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I feel that I will be incorporating bits and pieces of all the methods we’ve covered so far. Hence the name "Hodgepodge Method," because there are bits of different methods modge podge together.

View of Language Learning:

Language is an everyday activity that is used in real-world circumstances and meant to connect people together.

A Typical Lesson:

A typical lesson would be in an informal setting. The teacher would prepare students for tasks and presentations centered around students’ needs and interests. There will be group activities and role plays.

Teacher’s Role:

The teacher’s role starts even before classes begin. The teacher is to assess students' needs and desire for learning targeted language. They are to prepare students for delegated tasks and facilitate activities and role plays. Ultimately encouraging students to overtime and gradually take ownership and experiment with targeted language. They will correct pronunciation and grammar as needed.

Student’s Role:

Students are to share needs and desires for learning the targeted language in order for the teacher to know how to prepare teaching material. Students are to participate in real-life simulated experiences. They are encouraged to undertake and experiment with delegated tasks.

It’s still a work in progress. There will be things I would like to add and things I’ll want to change. This is, after all, the rough draft.

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EBM (Everything Bagel Method) - Claire Bassett

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EBM (Everything Bagel Method) - Claire Bassett

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This method would do its best to touch on all the different types of teaching in a classroom!

View of language: inseparable from everyday life and physical activity (even so much as moving your eyes a certain direction to remember a word!), and the language is learned to appreciate it in itself.

Typical Lesson: Role plays, songs and dances, re-creations of everyday life, reflection on the culture and what the language is communicating about it.

Teacher's role: to inspire students to learn, demonstrate acting so the students feel comfortable, speaks the target language fluently, corrects grammar and errors.

Students role: to participate in every activity, practice imagining scenarios in which they may need to know certain words, and to understand why a phrase is typically said.

This is still a work in progress, but it is my start!

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Physical Communicative Teaching PCT (Tim Thurston)

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Physical Communicative Teaching PCT (Tim Thurston)

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In my reading and studying of the various teaching methods, I found some parts in most of them that made sense to me. The two that I resonate with the most based on my past learning experiences however, are the Total Physical Response method and the Communicative Language Teaching method. With that being said, I decided to combine those two methods into one and put my own spin on it. I want my students to be aware that everyone learns at their own pace and that its ok to process at a slower pace. My hope would be that this lessens the stress of the student while also encouraging them to want to keep learning. The other main part of my method that I want stressed is "real life situations". I struggled in my earlier learning days with being engaged in lessons that I thought would have no use to me in my later life. I want to show my students that we are not learning just for the sake of passing a test or getting a good grade, but because it will be important information that will make life better in the future.

2 Timothy 4: 7-8
"I have fought the good fight, I have finished the race, I have kept the faith. Now there is in store for me the crown of righteousness, which the Lord, the righteous Judge, will award to me on that day—and not only to me, but also to all who have longed for his appearing".
1 John 3:18

Dear children, let us not love with words or speech but with actions and in truth. Some additional info that I added to the last row of my method were: 1: Lots of movement 2: Authentic material 3: Reading and listening followed by action

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“For the things we have to learn before we can do them, we learn by doing them.” (Aristotle, The Nicomachean Ethics)

I would use the Communicative Language Teaching (CLT) approach in an ESL class. I prefer this teaching mode because I think it well suits ESL students’ needs. Relocating to a new place and being surrounded by unfamiliar language can be quite daunting. My teaching will be mainly to help students gain confidence in carrying out their life tasks in their new communities. The CLT approach offers activities for students to learn the language from a quasi real-world experience. In class, students will learn the target language through interactive and communicative actions such as role -playing, group discussion, or sometime improvisation under hypothetical situations that are close to reality. This approach gives students opportunities for proactive participation in meaningful conversation. Through acting out the roles, listening to questions, taking notes, and responding with answers, students learn to use the target language to express and comprehend the thoughts and feelings of one another and achieve group tasks under the set circumstances. Topics for the class activities will be selected to be relevant to students' actual function in life so they are motivated to practice in the activity-processes.

My role is to 1) design the activities and prepare the classroom for the learning processes, 2) encourage participation and keep the conversation focused, and 3) offer guidance, so that students feel confident and empowered in utilizing the new language on their road to growth and achieving goals in their new communities.

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I combined two methods that resonated with both my style of learning and of teaching - Communicative Language Teaching and Task-based Language Teaching.

I'm calling it the CLT-TBLT Method.

I agree with the idea behind the Communicative Method that we acquire language rather than have it spoon-fed to us. We acquire it by exposure, and it is based not only on need, but also on learner interest and motivation and investment in the learning.

Communication is important to us, we use it in many different kinds of relationships and for different purposes - familial, work-based, and friendship to name a few. In my own life I've found it easier to become fluent in a language if I've had a driving need to know it and this need occurs in my relationship to other humans.

CLT focuses on different learning styles with instruction geared at meeting the styles of all learners. It incorporates small group work and paired activities - communicative by their very nature (versus a top down style of instruction with the teacher giving all of the input).

Combined with task-based instruction this can be highly effective.

With task-based instruction, learners are not passive. By the very act of being given tasks to solve together in pairs or in a group, they are compelled to be active participants in their own learning.

Both methods of instruction rely on the instructor being a facilitator, not the ultimate authority and the source of all knowledge. Instructors guide students in activities, modeling where needed, providing scaffolds at the appropriate level for each student, and creating tasks that are relevant and engaging. From there students then take up the tasks and experiment with solutions, collaborating and sharing ideas, and adding to the total learning.

My mission as an instructor is to empower students to develop intrinsic motivation, to engage in learning for the sake of learning, and to feel themselves capable of learning new skills. I like activities that take me out of the middle and place learners at the center of their own education.

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My method definitely takes a lot of aspects of other learning methods. My main goal is to provide a stress free environment for all students. I want them to be able to learn how to communicate for their everyday needs while still learning proper grammar and pronunciation. As the teacher I must provide helpful demonstrations such as games, workbooks, pictures, etc. The students need to be involved and feel included! Learning a language is hard and I want to be there with them every step of the way!

I believe that 1 Timothy 4:11-14 describes where my heart is at with this type of teaching.

"11 Command and teach these things. 12 Don’t let anyone look down on you because you are young, but set an example for the believers in speech, in conduct, in love, in faith and in purity. 13 Until I come, devote yourself to the public reading of Scripture, to preaching and to teaching. 14 Do not neglect your gift, which was given you through prophecy when the body of elders laid their hands on you."

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My method is meant to be like riding a bike. At first the teacher hold the students hand in getting them used to the new language to make sure they know can do it.

Then the students use it in role play with eachother for peer to peer teaching with the teacher just offering assistance when need be.

Then the students go into real world situations to practice using the language such as ording food ect.

This is to build the students confidence like riding a bike and to help cater to various learning environments.

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According to this method, I teach my students in an eclectic manner in a way that I borrow different techniques from different methods whenever the context demands me to d so. For example, when I need to teach pronunciation, I teach it using the "drilling techniques" from the Audi-lingual Method, also, when I want to teach "Speaking" I use some techniques from "CLT" like "information-gap activities". Whenever I want to teach practical English in real-life situations like ordering a drink in a café or speaking to a shop assistant, I use tasks like those described in "TBLT", but when I want to teach a verb like "drink" I use techniques from "Total Physical Response" and so on.

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I don't yet know specifics of my target audience (i.e. children, adults, business learners, refugees, in a school, large class, private tutoring, other). However, I imagine I will use what the curriculum described as Post Method. I combination of the other methods. Ideally, I would do my best to create a low stress environment and require participation in class from the students. I will utilize role play and pair or group work, and activities to make it fun.

Titus 2:4 Older women are to train the younger women...

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My personal teaching method is named the communicative-fluency language teaching, or CFL for a shorter name!

This method pulls predominantly from the CLT method and the TBLT method.

The goal of this method is to communicate with real-life meaningful scenarios that involve students constantly using the L2. The communication should be meaningful to the student outside of the language classroom (i.e. how to apologize, asking for directions, etc.)

There should be a focus on fluency with some focus on accuracy but predominantly focused on experimenting with the target language.

Students will have high interaction in group settings and pairs as well as through oral presentations to practice the L2. Conversations can be fun in the L2 and be accurate to things that students enjoy talking about!

Revelation 7:9 is a verse I would like to focus on in this teaching method. There are people from every nation, tribe, and tongue that are all people of God and all should be respected as such. Language is a gift to glorify God!

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My method is a combination between the TBLT (Task Based Learning Teaching) method and the Direct method. It is important for students to learn the basics, but then they will need to put it into practice.

The view of language learning is to be used in everyday communication and learned similar to the first language of the students. Learning the language then using it in real-life situations can help students remember and maintain what was taught.

It is important that in teaching the students we do not lose sight of why we are teaching. We are teaching to be there for the students and to teach them the knowledge that the Lord has given us.

The Bible verse that keeps popping in my head as I write this discussion is

Luke 6:40 "The student is not above the teacher, but everyone who is fully trained will be like their teacher."

God has given us these opportunities to teach and with them we need to glorify Him through it all.

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Comfortably Structured Teaching Method (CSTM)

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Comfortably Structured Teaching Method (CSTM)

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My teaching method, CSTM, is closely related to CLT but also connected to many other teaching methods we've learned about in this chapter!

My view of learning is to communicate for real-life experiences. It also includes a relaxed yet structured environment with consistency. I want my students to feel comfortable and form healthy learning habits in my classroom.

A typical lesson includes small groups or role-play while using materials and objects. I intend to incorporate reading and listening followed by some sort of action or physical activity.

The teacher's role (myself) is to facilitate and demonstrate for the students. If I'm expecting my students to do activities (that may get them out of their comfort zone), then I should have to do them too! I also want to make sure I'm reducing student stress, tomorrow is a new day and an opportunity to try again. One last role the teacher should take on is teaching pronunciation. This is key, it takes a lot of practice but it benefits the students tremendously.

In this method, the student's biggest role is to participate. Whether that be in small groups, whole class activities, or individual study. Another role is using the target language as much as possible.

When thinking of a Bible verse that relates to the method of CSTM, James 1 came to mind...

"Consider it pure joy, my brothers and sisters, whenever you face trials of many kinds, because you know that the testing of your faith produces perseverance. Let perseverance finish its work so that you may be mature and complete, not lacking anything." James 1: 2-4

Learning a new language is hard, and requires perseverance. Just like our walk in faith, we must keep our eyes on Jesus and never look back.

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The Communicating with Cultures and Languages Method (CWCL)

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The Communicating with Cultures and Languages Method (CWCL)

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For my method (CWCL) I based most of it off of the CLT method, as well as my own personal experience learning other languages.

My view of language learning is that it should be used to communicate with people of other cultures and languages.

A typical lesson should be a mix of all VARK learning styles, or each lesson can focus on a couple styles, but all styles are frequently used.

A value of my method is for students to enjoy learning and to learn from one another. Their goal should be to learn and acquire their target language and understand important parts of the culture where said language is spoken. My goal is that they should be informed on/prepared to do life in that language/culture.

The teachers role should be to

Speak the L2 fluently (and preferrable be from the/one of the languages culture/s

Correct foundational language errors

Reduce stress/ meet students' needs

Teach real-life lessons

Instruct class in L2

The students role should be to

Listen to and follow instructions

Feel free to experiment and make mistakes

Learn from past mistakes, but don't dwell on them

Learn foundational grammar and rules of the target language

A Bible verse that comes to mind when I think of the environment I want this method to create is Ephesians 4:9-10

Two are better than one,
because they have a good return for their labor:
If either of them falls down,
one can help the other up.
But pity anyone who falls
and has no one to help them up.

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I tried to incorporate highlights of all the different methods, but in the end my method is basically just CLT with a few elements of the Direct method. CLT already hits a lot of the highlights of all the acquisition methods, but sometimes there are things that just have to be memorized or "learned." Occasionally the middle of the road is the best.

After writing out what seemed to be a good lesson plan, I realized it sounded like I was running a highschool youth group. Icebreaker, review, read or listen to a topic, short discussion, then end with an activity or lesson that incorporates what we’ve been talking about. Although I didn’t try for that, I think it sums up what I would like my classroom to be:

Fun: It doesn’t matter why you’re learning the language, it should be an enjoyable process.

Useful: Many people learn another language so they can get through life a little easier. Lessons should reflect that and apply to the basic skills you need.

Adaptable: Dynamics change based on so many factors (e.g. age, country, goals) and how those factors interact (adults in America or kids in Asia). I need to be able to personalize my method and meet my group where they are, while still keeping my principles universal.

Finally, if there's one universal, it's people's need for God and His love. I need to be a good, consistent example of that love.

"Therefore encourage one another and build each other up, just as in fact you are doing." -1 Thessalonians 5:11

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I want my students to not only enjoy learning their target language but also be able to get to know each other and build a strong community. That all of us as a whole can grow together and learn together. That my classroom can be a safe haven, a judgement free zone and a place to laugh and have fun learning together.

Our lessons would include small group activities and communication/dialogue based lessons where the students are challenged to ask questions and practice their target language. We would use activities and ice breakers to build the students confidence and help them to work their way up.

The students role:

Participate in the activities and assignments given.

learn language using communication and real life scenarios

practice pronunciation, dialogue, and grammar.

The teachers role:

facilitate activities based on real life scenarios

correct grammar and pronunciation

teaches grammar structure

encourages mistakes

"As iron sharpens iron, so one person sharpens another." - Proverbs 27:17

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I want my teaching method to help students grow together in community and to feel a part of a community. As students learn how to communicate in their target language they will be building connections to each other and forming new and deeper friendships within the class and hopefully outside of class.

In my method I want students to be relaxed and at ease but I also want them to work hard and do their best without fear of making mistakes. In order to do this I believe the classroom should be inviting and warm and have visual and interactive artwork and bulletin boards. There should also be snacks and beverages out at the beginning of class.

I will start classes as a large group introducing new words and phrases. Then students will break into small groups, (according to language proficiency), for learning exercises that are more interactive. The small group exercises will reinforce the lesson from the large group time using activities that include all of the learning styles.

I want lessons that help students to get to know each other and practice speaking right away using real life situations. Listening and writing activities will also be included and some task based activities (mainly to evaluate where students are at).

The verses for my method are

Romans 12:10 "Be devoted to one another in love. Honor one another above yourselves." and

1 Peter 4:10 "Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace in its various forms."

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My take on a teaching method would be the "Comfy Language Learning." My biggest goal as a teacher is to make my students feel as comfortable as they can in an uncomfortable situation such as learning a new language, or being in a new place away from people they know. The view of language learning is to teach language that can be used for everyday scenarios and that are practical. A typical lesson might include role playing, pair/small group work to practice speaking, and doing activities based on the needs of the students. The students will be able to not only use their own experiences in learning but also learn THROUGH experiences.

Psalm 23:5
5 You prepare a table before me in the presence of my enemies; you anoint my head with oil; my cup overflows.

I chose this verse because I want to be like Jesus in the way of allowing a place at the table for everyone to come and feel built up.

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In my teaching method I wish to teach in a way that students will be able to apply the language in their everyday life. In my opinion you have only truly learnt something if you are able to apply it in your own life. In learning-by-doing my students will be challenged to get practical, get out of their comfort zones and to go for it! Mistakes will inevitably happen - but that is the idea behind learning-by-doing. In making mistakes and learning from them, students will be able to grow in their language and life skills.

Philippians 4:9
Whatever you have learned or received or heard from me, or seen in me—put it into practice. And the God of peace will be with you.

I hope to create a learning atmosphere where students feel relaxed and safe - in order for them to be able to take in as much input as possible. In my classroom I want to use everyday vocabulary and sentences as well as authentic material and even real-life situations. That means that the students' classroom will be outside in the community - they will go to buy groceries, chat with the elderly lady on the bench and maybe even share their story with them. A lot of the training in the classroom will be done in pairs or small groups and I plan on having a lot of learning with actions, games, role playing, dramas and dialogues.

As a teacher I will facilitate, monitor and assist during any tasks the students are doing. If necessary I will demonstrate the task beforehand - especially for my beginner students. After the task is done there is time for discussion, adjustment and correction where necessary. I hope to be a teacher that creates a stimulating environment and who is able to adequately my students needs and reduce any stressors they might have.

My students will use their own experiences and cultural backgrounds in learning English. They will have lots of opportunities to learn the language through using it in real-life situations. My hope is that they will not only learn English, but that they will learn what it means to work together as a team and to encourage one another when we need it.

Context:
I will use this method in an ESP class for missionaries who want to learn English to be missionaries in an English speaking country. Because North America & Europe desperately needs missionaries too!

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My hope as I step into the shoes of "teacher" is that I would be able to impact the lives of my students, just as so many of my teachers have changed my life. With that being said whatever the method I use, I desire that my students be heard, seen, and know that they matter. My method is one that involves a classroom environment where students compile their ideas, work together, and feel the freedom to try, try, and try again.

My Mission statement would be "All together Now" - on the one hand I do not want any students to feel held back by the lesser skills of another, nor do I want students who are not as advanced to feel subpar because another classmate is advancing. Rather the idea is that students will learn (if they do not already know) to work together, learn together, and help one-another grow.

My method views language learning as essential for real-world communication. Typical lessons will meet the basic needs of all students, catering to various learning styles, and using authentic material. All macro skills will be touched upon in the classroom and there will be pair and small group activities, as well as moments for me to answer any specific questions a student might have.

My role as a teacher includes: providing both structure and room for flexibility, giving helpful feedback and encouragement, being a co-learner: teacher can participate with students, using models, demonstrations, showing objects, and using pictures.

Students will be expected to (engage) intentionally with one-another and with the teacher, learns through real-life situations, practice dialogue with some emphasis on pronunciation, and listen and respond.

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Developing a method of teaching is quite challenging for me because, unlike many of you, I have no real-world experience in a classroom setting with L2 teaching or learning. (other than some college classes many years ago that used GT and I hated it)   So, it is a bit hypothetical for me and therefore I feel the need to be flexible in whatever I land on at the moment.
I think it's important for any method to be -
A)  As interesting as possible
The nuts and bolts of language learning isn't always exciting but  boredom doesn't motivate.  I hope to utilize creative and varied ways to present info using different resources.  I can see how pulling from the various methods could be very useful. (for example, I was intrigued by the Indonesian lesson in the TPR demo class and can definitely see incorporating this method also)
B)  As relatable as possible
Students are motivated to learn when the input is useful and is helping them  reach their goals.  The 'typical lesson' description in the CLT method fits this best.
*Needs based, flexible, real -life  learning.*
C) Supplemented with an abundance of reading materials and learning tools, games and resources that encourage learning outside the classroom.

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Professional and Practical English Method (PEM)

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Professional and Practical English Method (PEM)

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One of the main goals of this method is to center the class on our students so that they can feel part of the class and not just viewers. We try to keep the participation 50/50 or 60/40 the most.

Some of the pillars are:
* Constant feedback.
* Teach by example.
* Make mistakes, then learn.
* Study smart, not hard.
* Enjoy the process of learning.

We have students coming from different backgrounds and aiming for different goals. So we include lessons that can apply to any professional, no matter what field they'll work on.

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Summary of my method:
I feel as though language is to be used for practical real world application such as communication, problem solving and relationship building.
My methods teaching style consists of a relaxed and informal classroom or going out and engaging in real world scenarios. Students would learn vocabulary through choral repetition and comprehension checks before practicing what the learned through role play, and taking students out for real world application. This method focuses heavily on acquisition  over learning. If possible I would have 40% in classroom learning and 60% out in the world application under (teacher supervision). One down side to this method though is it would only be effective in smaller classes given the amount of going about and about.

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Teaching Method Mix - Rebecca dos Santos

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Teaching Method Mix - Rebecca dos Santos

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My method would be called : TBOE Take the Best Of Everything

I have learned 4 languages in school and Portuguese will be my 5th. But I would definatly use every day communication, lists of vocabulary, with grammar translation for practical use. Lots of role playing; at a restaurant, at the airport, taking public transportation etc. , which is stepping out of your comfort zone but really helpful. Listening and watching fun series for home work. Encourage my students to speak the the target language as much as they can.

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Summary of my method:

I believe that language is meant to be used for communication in real-world relationships, situations, and tasks; language is also meant to be enjoyed! I think that physical movement and a relaxed environment can help people when they are working to acquire a new language. Correct pronunciation and grammar are important because these can improve the accuracy of communication

A typical lesson for me would include everything from the CLT method: needs based lessons that cater to different learning styles, use of authentic materials, including all the macro skills (listening, speaking, reading, writing) and working in pairs, small groups, and role play.

I would also use a mixture of activities/exercises from the other methods:

Vocabulary memorization and discussion about grammar rules in small amount, especially for intermediate/advanced  (Grammar Translation)

Memorization of greetings and expression, especially for beginners; this might also be a way to improve pronunciation for more advanced students. Part of learning a language is forming habits and this is a great way to form good habits (Audio Lingual)

Incorporating movement and listening/reading followed by action would be especially helpful when teaching kids; used in moderation it could help adult students remember what they are learning too (Total Physical Response)

Simulated real-world experience giving students the opportunity to make mistakes and learn from each others common mistakes; its a way to learn situation specific vocabulary and grammar too (Task Based Language Teaching):

Suggestopedia: This might be a good way to start or end some classes; or maybe I would use it in the middle of class to break up the lesson with something fun/relaxed.

The teacher’s role in my method is to facilitate a welcoming/safe environment with language lessons connected to real-world use. The teacher would need to speak the target language language fluently; they should allow students to make mistakes but also bring corrections to errors.

In my teaching method the student’s role is to experiment with language through the class activities and with their classmate, they  should also be trying to practice what they are learning outside the classroom!

I am sure my teaching method will change as I learn more about teaching English in a formal class setting, but so far this is what I think is important to includ.e

The picture I posted shows students sitting at desks in pairs; it would be easy for them to work in group of three or four also. The teacher is using different learning styles (audio and visual).

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It was so hard to come up with my own method! There are so many wonderful aspects from all the different methods! However, I was able to boil it down to one concept-that is teaching out of the Direct Method with creative points!

I LOVE all of the creative ideas from methods like Suggestopedia, TPR, CLT, & TBLT, so I would try to find ways to incorporate those ideas into specific tasks and based on student needs!

Speaking of student needs, depending on level and how far along we are into the course, I would have my students ghave some control on topics they would like to learn, creative project ideas, and experiments to make the learning process more enjoyable. As a teacher part of my role would be to create that atmosphere for my students, and facilitate projects and tasks they complete as well as giving correction when needed.

I do believe in SOME structure in the classroom though, so I would keep the Direct Method style of teaching when starting out and when new concepts need to be learned.

Overall my teaching method is for students to find their own interest and joy in learning! I hated school as a kid, and I'm sure other students relate, so I would want them to find a joy in school and in what they are learning!

I would like to provide snacks and materials in my classroom as well :) keeping it fun!

(My reason for choosing Wall-E is that he too found his own joy in learning simply by experimenting, researching on his own, and finding some structure and direct teaching from EVE :))

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There are many inspiring points in different Teaching Methods that I am hoping to include in my classroom. I don't have the answers as to how the perfect method has to be.

My method is mainly a mixture of CLT and TBLT activities or convictions. But the difference that I wanted to express is the focus on the students learner biography and their personal purpose for being in this very classroom.

As best I can, I want to view my students the way Jesus does, and the Bible says in Psalm 139:14;16 " I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that [...] your eyes saw my unformed body, all the days ordained for me were written in your book before one of them came to be."

Every student should have the space to be. To bring their past, their experiences, their culture and their language background. These aspects should be acknowledged in the classroom and used for a more holistic learning that connects new knowledge to prior brain structures.

I hope to have their personal purpose for language learning not only to be the motivation but also to inform what exactly we are learning about and how it would bless them best.
As a teacher I want to take my students whole emotions, backgrounds and sentiments with us on this colorful journey that is language learning.

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I want to be a teacher that inspires but someone my students can look up too. I've read through several of the teaching methods and have seen the value in each of them. I think each method has aspects we can take on as teachers.

For me, my teaching method would be based around hands on activities. I'd incorporate role plays, and games with small groups and pairs.

There will always be snacks and drinks provided along with much needed coffee breaks. I would like to create a calm atmosphere when it's needed as well, having music play and candles lit.

Teaching vocab and grammar is also important and I'd try to include new words at a learnable pace for my students. I'd have my students practice their conversational skills by speaking with each other in the class. This can also help them practice their listening skills.

At the end of the day, my teaching method depends on my group of students, their background and what their English goals are. I want my students to feel well equipped when they leave my class.

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Ok, so, I showed my cards. While I think this method is pretty good, I also know that I have much to learn and that some of the strategies and ideas included below will be adjusted as I learn more... :)

I would sum up this method with the following verse, "23 Whatever you do, work at it with all your heart, as working for the Lord, ... It is the Lord Christ you are serving." As one who is very much a people-pleaser, I need to be reminded of this truth over and over throughout my day. I do not work for an earthly master but Christ the Lord!

With that said, I believe that learning a language goes through stages with some strategies being more important at various times throughout the learning process. Language learning is a process and takes time. It is built on a solid foundation of vocabulary along with structures and grammar introduced at strategic times along the way. It involves a safe learning environment where the student is free to take chances and make mistakes with a fluent instructor who can model and facilitate meaningful activities that push the student towards greater learning. It must involve vocabulary and real-world situations in which to use the vocabulary, grammar and language structures so that the student begins to think in L2. I believe most of all, it must be practiced, over and over and over again.

As I stated at the beginning, this happens to be the way that I learn language best and think that it can be pretty effective. However, I also understand that others learn very differently than I do and therefore focuses must be shifted in order to accommodate for those differences.

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I'm calling my teaching method "the mix it up" method because I believe there is something valuable to be pulled from each of the methods we've studied; even some of the less favorable vocabulary drills/memorization. My students will do a lot of individual and group projects and presentations, role playing, skits that include creating, writing, and speaking, popular music listening activities and using songs to help learn about culture, idioms, colloquialism, and grammar. My students will also practice reading to themselves and reading aloud in the target language to help with pronunciation and comprehension. More advanced students will be given topics to discuss for conversation and fluency practice such as: politics, religious customs, traditions, food, dating, marriage, celebrations, etc., in their culture. They will be given opportunities to learn while sharing about who they are and their country's traditions.

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"Two are better than one, because they have a good return for their labor: if either of them fall down, one can help the other up"... Ecclesiastes 4:9-10

"Be devoted to one another in love. Honor one another above yourselves." Roman 12:10

When I fist saw the golden stapler video, it really made me think about how I want my students to build relationship, with me and with themselves, that way, with honor, empathy, encouraging one another. And through that learn and acquire the language.
So most of activities will be done in pairs or in groups, they already study alone at  home right :) For those activities, I'll bring objects, pictures, videos and texts.
that way is to provide a nice and relax environment to connect, try, make mistakes and learn. The teacher will be alert to the mistakes and in the end, it'll have a time of error correction. In that time it's also the time to explain something more if needed. Because before the activities start, the ideia is that the teacher gives simple explanation, a topic to discuss and the activities.
Simple explanation, because the ideia is to guide them only, not to bring any pressure to do things perfectly, but to encourage them to do their best and to continue to do so.

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I really want my students to learn what they want or need to learn. Usually that will start with basic convo sentences phrases. The classroom will be relaxing and encouraging of each other and a creative atmosphere. Role plays, dramas, task based activities, word games, objects, pictures and of course snacks will all be used. Working in groups or partners during activities. I want the class to be fun and interactive.

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Students will learn the building blocks of the language through recording/memorizing vocabulary terms and learning their meanings. From there the teacher will facilitate activities and tasks that include real life scenarios. Then the class will come back together and discuss mistakes made and how to correct them. By correcting the errors students will gradually learn grammar rules.

Through the process of experimenting with the language in the classroom activities, they will gain communication skills. Then from their understanding of vocabulary and experiences in the class they will have the ability to continue to learn the language outside of the classroom in their everyday lives!

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Learning real-world communication paired with movement gets the students engaged with what they are learning and it increases comprehension and processing of the language. The idea of moving and learning is intriguing, but the students need to do more than listening and acting to learn the language. By combining the physical response and communicative language learning the students can stay active and also learn by writing, reading, and speaking. This also allows the teacher to incorporate different learning styles as needed to help the students. The teacher acts as the facilitator of the students' learning and the students learn by experimenting and using the language in pairs, groups, or individually.

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I would like to apply two concepts of idea which is Communicative language teaching and task- based language teaching for my future classroom.
It is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.
I could say that Task- based learning takes it a bit further, so students need to communicate in order to achieve or do a meaningful task. Both acknowledge the importance of real authentic meaningful communication as a way to learn a language.

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Task-based language teaching (TBLT) is an approach that differs from traditional methods by emphasizing the importance of engaging learners’ natural abilities for acquiring language incidentally through the performance of tasks that draw learners’ attention to form—drawing the multiple perspectives and expertise of five leading authorities in the field.
The teacher prepares the student to do a specific task and encourage them to solve problems.
The problem is based usually on learning a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic probe situations.

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Find high-quality images, photos, and animated GIFS with Bing Images

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Communicative - task based learning [Education For All]

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Communicative - task based learning [Education For All]

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This will be a Education for All teaching method will be a value based education, where our students will be encouraged to learn  and speak the language even when they make mistake. Here we will provide a trustworthy & safe environment, through team bonding in the classrooms for the students to learn without Giving up and helping one another.

This teaching method is used for the everyday real life communication through performing various activities and tasks. This method understands the students needs and their learning styles and help to learn the language through fun activities, ice breakers, role plays, Team work which will enable the students to communicate and speak fluently. Instead of teacher teaching everything and asks the student to follow, here the students acquire the language through communication, performing tasks, solve problem and presenting their feedback to the other students.

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My teaching method is focused on real life communication and it should fit multiple learning styles. My classes would be filled with acquisition focused activities and role playing. My job as a teacher would be to facilitate and assist my students and make corrections when necessary

My mission statement would be: learn how to communicate with the real world

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Blended Natural Learning and Study Method

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Blended Natural Learning and Study Method

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I would include a lot of input through reading picture books, watching short films, telling stories, conversations, real life activities and creative activities. I would also include grammar lessons and word lists. I believe natural learning is best and last longer than memorizing lists and rules. But I think it's beneficial to have that explanation of the rule to help in improving functional language.

Language is used to communicate wants and needs but also to build and maintain relationships which are all important aspects of the human experience. My lessons would include physical activities that are close to real life activities but also creative. I would provide LOTS of comprehensible input through various mediums.  And each day teach a simple, short grammar lesson. My role would be more a facilitator and guide to experience the language in a more natural way and provide the exposure necessary as well as teach. The student would be present to participate in activities and also study.

I would be an encourager and the students would have fun in my class. In my perfect world, my class size would be small.

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The idea is that the students are more directing and acting towards a specific task while the teacher is facilitating.
The goal is to get the students to partner up being given the necessary vocab and grammar structure to create a story. For example: a trip to the grocery store, ordering food from McDonald's, or buying a plane ticket from a kiosk clerk. Then the students perform their tasks in front of the class just as if they were acting in a play. They will use any props on hand and physical gestures to exaggerate. This helps the student to memorize new phrases and vocab with movement.

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I have coined my teaching method as the ‘Cultural Approach’ because it is based off of the idea that the way we speak changes based on who we are talking to, where we are, and what we are doing. For example, the way we will greet a teacher or boss is far different than how we will greet a child. Cultural idioms even change based on context; the way we would encourage an actor “Break a leg!” is different than how we might encourage an athlete “Let’s keep the ball rolling!” Likewise, environmental changes affect what kind of vocabulary we will need to use (restaurant v. park) as well as what kind of event is at hand (birthday v. funeral).

I propose that language should be divided into four categories for study:

(1) Who are you speaking to? (examples: grandpa, teacher, friend, policeman, child, etc.)

(2) Why are you speaking to them? (examples: greeting, apology, encouragement, telling a joke, etc.)

(3) Where are you? (examples: grocery store, home, school, hotel, park, ocean, etc.)

(4) What is happening? (examples: sporting event, job interview, wedding, holiday, family reunion, etc.)

Beginner students will focus on learning how to correctly interact with and speak to different kinds of people for different purposes (categories 1 & 2). For example, a lesson on greetings will cover the culturally appropriate way to greet various kinds of people. This teaching should not be limited to speech alone, but should also include correct body language, such as a handshake in the U.S. or a slight bow in Thailand. In America, a handshake is appropriate in many situations, but in Thailand the degree you bow is dependent on the age and status of the person you are talking to. This cultural understanding is just as important to properly greeting the speakers of another language as correct pronunciation is.

Once a basic cultural understanding is established for the conversation at hand, students will practice reading and writing the vocabulary and phrases to be learned. Next, they will practice listening to and correctly pronouncing these words and phrases. Once familiarity is established, learning will be reinforced through activities from the Total Physical Response, Communicative Language Teaching, and Task-based Language Teaching methods.

Intermediate-level students will continue to build their working vocabulary based on where an interaction is taking place (category 3) and advanced students will learn more complex expressions related to particular events and activities (category 4). The goal of this method is to produce students who both speak and interact as closely to native speakers as possible.

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Three-Step Method

The main model here is that of role play in a “drama class”. There would be three to five leaders involved. Two to three would be acting out everyday scenarios as in a live sitcom that just builds on itself each class. The other two would provide a “guide” figure. The idea being that, as a child, they will be given time and space to just take it all in, hearing the language, watching interactions, making their own conclusions and then the guide figures can go with them as they roam around these “characters” in their everyday life scenarios. Similar to a parent or sibling that often helps form a child’s language as they experiment and try out new sounds or ask questions. The main characters may try to engage with the students as they roam around to kind of test and see if they’re comprehending. Just like a child though, it would start very simple and not be long, in depth conversations, but rather passing remarks and small imperatives to start.
This would be a cyclical model that would just continue on as newcomers arrive and advanced students graduate once they reach step three. There will also be a sense of investigation and discovery as well, since the technical grammar rules will not be taught formally along with spelling rules. There will be a few props to help guide them that they have access to explore, like sound charts, a dictionary, and other helpful tools.

1) Observe and Acquire
-Giving the students plenty of time, this first step is from day one they will be here while taking it all in. This sets the stage for them to grow to relax in the environment and begin to put pieces together and take their time to observe and pick things up as they’re able. While in this step they technically make up the audience, those sitting in the seats watching, taking notes if they’d like, mimicking phrases to themselves etc.

2) Participate and Experience
-Step two involves roaming. This simply means that they are ready to step out of their seats and roam around as the characters continue on in their “daily scenarios”. Once they decide to begin roaming they can have assistance from a guide and ask questions. Also, once they begin roaming they will be subject to some interaction from the main characters. The guides are meant to help when needed if it’s possible to simplify. This step gets them involved and trying to form conclusions and catch queues and gestures to get a bigger picture of what’s being communicated. It also begins to pile up some experience as they practice saying some things or responding to something asked of them and learn from their successes and failures.
3) Integration and Retention
-Here is where all the pieces are hopefully coming together in time. Once they start to build up some experience and are grasping more of the language and know how to express what they’re wanting to they will then be challenged with some higher vocabulary and treated just like a maturing child/teenager etc. This may involve less help from a guide, new vocabulary, being given tasks to help some lower level language learners who are just beginning to roam. Once they’ve gained a fairly consistent basis of what they know and how well they can communicate they will be evaluated by the leaders and have a set amount of time to remain while they are still under evaluation to watch their level of retention and see if they have really grasped things well enough to be on their own two feet.

Proverbs 24:32 “Then I saw, and considered it well: I looked upon it and received instruction.” This is a reminder that in life we can always learn so much more than literal facts or words by first taking in what is all around us. Broadening our perspective of “learning” and removing limitations to a classroom or textbook etc.

James 1:19 “Understand this, my dear brothers and sisters: you must all be quick to listen, slow to speak and slow to get angry.” This would be an anchor and common encouragement in this method as they would need to practice their listening skills and in time speak once they’re ready. The “slow to get angry” part also would be very important as it’s very tempting to get discouraged with our pace sometimes or when feeling incapable of getting a sound down etc.

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The goal of my method is to teach grammar and pronunciation in a way that caters to learning styles and learning paces. Not only do I want to prioritize grammar and pronunciation, but I want to do it in a way that helps my students to communicate in the real world. I named it after the methods that have some core elements used in mine.

I would teach to the class as a whole and incorporate some group work. We would start by reviewing old vocab, and I would introduce new vocabulary and correct pronunciation when I think it is necessary. (Even though I think that prioritizing pronunciation is important, I don't want to stress out my students or make the work load too heavy, so when I notice a problem, I will address it if it is prevalent and repetitive.)

I would like my role as a teacher to be a facilitator, and be able to speak the target language fluently. I would model, demonstrate, and use objects in my lessons.

The students' role is to practice vocab and pronunciation, while working out grammar rules. Students are encouraged to experiment with the language, and use their experiences to help them learn and understand.

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Matthew 22:37
"Love the lord your God with all your heart, mind, soul and strength"
This verse shows that we are 'whole' people with various parts of ourselves to be integrated into wholeness - physically, mentally and spiritually.

I would like my classroom to be a place of safety, support and encouragement where all learners feel valued and are able to learn language.

As a teacher it is important to see students as whole people with many factors going on in their life, many parts of what makes them who they are and why they are learning English.
It is important to reduce stress realizing that people are connected being and if they feel safe and valued they will be more likely to engage with learning (physical connected to mental and spiritual), keeping in mind Maslow's hierarchy of needs..

I desire language learning to be useful for the students according to their personal needs and desires such as:
-managing daily living (going to the grocery store or a doctors visit),
-friendship (feeling less isolated due to lack of language),
-career (study or career opportunities, etc...

I would like to use a WHOLE approach taking the best ideas and styles of different teaching methods to create an engaging and authentic learning experience that brings hope and healing to learners.

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“As a man thinketh in his heart, so is he” Proverbs 23:7

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I like the idea of modeling a teaching style based on real-life scenarios and useable language experiences. Taking the class to real life and bringing real life to the class.
While I think it is important to teach the rules and details of the language I believe that many people will value growing their ability to be able to speak their new language. My class will be focused on bringing encouragement to the students for trying and also aiding them in developing self-confidence to keep moving forward in their progress.
I would like students to feel connected to the class as a whole - that they actually make up part of the experiences. As such, I would like to encourage them to bring topics that we discuss and contribute to the ideas of where we go for field trips and outings. This way they have a sense of really being part of the experience. I like for each person to feel valued and have a voice - for some perhaps they are just learning to use their voice (figuratively and physically). My hope is that they will look back on our class as a very positive time in their learning journey.

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The goal of my method is communication. That is what we eventually want, to be able to understand someone in their language, and then respond back in that language. But learning a new language to communicate, is definitely not easy. We already know that just plain repetition is not enough to memorize a new language. It is scientifically proven that the reason why we remember certain situations, even if they happened years ago, is because we remember the emotion we felt during that particular situation. Emotions, sensations and feelings are what make us remember. And next time we are in a similar situation, we remember, and we know. This means we now have learned.

The same is with learning a new language. Instead of repeating and trying to memorize, we need to experience. That is why my method is very practical, using real life and physical tasks for students to complete.

A typical lesson would have:
- everyday vocabulary
- expressions used in communication
- speaking, students interviewing each other
- completing real life and physical everyday tasks, these get harder depending on your level
- learning is teamwork, we all work together and we can all correct each other

Through real life and practical experiences, students get real feelings and sensations while learning. This makes what they have learned more vivid and real and helps them to learn. There should be a strong emphasis on doing, trying, making mistakes and trying again. Through experiencing the language, the language will be acquired.

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Both students and teachers alike are all individuals with totally different methods of learning, reading, understanding, communicating, and teaching. My teaching method is something that is supposed to cater to everyone. I don't want to heavily focus on one method of learning, such as only using visuals or only using audio methods. Rather, I want to incorporate many things into my lessons like tasks for students to complete, listening activities, visual/artistic activities, physical activities, and more. I want to see what individual students like and go from there. :)

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Our students are different and they are learning in different ways. Because of that, for me it is important to include as much ways of teaching/learning as possible.

In my second grade, I learned my second L2. My teacher mostly used one method. The method made me feel, I was not able to learn the language. He was using pictures and would say the name of the pictures.

My way of learning is seeing the word or sentence in a written form and hear how you pronounce it. (There I can connect the words better and I know how it has to sound right when I pronounce the word or sentence.)

Later on in my university, I learned languages in the “Grammar Translation Method”. For my studies, it was acceptable. However, looking back, I would love to be able to speak today the languages I learned.

I believe the different methods that are given to us are good methods, but we should not just focus on one and because of that, I created one where I have to opportunity to include different ways of teaching, so that everyone in my English class is able to learn the language.

A Typical Lesson:

- Listening to videos or other audio material

- Writing

- Group work (real-life conversation, finding solutions for a problem, etc.)

- Individual work

- Reading (reading a book together as class or individual)

Important is to have in mind, the different ways of how your students are learning and give the access to it in different ways (with games and different other teaching material).

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Tara's  "The Connection Way" Language Method

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Tara's  "The Connection Way" Language Method

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The Connection Way: The Connection Way is a language method in which language development happens in a more natural way when two or more people want to connect. The emphasis is on the personal connection. This can include a lot of materials, as well as the opportunity to explore, move, and have fun! This approach is not drill-based. It does not include role play, unless the learner specifically requests it. It provides the learner with choices. The below picture captures elements of this approach.

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First of all my style is more eclectic but based on awareness of and understanding student and learning needs, culture, the book, and classroom. The book or syllabus is a guide so we don't miss pieces in the process.
1Corinthians 9:19-23 I need to be aware of each student's culture. As a teacher in a USA classroom I had a solution for a child wearing the same not clean dress every day. When I asked if that was her favorite dress; her response was that she couldn't find anything else in the morning. My solution was to put out something to wear the night before. Her response to me was that she couldn't do that because her small brother would take the clothes in the night. It was evident to me that I had no clue about this child's culture.
My method also includes real world communication. Ephesians 3:19  Real life experience is so important. Jesus came to earth and experienced all we experience and more. He lived a human life. Until we have experienced the love of Christ it is only an idea-words without meaning. Once we experience that love it's acquired. Language learning is much the same. I want to teach/facilitate in a way that language is experienced. So real world to class and class to the real world. I will also teach by using macro-skills to include more learning styles. I need to encourage each student to find the best way for them to study and learn. I am pretty left brained in planning a lesson and sort of right brained when presenting it. Real world hands on/role play and provide opportunity for all students to teach lessons one-on-one or small group.
Part of what I'm trying to express is that showing a picture of an ice cream cone/ video of someone eating an ice cream cone is a totally different experience than actually eating an ice cream cone.
Jesus taught from real life experiences, object lessons, repeated ideas, asked questions, made shocking statements, taught from His heart, was very aware of culture, used each culture to God's advantage, kept the people's needs foremost and sent his disciples out to replicate what He did. He shared life experiences.

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The idea behind this method is that teaching helps students learn, understand, and make the material their own. The method involves a teacher teaching lessons in the language that is being taught and then facilitating times where the students have a chance to teach to the class different segment of the lesson they have learn. It would create a repetition of the information which would be good because often things need to be repeated for students to learn and remember.  It also would maybe help breach any cultural barriers that could be there because the students could teach in a way that make sense to them and their culture.

Class would look like for a number of lessons the teacher teaches what is on there lesson plan whether grammar, vocab, or conversational things followed by one of two lessons where the students teach a segment of what has been taught in the last couple of days. This would help create an environment where students wrestle with the information they learned to make it something that the understand and can communicate and be willing to ask questions. This would also give them the opportunity to practice speaking and communicating and various different ways.  There would also be lots of time for group discussions and partner work. The teacher could adjust how the classes are taught based on the needs of the students. Teaches would also want to create an environment that feels safe for the students so that as they are learning and teaching they can feel confident and supported. There would also be a time for feedback where the teacher and students can evaluate the lessons taught and say what went well and areas for improvement whether that is pronunciation, communicating ideas clearly, or something else.

Note: I have actually never tried this method but I have had opportunities to teach what I have learned shortly after being taught it and found it to be helpful. So it would be cool if it became a method that was helpfully for students and teachers alike.

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The focus of this method is enabling students to make CONNECTIONS--both oral and written, using a variety of interactive activities in real time situations.   From the first day of class emphasis will be placed on the importance of building connections within our class as a building block for being able to have effective connections with many others in the future.  A blend of creativity and flexibility by teacher and learners can help form a user-friendly environment for learning, as together there will be times to pause, reflect on and respond to learner need, culture and context that may require change. Student experiences and reflections will be valued and encouraged as an important part of the learning process.

Typical lessons will include interactive activities in pairs, small groups, reporting back to the class, role plays, and drama, all with the purpose of building connections in learning.  Integrated into these activities will be times for learning key words and grammar structures so that written as well as spoken connections can be a part of learning.  As students come to understand that they are in a safe learning environment where they can experiment, receive constructive feedback and error correction, gain information, and be heard when they have concerns and questions, they will be empowered to freely put into practice what they are learning.   As the class makes connections together as a group, they will gain confidence individually, knowing that effective communication connections with others in their own sphere of influence is an achievable goal if they are willing to work hard and not give up.

This method uses many of the CLT activities, but in addition, intentionally assesses whether cultural and contextual issues in connections are being addressed. In this way, learning activities can be adjusted to help the learning process be more acceptable, fulfilling and fun for learners.

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Interest/Inquiry Method

Using a strong emphasis on question and answer activities in both written and oral format, my method would focus on student's needs and interests, both at an individual level , groups, and for the class as a whole. For example, if I discover a particular need for language acquisition (such as a student's goal to be employed as a handyman) or a specific interest (such as a snowboarding hobby in a group of students) I would include time to in class to explore and discuss those topics by modifying activities to suit them and hopefully increase student's interest and motivation to acquire language.

As a teacher, I would set aside time for both myself and my students to ask questions and answer them. These questions should be need and focus based with students having a genuine desire to know the answer as fluency and grammar lessons can be presented and used based on student's interests at least part of the time.
I believe my method would work best practically when combined with elements of CLT, such as information gap activities. The personalization of having question and answer times can enhance a positive teacher-student relationship that helps everyone in the classroom have more of a personal experience and connection to the process of acquiring a target language.

Note: This may need to be modified in countries /cultures where asking questions is not common in a classroom setting. In that case, the teacher can focus on topics that are culturally relevant and of interest to the students as a whole, such as familiar food or the region's history and using pre-formed questions and answers that students should be able to understand and connect with.

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I just want my students to learn. If I have to use of different methods, I will use it. Some students have different learning styles so because of that I need to be creative while teaching. If I have to spend some time explaining more on a specific subject, I will spend more time. And I will definitely focus on day to day practices/real-life experiences, pushing for my students to get fluent in English. I do want them to speak correctly, but my focus would be more on fluency than accuracy.

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My method would be Real World Teaching. 

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My method would be Real World Teaching. 

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It would combine Communicative Language Teaching, Task-Based Language Teaching, and Direct Method. I like these methods as they are different from the way I learned language years ago. My education was more of a grammar, vocabulary, set phrases way of learning. The frustration with this for me was that, once I shared my memorized phrases and vocabulary, I couldn't actually carry on a dialogue with anyone in my second language because I exhausted my vocabulary.

My method isn't profound, it would just be using daily tasks and real life situations as our guide to what to learn. Lots of trips to the market, the park, out to coffee, cleaning the house, going to church. I love the idea of 50% learning through reading, listening, watching and 50% doing.

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My teaching method is targeted toward real-world communication and practical uses in real life situations. I want my students to become comfortable with speaking, writing, and reading in english and welcome everyday challenges that they will face by equipping the basic tools that they are given in my class.

Typical lessons will consist of role plays, pair or small group work/presentations, grammar skills, everyday vocabulary and sentence structure exercises, practicing dialogue with verbal assignments, intensive focus on the alphabet and reading written english.

As the teacher, my role will be to provide activities that model real life situations and allow the students to learn hands-on; remain fluent in the english language; correct errors in communication; create a relaxing and non-judgmental atmosphere for students.

For my students, their roles will be to freely experiment the english language in class; Learn more about the english language through using real life situations; Present written and oral tasks to the class; Practice dialogue and pronunciation during their free time to become more comfortable and familiar with the basics.

This method mix and matches pieces of various other methods to better fit the students and their needs, and prepare them for successful future use of the language.

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My teaching method is called the “All In”.  In my own life, I've grown in a language so much faster from everyday situations.Getting groceries, gas, and daily needs become a learning opportunity. Also, having the advantage to have the front row seat observing fluent speakers. This method would involve activities and games that are real-life scenarios. This method can be adaptable with different levels.

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Learning a new language by itself takes a lot of effort and motivation; for a student to feel encouraged to persuit the language what is taught in the classroom should be mostly focused on real life communication.

A Typical Lesson:
- New Language Dialogues  (everyday communication)
- Individual, pair, small group work
- The teacher models, demonstrates, shows objects, uses pictures, videos
- Speaking, pronunciation and listening are important
- Caters to various learning styles

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I think we have lots of resources that we can take to apply in our  teaching method, each teaching method has different activities, that we can take some part of it, And so we can do more research and just having fun with that. And I believed that through those activities we will make our classroom alive and so much fun.

- Use the dialogues

-Use the object, picture, and authentic materials to teach vocabulary and include TPR activities.

I think, I am flexible and will see how it work after teaching.

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I took a bit of various methods and created my own method which is language associated with physical acts and real life tasks. In a fun and active way children learn in pair or groups to spontanious work on resolving real-life tasks/problems teacher provides. The children get enough space to have fun while they learn and to learn while they're having fun. Just because fun makes life easier in hard situations!

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Mission statement: Engagement through physical activity to strengthen neurological pathways and be inclusive of all students' learning needs.

Hey guys, it's time to get fit.
There's a lot of research out there which shows doing simple exercises involving repetition (e.g. running, walking, cycling on a gym bike) while listening helps our brain create and preserve memories. On top of this, responding to new information through a physical action can help with memorisation, as stronger neurological paths are forged in association with an action. So... my method harnesses these techniques by encouraging the class to partake in specially designed physical activities whilst listening to learning materials and/or in response to new words. The class may look a bit silly to an observer, but it will assist their learning! This could also be a great method for students with additional learning needs that might struggle to sit for an entire lesson period. I know I used to have to memorise really long essays or speeches and it always helped to listen to my voice recording whilst running!

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I like to take a little bit of each method and mix things in order to offer my students the best they can have. I understand that each person learns in different ways and since there is no perfect method I tend to take a bit of this and a bit of that to teach different skills. My method is mainly based on the communicative approach but I also do a lot of projects and tasks with my students. We have music, bible verses, discussions, games and other things. I don't want to be boring so whenever I fell like my classes are getting too predictable I come up with something different to create anticipation and excitement. I am always finding cool things on the internet and bringing new ideas to make my classes better and also help students "learn how to learn" on their own.

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I want my students to be in an environment where they feel like what they’re learning is valuable, as well as fitting their learning style. This means that what’s learned is highly practical - there’s lots of conversation, listening and speaking, reading comprehension, and content that the students will use! If there’s a certain way a student learns best I’ll be looking to empower them in creating a way for practical information to be learned through their preferred pathway while still enabling them with all the communicating skills they could need.

A typical lesson would include:

Time of speaking with one another

Some sort of listening activity (listening to a native speaker in a video for example)

Visual aids

Assignments with multiple learning pathways of completion (an audio way + a written way for example)

Activities that are engaging, fun, and still teach well.

This method allows the students to feel like they’re learning valuable information, in ways that they connect with.

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My teaching method is called the Experience Method. In my own life, I've grown in a language so much faster when I'm needing to learn it for everyday situations. Sitting at a coffee shop and needing to know how to place an order has helped in cementing language in my mind. Teaching this method would involve activities and games that mimic real life scenarios. This can be adapted for each language level, adding more conversation or deeper questions when needed.

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I took a very Gen-Z/Millenial approach to my teaching method. It is very self expressive and student led. You could argue its too creative and not enough systematic teaching but, hey, most of us are millenials right?
The view of language is language is an art form to be learned and creatively expressed in everyday life. Language in and of itself is very expressive as is art. A lot of expressive games and activities centered around language learning would be practiced in this class.

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For we are God's workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do.  Ephesians 2:10
I see myself primarily as a facilitator, tailoring the teaching to the needs of the learner.
I spent 40 years married to  man who loved languages.  He taught lots of grammar because that was the way he was taught.  He also found that he had to teach English grammar before he could teach German grammar because His students didn't know, for example, what an infinite was.  He learned languages, but also spent lots of time in Germany acquiring language in everyday interactions.
I spent 2 weeks in March, right before the pandemic shut everything down, in a class of beginners.  Most were 60-70 year old women, refugees from the Republic of Congo.  They hadn't learned to read or write in their L1.  They knew how to catch a bus and get to us and they knew how to use a cell phone.  We taught them the names of fruits and vegetables, how to count, how to make change, association of services with place (picture of a hospital or doctor's office with health issues).   They were eager to learn those things that would help them navigate in the U.S.
I just finished helping in a summer academy virtual classroom.  Most of the students were pretty proficient users of speech.  They also communicated effectively through drawings on the Zoom white board.  One of the lessons for this group was looking at the elements of a story: setting, characters, and plot.  We brainstormed together and wrote a story.  This will be a valuable lesson as they head back to school soon.
I don't expect to teach in a school setting, so much as in settings that help people learn English so they can feel at home here. So the methods I use will hopefully meet students where they are.

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This Method encourages, speaking the language fluidly, and consistently in conversation. Being open to correction, but then encouraged to continue speaking the language in conversation.

Typical lesson looks like:
- Pairs or small groups.
- Teacher being able to walk around and jump into conversations, correct where necessary and support learning through speaking themselves.
- Have fun with the conversations going on.
- Caters to different types of learning.
- Encourages confidence through trial and error.

Bible verse: Philippians 1:6
".......being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus."

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Example: "The Missions Method" by Sierra (class of 2018)

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Example: "The Missions Method" by Sierra (class of 2018)

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The Missions Method is good for low-stress environment to learn everyday communication but the structure is a framework where accuracy comes much later.

A typical lesson looks like:

Informal setting

Needs-based

Caters to various learning styles

Includes all macro skills

Provides activities where they have all the tools but need to put it together themselves