2. Influential approaches ● teaching style ● make changes

3. Behaviorist approaches ● Teacher –centered class ● Positive short-term learning result ● Negative long-term influence

4. questions raised in chapter 1: 1.How important is it to control the children's behavior?

5. 2.Is it important to make a careful plan before starting a lesson?

6. 2-1.Is it important to make a careful plan before starting a lesson?

7. 3.Is it best to have a step-by-step syllabus?

8. 4.Are repetition drills important?

9. 5.Should we try to prevent children from making mistakes?

10. 6.Are rewards and praise important?

11. ▓ Input approaches ● Student may feel relaxed but have passive attitude. ● It’s still a teacher-centered lesson.

12. questions raised in chapter 1:

13. 1. To what extend should we try to control the new words and patterns the children encounter in our lessons?

14. 2. If Asian EFL learners are not expected to produce new words and patterns until they feel completely comfortable in doing so, can we expect them to speak out and be communicative?

15. 3.benefits and disadvantages of using gestures and physical activity in class ?

16. ▓ Theory of multiple intelligences

17. 1.Linguistic intelligence

18. 2.Logical-mathematical intelligence.

19. 3.Spatial intelligence

20. 4.Bodily-Kinesthetic intelligence

21. 5.Musical intelligence

22. Musical intelligence https://www.youtube.com/watch?v=uJ637HpzUFU

23. 6.Interpersonal intelligence

24. 7.Intrapersonal intelligence

25. 8.Naturalist intelligence

26. Questions : Is it helpful to try and find which categories of intelligence each child tends to be most proficient in? ● To find the best way to achieve her full potential ● Not to categorize = not to restrict her potential

27. How is it possible to teach a class of children, each of whom may learn most effectively in different ways? ●our lessons to contain a variety of activities. ●each child has opportunities to demonstrate her individual abilities.

28. What do you think may influence the ways in which a child is intelligent? ● The mother of Mencius moved their residence three times in order to find an ideal place to raise her son.

29. Child-Centered Approaches Humanistic approach ● Carl Rogers Constructivist approach ● Jean Piaget ● George Kelly ● Lev Vygotsky

30. Humanistic approaches Children are fully involved when they … A.learn as “whole” individual people B.make real choices C.learn meaningful contexts D.learn in an anxiety-free environment E.reach their full potential

31. Carl Rogers ’ identified helpful conditions : A.a tolerance of ambiguity B.an acceptance of self and others C.having “peak experiences” that lead to personal transformation through new personal insights.

32. The concept raised in Chapter1 1. We should not only focus on teaching the subject, but also emphasize the social and psychological development of the children.

33. 2.The focus should be on the process of learning rather than on short-term results.

34. 3.In early stages, teacher should use child- centered techniques that ensure children feel they are making genuine personal decisions to encounter the words and patterns in the core syllabus.

35. 4. Teacher should do everything possible to make sure children be emotionally immersed in the lessons.

36. 5. The rewards in the game which we play in the class should not be the target or bribe.

37. 6.Most children need to learn English in a step- by-step sequence, gradually developing the ability and confidence to handle less controlled English, in other words, natural context.

38. 7.Teacher should help children to feel relaxed and have fun in class, but also help them to deal with the anxiety in order to use English appropriately and confidently outside the class.

39. 8.In many humanistic teaching situations, the teacher aims to step back and be a facilitator. But teacher should still “actively” help children learn for themselves.

40. Constructive approaches Children are… A. As an individual trying to make sense of the world B. An active explorer building up a theoretical model C. Testing her theories by making guesses D. Adjust these theories when necessary

41. Jean Piaget He suggested that children pass through a succession of stages of development, and explore the world in different ways due to different stages.

42. complementary processeAssimilationAccommodation DefinationWhich is using an existing schema to deal with a new object or situation. This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. differenceWith preexisting mental structures (schema) No preexisting mental structure RestructuringNoYes processcognitive adaption (add or combine new knowledge) cognitive conflict (change own belief to “accommodate” the new knowledge)

43. George Kelly A. He agreed that the quality of experience is what matters, not the age of a child. B. His ideas are compatible with much brain theory. C. All children are active learners, but they make choices about which direction to move in D. Teacher should design an attractive lesson, and make them to think or guess the patterns or words which they encounter.

44. Lev Vygotsky The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she can do with help. Watch the film of ZPD

45. George Kelly A. He agreed that the quality of experience is what matters, not the age of a child. B. His ideas are compatible with much brain theory. C. All children are active learners, but they make choices about which direction to move in D. Teacher should design an attractive lesson, and make them to think or guess the patterns or words which they encounter.

46. The concept raised in Chapter1 I. Child construct her own mental model of English.  Teacher should… “help”, not “teach” children to feel the sense of ownership. give children plenty of chance to link new targets with what they have learned before. make sure children encounter a succession of targets.

47. 4 ways to encourage children to make more guess. A. Notice patterns by themselves. B. Build their mental models of English successfully. C. Interact with them using language that is within their Zone of Proximal Development. D. Challenge them to think, and reach out to their full potential.

48. Children are active learners, but they appear to lack motivation sometimes.  Teacher should… respect them us individual leaners. try to build up their curiosity and encourage them to take a risk to try.

49. Ways to interact with children Having natural conversation Joining in game with them Hinting and teasing when lead them toward new language targets.

50. The ownership of constructing children’s own mental model of English helps them to learn more effectively.

51. Brain Research We only use a small percentage of our brains Our brains are divided into a left side and a right side Positive and negative have an effect on learning The brain organize the information it receives The brain thrives on rich and varied experience.

59. Teacher should keep discussing and learning the best way to teach children.

60. Thank you for listening !