Teaching Problems - Literature review Example

Teaching Problems Introduction Language teachers more often face problems when teaching reading tasks this is because reading is a core skill in ensuring competency in a particular language. As a language teacher I have to devote two out of the five lessons in a week to teaching reading. Teaching the task becomes a challenge since a number of factors affect the effective handling of the lesson. Some of the common challenges involve the lack of enough reading materials in my class of 45 students it occurs that the institution does not have enough materials to be used in the reading class. This paper will provide a detailed attempt towards solving some of the problems that emerge during the reading lesson and how best they can be tackled by both the teacher and learners (Kyriacou 1991: 36). Students are expected to responsibly manage instructional materials and play a participatory role in the learning process without having to tamper with the materials provided. They should be supportive to one another in order to uphold the individual, social and academic well being of the learning environment. Teachers on the other hand have a responsibility of transforming the students from raw materials at the point of joining school to finished products at the end of the course by striving to provide the required guidance in and out of the classroom. They therefore have to be characterized as models with a cheerful disposition with a reasonable level of emotional maturity, sincerity as well as devotion to their specified roles (Meichenbaum & Biemiller 1998: 337). There are a number of problems experienced both by the learners and by the teacher in any learning environment. This is because of the complexity and diversity presented in the learning environment. Many experts recommend rigorous teaching, testing and smaller classes as the solutions to improvise the learners’ performance but the fact is that the problems experienced in a teaching and learning context transcend just teaching and testing. The classroom presents a diversity of learners from various backgrounds in terms of culture and knowledge therefore harmonizing the class to a uniform level is in itself a challenge (Brophy 1983: 266). According to Brophy (1983: 265) the dynamics of the classroom require a teacher to effectively manage teacher to student interaction, student to student and student to content interaction. As a language teacher one of the major problems I have experienced in the classroom is the teaching of reading tasks. Since the teaching of language emphasizes the four skills: reading, writing, listening and speaking to achieve communicative competence the reading task is inevitable. Reading is quite challenging especially when the learners are not proficient in the language being taught as well as the challenge of shortage of reading materials like textbooks or handouts. In most cases the learners are not ready to read a given passage for fear of not being competent in spelling certain words which they may not be conversant with, some are quite disinterested for lack of or low motivation. As a teacher therefore I have to deal with the complex situation before starting to tackle any task. The learners for instance have to be motivated using positive reinforcement like rewarding any learners who attempt the given task, in order to boost their learning interests to a desirable level for any learning to take place. (Brophy 1983: 267) proposes that the teacher also needs to access and put into account the individual differences in the learners’ abilities. The solution of teaching reading tasks is to first look at the means of obtaining enough resources and that includes the required textbooks. In case that is not possible the teacher can photocopy the passage to be read and avail it to the learners. The teacher should also Endeavour to make the learning interesting and systematic within the 45 minutes such that the learners’ interest is sustained The learners who seem to have a better understanding can be grouped together with the slow learners for collaborative assistance. The groupings have to be done using specified criteria to avoid imbalance. If not carefully done the groups may lead to noise making in the classroom and some learners may resort in discussing other issues that do not relate to the reading task. The teacher has to be present to monitor the behavior of the group members and provide any kind of guidance that may be needed (Bennett & Dunne 1992: 124). During the reading exercise the students can be given guidelines to assist them to do the right thing but the teacher should not do everything for the learners. The exercise also needs to be designed in a way that feedback can be obtained for the teacher to ascertain the level of achievement. The approach in teaching reading task is very crucial in improving of the learner’s communicative competence. Therefore, the feedback from the task contributes to assessment of the level at which the learners have reached as well as either change the approach or improve on the method currently in use. (Brandes & Ginnis 1986: 34) argue that teaching of the reading tasks is effective by use of a learner centered approach such that the learners play participatory roles in the reading. Even though teachers have individualistic approaches in teaching and learners also have there best mode of grasping the content that is delivered. The approach may not be standard so the teacher should not strive to adopt a personalized approach because the variations are essential for purposes of accommodating individual differences of both the learner and the teacher. Formal and informal approaches can be used by the teacher in order to provide a variety in the classroom since this is essential for effective learning. In the case of teaching reading tasks the teacher engages the students in formally discussing topics related to the passage to be read, then after the reading the students can respond through given questions to ascertain their understating of the passage. At another level they can be asked to do a written exercise on the passage. Every teacher is required to however use his/her personal teaching style because then he can use different suitable approaches to teach specific content, nevertheless the teacher has to take into account different learning preferences. The awareness of different learning styles helps the teachers to sustain motivation by encouraging and facilitating learners’ comprehension. Despite the fact that other elements come into play because effective teaching entails proper organization and management of the classroom (Kyriacou 1991: 39). The learner centered approach is the most appropriate because it emphasizes the use of a variety of methods to deliver the content such as individualized reading , group reading and oral over the class reading. The approach shifts the role of a teacher from a mere giver of information to a facilitator of the learning exercise. The principles of the learner centered approach to teaching emphasize active and reflective nature of learners as well as learning. According to Brandes & Ginnis (1986: 37) the primary focus in this particular approach is on the learner. The 14 principles of this model give a holistic insight into the learner’s unique and complex behavior and dispositions. The principles are segmented into four major categories based on the various factors that largely affect teaching and learning after each principle is an explanation on how the teacher and the learner apply them to solve the reading problem. The four categories include: Cognitive and Meta cognitive a major principle which deals with the nature of the learning process which in this context proposes that learning should use intentional processes that compel the learner to construct meaning from the information, experiences and their thoughts as well as beliefs. (Meichenbaum & Biemiller 1998: 339) note that willing learners under such circumstances are active focused, self-regulating and they take individual responsibility in facilitating their own learning by means of; Setting goals of the learning process - In any learning scenario there is expected outcome so this principle posits that learners should be goal directed. The learner needs to be aware of both the short and long term goals. So in the reading task say a passage the learner has to primarily comprehend the passage and answer questions from the same. Construction of knowledge – The learner is expected to link the series of skills and knowledge acquired in and out of the classroom to come up with new information by modifying, inventing, and reorganizing the existing knowledge base. In the case of reading the learner can write their on composition or passage based on what they learn from the passage read. Strategic thinking- learning without thinking is likely to give a randomized behavior towards learning however learners who think strategically tend to achieve their goals and work in a systematic way. They develop problem solving mechanisms given certain situations. In case the passage is about a certain crisis learners need to strategically formulate a solution. Thinking about thinking – This involves the ability to think beyond the norm learners are required to reflect on ways of thinking and learning. They should be in a position to set realistic and achievable goals as well as monitor their progress towards the achievement of set goals by for instance assessing the benefit of lessons learnt from the read passage. Context of learning – This principle deals with the environmental factors that affect learning such as cultural influences, technologies, instructional practice and motivation. The second category of principles that is the motivational and affective factors deals with the factors that affect or influence the learner and the learning process internally Motivational and emotional influences on learning – In this factor the learner and learning is largely determined by the motivational levels and the individual state of the mind as influenced by emotional feelings, interests, beliefs, thinking habits as well as goals. The learner should not be exposed to unnecessary pressure because that is likely to affect the learning. Negative emotions like anxiety, panic, insecurity stigmatizing labels and fear of punishment are discouraged rather positive emotions such as curiosity, high learner motivation need to be cultivated. The teacher should therefore accommodate each learner despite their emotional status and encourage them to keep trying. Intrinsic motivation to learn – This state is caused by an inherent drive to discover or invent something learners need to have natural curiosity and drive to learn. The teacher should let the learners satisfy their curiosity by exploring further than just reading and if possible provide further means to learning more. Effects of motivation and effort- learners need to put in effort especially when they are faced with difficult tasks or when they need to learn complex concepts and skills. The teacher in this case should therefore stick to providing guidelines and letting the learners unravel the difficult tasks. The third category of principles is developmental and social factors which encompass; Developmental influences on learning - the material given to learners should take into account there developmental level in the intellectual, emotional, physical, and social domains. An optimal learning context is required to cater for the learners with disabilities and other diverse learning challenges therefore as a teacher it is necessary that the reading material you select for the class is appropriate. Social influences on learning – learning is influenced by social interactions, the overall relationship within the learning environment, interpersonal relations within and outside the school as well as communication with others. Learners should be encouraged to feel safe to share ideas as this is likely to boost their self esteem a component which is very important in facilitating goal oriented learning. The last category of principles is the individual differences factors since learners come from diverse backgrounds the differences are far reaching and cannot be ignored in a learning set up. They include: Individual differences in learning – The diverse capabilities, talents and strategies need to be taken into account to harmonize the learning set up. Instructional materials as well as approaches need to thrive under the umbrella of differences such that all learners are well catered for despite their unique predispositions. In choosing materials and presenting the content during the reading task the teacher should take into account individual differences among learners Learning and diversity – The varying expectations and behavior of each learner is important therefore the learning activities have to cater for all the learners and treat each fairly, that is why the teacher needs to be present to monitor the reading whether individual or group based Standards and assessment – there should be well-defined criteria for assessing the learners. Formal and informal assessments can be used to provide a clear picture of the level of achievement. The assessment can be used to improve on the delivery strategy on the part of the teacher and can act as a measure of the much achieved by the learner. The teacher needs to give tests at the end of every reading task that is formative assessment and at the end of a number of topics in what can be termed as summative assessment. The above discussed principles are intertwined therefore none of them is superior nor inferior to the other as they all have to be taken into account in order to provide a desirable learning as well as teaching climate. The achievement of goals by both the teacher and the learner are totally dependent on the proper understanding of the principles as well as provision for their check in the learning environment. In the teaching of language as earlier mentioned, a specified task like reading can be a problem to the teacher, but through intervention, the task can be taught using the learner centered model of teaching. The learners cannot achieve competence if they are not given a chance to participate. The reading tasks can be designed in a manner that the learner engages in more activity while the teacher is the facilitator. Learners with various learning challenges can however be given specialized attention to ensure they cope with the rest of the class. The teacher is charged with the responsibility of organizing the learning activities to suit the leaner centered model (Brandes & Ginnis 1986: 39). In conclusion if all the solutions suggested above can be put into proper practice there will be a mark able improvement in the teaching of the reading task in the classroom. The interventions are clear and any teacher interested in improving the reading competence of the learners needs to identify and remedy the neglected areas with regard to the teaching of reading. The overall student performance is bound to improve tremendously if the measures proposed in the essay can be effectively implemented in the classroom moreover all the students in the class are likely to benefit greatly since the focus is both individualized and comprehensive. References Bennett, N. & Dunne, E. 1992. Managing small groups. New York, Simon & Schuster. Vol 2, p. 122-136. Brandes, D. & Ginnis, P. 1986. A Guide to student centered learning. Nelson Thornes. Brophy, J. 1983. Classroom organization and management. The Elementary school journal, 83(2): 265-289. Kyriacou, C. (1991) Essential Teaching Skills, Stanley Thornes. Vol. 5, p. 23-42. Meichenbaum, D. & Biemiller, A. 1998. Nurturing independent learners: Helping students take charge of their learning. Cambridge, MA, Brookline. Vol.23, p. 334-362 Stiggins, R. 1997. Student centered classroom assessment, 2nd edition Upper Saddle River, NJ, Prentice- Hall. Vol 22, p. 726-764. Read More