign language patterns should be practiced through intensive drills. Listening and speaking habits should precede reading and writing habits and it`s quite natural to start teaching a foreign language with audio-lingual method, that is the most useful for the early stages of learning. But is this method as suitable at the intermediate and advanced levels as it is at the elementary level of learning.

Language learning is a natural creative process rather than habit formation. Many teachers using the audio-lingual method had long wished for some improvement or modification of the accepted methodology. Although they found the memorization and pattern-practice exercises useful for the early stages, they felt a need to build a bridge from those highly structured activities to the freer, more creative use of the language at the intermediate and advanced levels. Creative teachers argue that the audio-lingual method and its components don`t provide a satisfactory solution to this important problem. Good foreign language teachers early saw that a potential drawback of the audio-lingual method was its tendency to be dull and uninspiring for both students and teachers. Resourceful teachers try to make the drills more interesting by varying their form, by providing a meaningful context, by using visual aids and they often succeed admittably by such means. Nowadays a good foreign language teacher should provide guided practice in thinking in the language rather than more repetition drill. Such mental involvement tends to make language learning more enjoyable for study, which must itself be a positive factor contributing to improved attitudes and better results.

Human relations can safely be said to be a basic human necessity. In most cases it is regarded as one of the social or spiritual needs of the individual.

A good teacher – a good speaker.
The profession of a teacher obviously implies the ability to speak in public: to pupils, parents, colleagues. Is this ability inborn/ Can a person acquire it through training? There are teachers whose speech is fluent and they can make their listeners mesmerized. There are others and you drop off or get bored while listening to them even if the things they are talking about are extremely exciting. We have met both types and cannot help agreeing: the way of speaking and introducing the facts is even more important than the facts themselves.

How to communicate effectively?
Public speaking is difficult. Even one pupil is already public for a good teacher. If a teacher can seize the attention of one person, he will manage to do it if his audience is quite big. The aim of communication must be absolutely clear. An old saying goes: if you don`t know where you are going, any road will lead you there. In a world where there are many side paths – both to speaker and listener, a teacher must be sure just what message he is taking to his pupils. The kind of message transported makes a difference. There are messages of information, of persuasion, of suggested action and these are often combined. It`s important for a teacher to reinforce a message. Every message that is read, listened to, viewed has some value. But it is the reinforced message that will be remembered and acted upon. A key idea must be repeated in varied settings, be exhibited from varied points of view, with different instruments of communication. The old message in a new setting prevents boredom.

Both parents and teachers want children to behave. Do children really know what is safe and what is dangerous, what is socially appropriate and what is not.

Ways of disciplining children.
Both parents and teachers can take privileges away, remove their attention, tell the children off, scold and even smack them. Such ways of disciplining children don`t require much effort and usually have an immediate effect. A negative one. Children start solving their problems by punching and hitting others. Raising a voice only works, if a child is doing something really dangerous. But if a teacher shouts all the time, a child takes little notice. ”Telling off” is only successful if a child takes seriously what teachers or parents say and if they have a child`s full attention. In this situation both a teacher and a parent should be clear, firm and confident. One of the most effective means of disciplining children is removing attention of the adults. It really hurts a child. It`s cruel to use this method too long. As for the punishment, the situation seems to be contradictory. Are the parents and teachers always waiting for a child`s misbehavior to happen?

Rewards.
Another question arises: why not catch a child being good? The adults are much better at recognizing bad behavior than at noticing the good things. Certainly, it`s more enjoyable to be rewarded than punished. The most effective of all rewards is parents` and teachers` attention. Even a few seconds of it make a child really happy. The adults are quick to criticize and slow to praise. Both parents and teachers shouldn`t be afraid to over praise a child. The whole world will tell him what is wrong with him. It will be done loudly and frequently. The people, who surround a child should tell a child what is right about him.