INNOVATIVE APPROACHES TO LANGUAGE TEACHING

The phrase “innovative approaches to language teaching” means that new methods are introduced in teaching during a lesson in the class. Teachers can find many resources (projector, laptop, videos, speakers, labs, CD, TV.) that technology has helped to improve with in all the innovation that is found nowadays. The source that is in websites, for example, in productivity and the creation of materials to be used in the classroom to develop a lesson is to improve the quality of the lesson in which the students have the opportunity to grow in several aspects of life and learning. Also, it is important to mention that using innovation in class the cultural aspects, as well as, customs, idioms, and social factors can be introduced to students to learn and to illustrative new environments that can be unknown and the experience and knowledge they can get from other countries will be important.
The systematic and socio cultural factors affect the implementation of innovation It has improved the level of economical significance. As a resource it has to be with innovation of materials, books published online, learning methods, and also sharing materials, ideas, and methodology. If teachers get involved in a system in which they cannot explore, discover, feel motivated, and their ideas are not shared, then the lesson will be so magisterial and the student will loss the opportunity of expressing.
Other factors that are considered that can mediate the possibility of change is the syllabus and MEP, because it is so clear with the objectives that must be covered during the school years. Most of the time, the innovation is not allowed because of the explicit and strict objectives teachers have to follow. Even though, teachers are pushed to innovate to create materials. In most high schools in our country innovation is a tool that can be implemented when the teacher brings her or his materials and use them in class.
The interest of parents, first of all, to implement new ways to use technology is very important. For example, the students can present a homework making use of internet, e-mails, or memory data cards which are also a good way to complement in the class and help the nature because will reduce in high amount on pollution and waste or resources as paper.
Nowadays educators are fewer optimists in regard to innovation in education because of the economical situation the teachers face. In this way, technology is very expensive and the government does not supply schools with technological resources to innovate and improve in class.
The schools must be interested in acquire and supply of technological resources such as computers, projectors, internet access. With this it supports to the teachers to use innovation in class giving facilities which are some of the things we use to teach in our lessons.
In fact innovation is a tool that is used by many professionals in the field of education because of the facilities regarding to planning, grammar exercises, materials, videos, listening exercises, and flash cards, for example that help in the teaching and learning process. Actualize teachers and make them develop skills to succeed in the class.
The approaches that can be focused in the needs of adult learners are the Task Based, the communicative approach and the total physical response. Because these approaches help the student to acquire vocabulary, spontaneous participation, and the student have the opportunity to improve in all areas at same time is learning and be motivated because the goal for adults is to communicate quickly in areas they feel need to be developed and have mature ideas about the language.
The innovation promotes the process of syllabus giving to students and teachers facilities to develop the class and improve the quality of it. Through innovation the lessons are more communicative and participative. The knowledge students acquire and forcing them to use technology to work with in the class. To vary the system not turning it as monotonous as it is sometimes because of the MEP’s syllabus.
Some factors that can impede the learning progress in target language are: the economical. Many students feel that because of the bad economical situation they face they cannot use resources and must accept what the teacher brings in to develop the lessons. The society sometimes reject people because do not have the opportunities before of improving and nowadays people must be aware of technological advances and skills to work with it. Parents lack of interest in innovation. Some parents do not agree in new methods so they prefer the antique was of teaching pointing that are cheaper and force students to memorize. The motivation is very important. If the class is dynamic the students feel much better with in the process of learning. Students love when they are acting and improving and see reflected their results as positive goals.
The aspects propose the natural approaches are to introduce three kinds of activities while developing a lesson which are the pre-production, production, and speech emergence. The pre-production consists of listening activities to understand by contextual guess, visuals, and mimes, as an example. The production is originated when the student recognizes a big amount of vocabulary and starts making questions. The speech emergence is when the students use games and so on in which the participation becomes part of the lesson. They can ask and give information regarding to any topic in class.

Some factors that can affect the curricular innovation are the infrastructure of schools, lack of interests from teachers, parents, students, and authorities of education. Some other factors can be the poor resources that are faced by teachers, students, and schools. Another factor can be when teachers feel stressed when they have to use technology.


Teacher’s attitude

this interview was done to 15 students that are coursing the eighth grade in high school. The ninety percent (90%) of the students believe that some situations that can affect the student’s motivation are the interest the teacher put on them and their personal problems. Another important observation here is that the students consider that motivation from the teacher is very important as well as the attitude of the teacher. The other five percent (5%) points that the student interest in learning is more important than other factors.
In general the think that the way lessons are developed, the attitude of teachers, boring methods to teach, lack of technological resources to develop a lesson, and the classmates’ attitude are the factors that are affecting student’s motivation in the school.
The opinions about if they consider the teacher’s attitude in classroom can affect students is that of course it produces lack of interest in students, sometimes students drop school because of teachers fail in their interest on them, teachers do not help students sometimes and do not care about their problems, the way the teacher explains the topics and the interest from the teacher is not adequate in one hundred percent (100 %) of the students.
Seventy five (75%) of students point as main aspects teachers must be aware in order to foster student’s desire to learn are mainly creativity, authority, to have adequate control and discipline in the class, to innovate new learning styles.
Ninety percent (90%) of students consider that the relationship professor-student must be with authority, respect, comprehension, and to be friendly because in this way the students have confidence and feel relax in class.
A hundred percent (100%) of students consider that a good relationship between student-professor can give students confident in classroom because with this they feel motivated, interested, and sometimes it facilitates the process of learning.
As a conclusion, students think that having good relationship with the teacher helps them to improve as well as the interest of the teacher working in the class. If the teacher works and innovate the lesson, it will be more dynamic and successful.
Teacher´s attitude.



For students is very important the attitude of the teacher. Since early years students spend long hours among teachers. They are going to learn from them not only grammar, oral skills, and filling boring practices everyday. Students have trust and confidence on teachers. The expectations that they have on the ones in charge in the academic education are, in fact, high.
Students like and share the idea of having dynamic lessons in which they can express themselves at the same time they learn a new language and the only idea to have communication and develop skills in another language which is not the mother tongue awakes the interest on them.
Some students need to learn a new language and put in practice it because they plan to have a major, be professionals, and succeed in their life. Here is where teachers play a very important role to them. If the teacher is not convinced that this is what he or she really wants to do the motivation that the student gets from is transformed in disappointment. most of the time if the lessons in class are turned boring then students loss the interest and see their dreams frustrated and begin to misbehave, their inertest is lost, and most important teachers that work with them after some time will be in trouble trying to get their attention and catch it back.
The important thing is to improve techniques, help students, and innovate in the class. As many teachers interact and develop their skills better results we are going to

Anne Sullivan Comment...
Anne Sullivan

She was such a great teacher. Anne was so dedicated and challenging lady. As a teacher is known as "the miracle worker". She faced visual problems caused by his alcoholic father who was aggressive. Since Anne was a girl, loved to study and when her father left her in the orphanage house asked for the opportunity to go to school and learn.

She was a passionate woman for her job and tenacity of helping people with physical disadvantages, gender or low class. (Poverty)


She was a model for many others and admired as a teacher. She also had to face critics and bad treatment of those who thought her work was based on doubts and misunderstandings related to the relationship Anne had with her student Helen Keller which was surrounded by controversy.
Her legacy is very important because of her stubborn behavior she reached many objectives in her life and her dedication for Helen who was a wild child blind and her terrible education.
She demonstrated that no matter your life was as child anyone can make the difference and improve. Growing up not only as person but as profesional.

contacts

martes 25 de agosto de 2009
Contacts

Yearling caseres: www.garbage-yerling.blogspot.com,

Braulio Araya Carrillo: www.braulatina.blogspot.com

Jorge Paniagua: www.jpaniagua04.blogspot.com

Rodolfo Guevara: www.rguevara-rodolfo.blogspot.com

Henry Trejos Araya: www.henrymetal87.blogspot.com

Jonathan Gutierrez Montes: www.jhon2269.blogspoot.com

Gabriel Valverde Molina: www.gabriel-vm.blogspot.com

Ronald Pernella Herrera: www.pernellah.blogspot.com

Andres Toruño: www.andtoenglishT.blogspot.com

Jhonathan sandi: www.pineapple14.blogspot.com
Michael Salazar: www.michaelsalazar0509.blogspot.com
Publicado por Rodolfo Guevara Mora.

martes 25 de agosto de 2009
Contacts

Yearling caseres: www.garbage-yerling.blogspot.com,

Braulio Araya Carrillo: www.braulatina.blogspot.com

Jorge Paniagua: www.jpaniagua04.blogspot.com

Rodolfo Guevara: www.rguevara-rodolfo.blogspot.com

Henry Trejos Araya: www.henrymetal87.blogspot.com

Jonathan Gutierrez Montes: www.jhon2269.blogspoot.com

Gabriel Valverde Molina: www.gabriel-vm.blogspot.com

Ronald Pernella Herrera: www.pernellah.blogspot.com

Andres Toruño: www.andtoenglishT.blogspot.com

Jhonathan sandi: www.pineapple14.blogspot.com
Michael Salazar: www.michaelsalazar0509.blogspot.com
Publicado por Rodolfo Guevara Mora

Technophilics vs Technophobies

Technophilia is, in its simplest definition, a strong enthusiasm for technology , especially newer technologies such as computers, the Internet, cell phones and home theater.


Technophobia is the fear or dislike of advanced technology or complex devices, especially computers. The term is generally used in the sense of an irrational fear, but others contend fears are justified. It is the opposite of technophilia.

Technophilics vs Technophobies:

Those are the two extremes of the relationship between technology and society. The technophobe fears or dislikes technology, often regarding some or all technology with fear. This may be as a consequences of fear of change, a prior catastrophic experience with technology or because it may lead to a process of dehumanization. The technophile sees most or all technology as positive, adopting technology enthusiastically, and seeing it as a means to potentially improve life and combat social problems. A technophile will choose technology above other methods rather than rationally selecting the best tool for the job.

Theory of multiple intelligences

[edit] Gardner's Categories of Intelligence

[edit] Bodily-Kinesthetic
This area has to do with movement and doing. People are generally good at physical activities such as sports or dance and often prefer activities which use movement. People who have this intelligence usually learn better by getting up and moving around. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by physically doing something, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory; for example they remember things through their body, rather than through words (verbal memory) or images (visual memory). It requires the skills and dexterity for fine motor movements such as those required for dancing, athletics, surgery, craftmaking, etc. Careers which suit those with this intelligence include athletes, dancers, actors, surgeons, builders, and soldiers.


[edit] Interpersonal
This area has to do with interaction with others. People in this category are usually extroverts and are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers which suit those with this intelligence include politicians, managers, teachers, and social workers.


[edit] Verbal-Linguistic
Verbal-linguistic intelligence has to do with words, spoken or written. People with verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words and dates. They tend to learn best by reading, taking notes, listening to lectures, and via discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

Careers which suit those with this intelligence include writers, lawyers, philosophers, journalists, politicians and teachers.


[edit] Logical-Mathematical
This area has to do with logic, abstractions, inductive and deductive reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places emphasis less on traditional mathematical ability and more reasoning capabilities, abstract pattern recognition, scientific thinking and investigation, and the ability to perform complex calculations.

Those who automatically correlate this intelligence with skill in mathematics criticize this intelligence by arguing that logical ability is often more strongly correlated with verbal rather than mathematical ability: for example, in the Graduate Record Examination, a test often used in the United States to decide who will be admitted to graduate school, the old Analytic section correlated more strongly with the Verbal section than the Mathematical. One possibility is that formal, symbolic logic and strict logic games are under the command of mathematical intelligence, while skills such as fallacy hunting, argument construction, etc. are under the command of verbal intelligence.

Careers which suit those with this intelligence include scientists, mathematicians, engineers, doctors and economists.


[edit] Naturalistic
This area has to do with nature, nurturing and relating information to one's natural surroundings. This is the eighth and newest of the intelligences, added to the theory in 1999. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. "Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way.

The theory behind this intelligence is often criticized, much like the spiritual or existential intelligence (see below), as it is seen by many as not indicative of an intelligence but rather an interest. However it might have been a more valuable and useful intelligence in prehistoric times when humans lived closer to nature.

Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners and farmers.


[edit] Intrapersonal
This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.

Careers which suit those with this intelligence include philosophers, psychologists, theologians, writers and scientists.


[edit] Visual-Spatial
Main article: Spatial reasoning
This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as a characteristic of the bodily-kinesthetic intelligence.

Some critics [4] point out the high correlation between the spatial and mathematical abilities, which seems to disprove the clear separation of the intelligences as Gardner theorized. Since solving a mathematical problem involves reasoningly manipulating symbols and numbers, spatial intelligence is involved in visually changing the reality. A thorough understanding of the two intelligences precludes this criticism, however, as the two intelligences do not precisely conform to the definitions of visual and mathematical abilities. Although they may share certain characteristics, they are easily distinguished by several factors, and there are many with strong logical-mathematical intelligence and weak visual-spatial, and vice versa.[citation needed]

Careers which suit those with this intelligence include artists, engineers, and architects.


[edit] Musical
This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.

Careers which suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, and composers.


[edit] Other intelligences
Other intelligences have been suggested or explored by Gardner and his colleagues, including spiritual, existential and moral intelligence. Gardner excluded spiritual intelligence due to what he perceived as the inability to codify criteria comparable to the other "intelligences". Existential intelligence (the capacity to raise and reflect on philosophical questions about life, death, and ultimate realities) meets most of the criteria with the exception of identifiable areas of the brain that specialize for this faculty.[5] Moral capacities were excluded because they are normative rather than descriptive.[

MORALS AND VALUES

Dictionary definitions
(From my Webster's dictionary) Note that none of these have anything to do with sex, or even with the Bible or with religion.
Moral: concerned with the principles of right and wrong; ethical
Morality: conformity, or degree of conformity, to conventional rules, without or apart form inspiration and guidance by religion and other spiritual influences.
Broader Definitions
This includes my own definition of some related terms.
Morals: when you care about others and not just yourself
Integrity: when you do what you say and you say what you do. Integrity means being able to do business on a handshake.
Character: when you act upon your convictions, and don't cave in under pressure
Decency: when you don't tolerate degrading situations (e.g. poverty, exploitation, violence, hypocrisy)
Prostitution: (Strict) offering sex for money. (Broad) when you sacrifice your values for financial or political gain.
Practical Morals
Morals are actually easy to understand: if your actions are guided by trying to do good to others, you are moral. If you are pursuing your goals only, you are selfish. If you pursue your selfish goals at the expense of others, you are immoral. If your goals also make others happy, you live a balanced life. Dead simple!
Morals should always originate from some practical considerations. Good morals promote a better society, and happier people overall. "Intuitive" morals are the best. Don't kill, don't hurt, don't be selfish, help the less fortunate.
Here are my morals. Help your neighbor. Be a fine human being. be tolerant. Enjoy life. be happy, because happiness is contageous.
Government Control?
Just like Adam Smith predicted that an "invisible hand" would control the economy when left alone, it could be argued that the same invisible hand could control morals. The reason is that people want to be happy, and will eventually do what works best. And in human terms, the way to real happiness, has to imply making others happy.
There is Nothing Inherently Immoral About Sex
There is a lot of talk about moral decay nowadays. Maybe there is moral decay. After all, people are becoming increasingly greedy and selfish, increasingly incapable of taking on personal responsibility, and increasingly dependent upon the government to tell them what to do and what not to do.
What I also call moral decay, are parents who are too busy to care for their kids, credit card bills, government deficits, expensive new cars bought on credit, complaining, the inability to live without air-conditioning, and the total ignorance of suburbanites of anything to do with nature.
However, having sex before marriage, or watching an adult movie, has nothing to do with moral decay.
Here is what the confusion is all about: in the US, when people talk about morals, they usually mean sex.
But sex is not inherently immoral. It can be immoral, if personal pleasure is pursued at the expense of others. Or if there is coercion, or if emotional pain is knowingly inflicted. Or if intentions are misrepresented. Otherwise, there is no problem with sex. Even the Bible does not talk a whole lot about sex.
Sex outside of marriage is not inherently immoral. It is just the lying that is immoral (either Hugh Hefner or Bob Guccione once came up with that, in an interview).
Besides that, there are issues of pregnancy and STD's. That has to do with health and safety. Not with morals.
"Traditional" Values
Why traditional values? We don't live in a traditional society. Actually, we quit living in a traditional society at the time of the Industrial Revolution, when agriculture got mechanized. You can cry about it (personally, I also wish I could ride to work in a horse-drawn carriage). But the fact is: there is no going back.
There is no rational reason why "traditional" values are better. On the contrary, they almost have to be worse by definition, since the world changes and the values do not.
People confuse family values with plain old-fashioned intolerance.
Being socially liberal does not mean being anti-family!

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