- ensuring the learning tasks and purposes are clear
- share the learning objectives with the pupils; write them up on overhead transparency or wall poster and refer to them throughout the various learning and teaching phases, helping to ensure that everyone is 'on-task' and aware of the progress beng made
- offer clear explanations to pupils of what it is you are asking them to do and of the reasons for the range of activities in which they will be engaged
- make clear the links between new learning and prior learning and demonstrate how new learning will build on and make links to what they already know and can do
- ensuring the language of instruction, description and explanation is clear
- offer clear, unequivocal explanations of learning activities and be prepared to restate and paraphrase. If using the target language, support by mime and gesture and/or offer bilingual explanations; that is, write explanations in first language and talk about them in the foreign language, or vice versa
- encourage the use of coping language from the very outset to encourage the pupils to intervene when they do not understand
- creating the right classroom conditions for learning
- be 'there' for the pupils and be a major source of support and encouragement, interacting regularly with them, demonstrating a positive belief in the learning potential of all pupils, and offering praise for what is achieved
- make links between what is learnt in class and how it can be used in real situations for real purposes
- provide ample opportunities for the pupils to see and hear speakers of the foreign language using the language for real purposes, including foreign assistants when available, foreign visitors to the school and other teachers and pupils who can communicate in the foreign language
- ensuring that classroom organisation is suitable for all learners and is appropriate
- move furniture and pupils to suit the purpose and outcome of different activities; for example, if telling a story, form a circle/ask pupils to sit on the floor to create a more intimate atmosphere
- have equipment and resources readily available and ensure that they suit the intended outcomes; for example, individual listening might necessitate individual listening sets located in a particular area of the classroom such as a reading and listening corner.
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