| One of the most important tasks a teacher must | | | | try another approach, if possible with greater simplicity. |
| master is communication. The lesson has to be | | | | Always be prepared to present a new idea in more |
| presented in a language that is familiar to the learner. If | | | | than one way, not everyone learns in the same way |
| the teacher fails to communicate in a way that the | | | | and you must be prepared. |
| student can understand there will be little if any learning. | | | | Strategy #7 - Develop the meaning the words by |
| The teacher can be knowledgeable, well prepared and | | | | using illustrations, natural objects and pictures. Take |
| have a dynamite lesson prepared, but if the teacher | | | | illustrations from your students' own experiences |
| fails to communicate in the students language; the | | | | whenever possible and use those illustrations to make |
| lesson is lost. Therefore, it is of utmost importance that | | | | your point. |
| the teacher keep in mind how to communicate with | | | | Strategy #8 - When it is necessary to teach a new |
| the learner when they prepare each lesson. | | | | word, present the idea before the word. This can be |
| Here are 11.5 strategies to help you focus on | | | | done best by simple illustrations closely related to your |
| communication. | | | | students' own experience. The more you can connect |
| Strategy #1 - Carefully study the words your students | | | | to something they already know the easier the new |
| use and learn the meanings they give to these words. | | | | word will be to learn. |
| Then use their words as often as possible to make | | | | Strategy #9 - Try to increase your students' |
| them comfortable with you. | | | | vocabulary, and at the same time improve their |
| Strategy #2 - Determine your students knowledge of | | | | understanding. A true increase in a student's |
| the subject. If you know where your students are in | | | | vocabulary means an increase in his knowledge and |
| their learning, you can meet them there and then help | | | | power. |
| them further their knowledge. Don't assume what your | | | | Strategy #10 - Since the acquisition of language is one |
| students know. If you do you will create gaps in their | | | | of the important goals in the process of education, do |
| knowledge. | | | | not to have your students sit and listen in silence, no |
| Strategy #3 - Express yourself as much as possible in | | | | matter how attentive they are. Encourage them to be |
| the language of your students, carefully correcting any | | | | skeptical and ask questions. |
| errors they read into your words. | | | | Strategy #11 - Don't rush the learning process. Each |
| Strategy #4 - Use the simplest and the fewest words | | | | word or idea should be mastered before new ones |
| that will express your meaning. Unnecessary words | | | | are added. Reteach concepts till your students are |
| add to your students' work, and increase the | | | | masters of the knowledge. |
| possibilities for misunderstanding. | | | | Strategy #11.5 - Frequently test your students' |
| Strategy #5 - Use short sentences, of the simplest | | | | understanding of the words that they use to make |
| construction. Long sentences are difficult to follow and | | | | sure that they attach correct meaning and they see |
| are frequently confusing to students. | | | | the true meaning as vividly as possible. |
| Strategy #6 - If your students fail to understand you, | | | | |