THREE DAY WORKSHOP COMMUNICATIVE ENGLISH ON 6 MAY 07 TO 8 MAY 207 Venue: KV PARADIP PORT

What is communicative approach in English teaching? It does not mean teaching “conversation based” English  But it actually means  How to use English as a tool for communication -and the rules or principles that represent it  Laying emphasis upon language meaning and not language form.

 A Teacher may teach structural content and how to learn in English. But the teacher should not restrict himself only in to that activity

 Communication is a process for exchanging information.  True communication = A transmission of thoughts, ideas and feelings from one mind to another > Information

Core skills receiver LANGUAGE Information Listening   Hearing decoder listening  encoder sender speaking Involuntary voluntary Ability to detect produce voice

INFORMATION Input Out put Spoken discourse Familiar social situation Inter-personal messages conveyed through person or telephone From: Response to directive languages by interpretation. Verbal Non-verbal To understand topics and main points Distinguish main points from supporting details To interpret what is heard {key words, intonation, gesture, background noises and stress To respond to directive lanuages

Aim and objective of this workshop We have certain invisible enemies because of globalization This has impact on education Hence, we have to deliver superior services relative to customer’s expectation. Dimension of quality Reliability: Accuracy Responsiveness Assurance: To inspire trust and confidence Empathy: Feeling difficulties for others Tangibility: Visible evidence

How to maintain quality SWOT analysis: Strength > Weakness > Opportunities and Threats Analyse changes Planning Organizing Controlling Understanding the stuff

How to implement in schools

Bilingual Education Bilingualism in two senses −receptive bilingualism: read and listen to English Reading of literature, listen to lectures in English −Monolingual standard, i.e. to master English as a native speaker as an aim Courses given in English, substitute courses previous given in Hindi No alternatives to English in the study/programms/courses. Conclusion – bilingualism at an interaction level −English supplies and sometimes substitutes Hindi.

Foundation Stage Voluntary (the law only requires that children should begin full time education on the term after their fifth birthday)  Personal, social and emotional development  Communication, language and literacy  Mathematical development  Knowledge and understanding of the world  Physical development  Creative development  Decision making and critical thinking  Strong interpersonal relationship Our Target is : Teaching Communicative English through English for enhancing life skills such as :

Diversity of Indian Students Degree of acculturalation, language fluency, and geographical location are some determining factors Language fluency -Monolingual in Native language -Monolingual in English -Bilingual -More Native language and less English -More English and less Native, etc. Each has an impact on student readiness skills and requires different teaching skills RESULT Poor comprehension Fear Poor communication Poor Listening Poor Vocabulary Poor Expression

Activities to be undertaken Pronouncing new sound Carefully chosen vocabulary items producing grammatical structure Using devices for managing conversation Creating real life situations Expressing views, reaction Giving instructions Talking over phones Classroom situation Asking and answering questions Narrating events Describing people

Outside Classroom situation Describing place Making extempore speech Debating and anchoring Talking about a topic of interest Expressing need for something Classroom situation Greetings; Formal and informal Taking leave Exchanging news Sharing opinion, Jokes and likes and dislikes Personal pleasure and plain (Emotional feelings) Carrying out a friendly conversation Accepting, extending and rejecting invitation.

How to catch the attention Body language : Eye contact Smile and expression Pace and speed of delivery of speech Totally democratic approach- no threat Moving around the class room Working in pair, Group of 4 and group of 6 Posture of the body Pleasing personality ; Hide restlessness and emotions of anger

Characteristics of an Effective Teacher of Indian Students Abilities to use non-verbal communication to establish positive learning environments in the classroom. These are not emphasized in most teacher training programs in terms of its impact on Indian students. -Proximity = teachers who stand in front of the classroom and lecture to their students often establish barriers to learning. In contrast, teachers who move about the room among their students tend to be much more effective. -Smile = teachers who are personable and friendly put their students at ease, which facilitates learning.

Effective Teacher -Warmth & caring = Indian students almost always respond to teachers who are warm and caring. Studies indicate that the absence of warmth causes emotional distance and hostility from Indian students. -Emotional Closeness = Indian students must often be close to their teachers before they are willing to respond to instruction. Studies indicate that students will more likely learn to please the teacher than to learn for themselves

Effective Teacher -Out of class relationships = Teachers who welcome out-of-class interactions tend to be more effective than teachers who insist on professional distance. The implication for students = “I can trust this teacher.” -Embarrassment = When teachers use embarrassment as a motivational or disciplinary tactic, many Indian students withdraw. Rather than embarrass, while requiring overt behavior from students so as to encourage participation and promote learning, teachers must explain to students who do not get it right away that “I will come back to you”, and move to other students for answers.

Effective Teacher -High expectations = The most consistent characteristic of effective teachers of Indian learners is having high personal and academic expectations. At the same time, teachers must make sure students clearly understand what those expectations are, and what is expected of them. -Personal vs. task orientation = Teachers are much more effective with Indian students when they encourage students to “learn for them” then when they use task-oriented approaches. Students feel valued and respected.

Let us be more successful as a teacher All forms of cultural responsiveness teaching Multiple approaches to teaching reading; specifically language development Accuracy in diagnosing learning skills How to promote student interaction & responsibility Personal counseling How to recognize mismatches between curriculum, standardized tests and student abilities Classroom management and all forms of rewards and praises