MY MOTIVES TO TEACH, MY REWARDS WHEN TEACHING, MY STUDENTS/ MY PRIORITY

MY MOTIVE TO TEACH

My main motive to teach is to see how my students really learn. To see that my students now have some knowledge they did not have before makes me feel motivated. I eagerly look forward to teaching again when I notice a progress in my students. To know that I can be a facilitator that opens doors to my students to acquire English knowledge motives me to continue teaching English.

MY REWARDS WHEN TEACHING ENGLISH

I find my experience teaching English rewarding when two situations happen. First, it is said that an exam is proof what a students has learnt, so to see good results in my students’ exams delights me a lot. Despite the fact that some students cheat on the exams, in English exams, not anybody can cheat. Second, I notice my students are interested in learning English when they ask questions regarding to the topic they are studying. So, I happily teach to them every single class.

MY STUDENTS NEEDS/MY PRIORITY

I think my motives to teach interfere with my ability to put the needs of my students ahead of my own when I forget about my students’ problems and just focus on their learning process. I really like when my students have progress in English, but what happens when they just do not have it? Well, I feel disappointed; but then I think that there might have been many things I did not do in order to help those students who are not doing great in my subject. I just do not have to focus on my desire to see good grades in my students. Instead, I have to get to know better my students, so that I can become a facilitator for them to really learn.  

WORKING WITH TEENAGERS

WORKING WITH TEENAGERS

When it comes to make reflective teaching, I get confusing ideas about how I feel working with teenagers. There are certain things I like about working with teenagers, but there are some others that just drive me crazy.

I like the fact that teenagers can write and read, so that I can teach them how the things are written and read. I enjoy every time I see my students are willing to learn; by the way, my students do know how to express their feelings about a subject or a person. I like that more complex topics can be taught to them since they are more able to understand than kids. I feel pleased when they tell me they do not understand because I realize they are interested and really want to learn.

On the other hand, I do not like when some of my students do not work, perhaps they do not like English, and perhaps there is something I need to change in the way I teach. I feel disappointed when students do not go to my classes; teenagers want to show independence by proving they can do whatever they want, and few of my students try to prove they are independent by missing English classes. I do not like that teenagers are sometimes disrespectful.

I think I can make the things I like guides to change the things I do not like about working with teenagers. Every class is a new opportunity for me to learn. If I come across something I do not like, I will have the chance to change it and grow up as a teacher.

THE ROLE OF WWW IN TEACHING ENGLISH

THE ROLE OF WWW IN TEACHING ENGLISH

No one ever imagined that one day the World Wide Web would offer and infinite of opportunities to ESL and EFL teachers.

First, it contains plenty of web pages which purpose is to tutor teachers to have a better understanding of a second and foreign language teaching and learning. Those pages include data from several places of the world; and that data would not be found in just one but in the World Wide Web.

Second, it helps teachers communicate with their students; how come? Well, the World Wide Web provides social networks which can be used by teachers to keep contact with their students. The World Wide Web also facilitates teachers to create web pages in which they can easily create virtual classrooms to develop a topic and also to assign homework to the students.

There is no doubt that the World Wide Web has revolutionized the way of teaching English as either foreign or second language.

DEVELOPING WRITING SKILLS

The standard-features word-processing programs can greatly be used to develop writing skills in students. For instance, teachers can ask students to create charts that show the different degrees of the adjectives by easily using the applications those programs contain. Also, students can use the applications of grammar-correction those programs have to better their spelling, but teachers must warm students that sometimes those applications can fail and that they should have a dictionary to correct their mistakes. Those programs are good to develop writing skills as long as students use them correctly.

THE ROLE OF TECHNOLOGIES IN SECOND LANGUAGE TEACHING AND LEARNING

It is quite obvious that with the past of the years, the second language teaching and learning have evolved using different technologies in order to accomplish the goals of students and teachers. Those technologies have served as tools in many classrooms where a second language is taught, and somehow they are now playing a central role in second language teaching and learning.

With the evolution of technologies, teachers and students have seen the necessity of changing the approaches to teach and also to learn a second language. Showing new media and entertainment, technologies have opened the world for many people who now find in technologies such as videos, internet, and computers the easiest way of the world to teach and study second language. An amazing software that contains virtual dictionaries and exams is just one of the hundreds of options that technologies offer. Indeed, technologies are showing a very attractive way to teach and learn a second language that people can just not ignore.

Moreover, technologies allow teachers and students to have access to data that can answer their questions about either how to teach or how to learn a second language. Many web pages have been created exclusively to second language learning, and many people are using them.

Finally, teachers and students should be aware that technologies have better their chances to teach and learn a second language. Why should not they star letting technologies play a central role in second language teaching and learning?