Teacher Discussion Forums

My question is also about whether the process of learning a language (when you are a learner) is actually a motivating thing to discuss/explore in itself. Another example might be to give students a listening about Krashen's theory and after the appropriate tasks etc get them to decide if they think...

Do you think its a valid thing to say, for example "Today I'm going to teach you in Presentation, Practice, Production stages". First I'm going to present some language to you, then you can practice it in a controlled way with some exercises and finally you can use the language to communicate with e...

Even if you only half-subscribe to Krashen's view that 'language is best acquired from messages that are just slightly beyond students' current competence' (rather than learned), then maximising student exposure to real language is crucial

Thanks to all for the thoughtful comments. I did my seminar as planned and think it went OK - partly due to the ideas I got here

Everything Ali G says!

Yes Hamster. I see what you mean about the dangers of being totally reactive and I think that part of the teacher’s role is not to allow the thing to become stagnant but to keep on pushing forward into the ‘next zone’. The prepositions lesson I described above is a bit simplistic but to take it one ...

A big thanks to everyone for your informed responses. I didn't expect to get so much so quick! A question for you, hamster (or others!). What you said makes good sense to me . However when talking about response to the students it is not so much an idea of handing over the planning (although it does...

Do you think that recent ideas (Task-based learning, emergent grammar, lexical approach, use of corpuses, Dogme, 'Jungle path' lesson design etc.) have changed our idea of what a good teacher should do in the classroom, because they suggest that the most effective teaching is unpredictable? Does thi...