These are fundamental principles which underpin the Now!Prof. teaching technique. All of the subsequent lessons are based on these simple, but powerful premises.
Every explanation is unique
Each lesson is divided into three key phases:
– Organised. Section off board to provide clear presentation of topic. Use headings, sub-headings, dividing lines. Common to see messy board as teacher doesn’t know where to write things that come up during the lesson like vocabulary that is outside what they planned to present. Simple solution. Dedicate a section of your board to this, make students aware of it, give it a title “useful vocab” and section it off from the main boardwork planned for the lesson.
– Colour coded. Consistently, every lesson, every explanation use the same colour coding and annotations. Tell students to do the same. What you write on the board is what they need to write in their notes. Your boardwork is thought through to present a topic in the easiest way to understand and learn, consistent colour coding and annotation is essential to this.
– Elicit / Personalise. Don’t just present a pre-defined, generic explanation to your students. Ask them questions to elicit the sentences for your grammar explanation and write their answers on the board. More meaningful. Their notebook becomes filled with their own examples. Encourage students to give true answers not just correct sentences that answer your question. Develops pertinent vocab, creates discussion, builds relationships teacher-student and student-student. More stimulating, more motivating as students try to express themselves in a meaningful way.
– Show don’t tell. Once boardwork us complete leave it there during the practice activities. When students make a mistake you can indicate the relevant correction on the board, eg. Use of verb form, aux, construction order. Forces students to engage and think and self-correct. Efdective engaged learning, much more powerful than teacher correcting and student repeating the correction without engaging with the mechanism behind the correction.
2. Active, speaking students. Straight from the initial boardwork students are guided and encouraged to use the language.
Free practice activities should be fun and relevant to get students to engage with language and understand how learning the topic can be beneficial to them and how it will allow them to express themselves.