Working as a teacher trainer, I have two main aspects to consider for my students about second (even foreign) language educational practices: what to teach and how to teach it. Organizing for instruction provides the information that allows these soon to be teachers to determine how each class (the term) successfully develops. It is their analysis of their instructions and tasks involved that contribute to comprehensible education. This is one focus that proves hard to convey to these new teachers and certainly an ongoing professional development for myself. This means that there are educational objectives that they need that outline what will be learnt and what their second language students should be able to do/show at the end of the period of study. With respect to this, I will, in this reflection, outline what is contributed into this discipline as to help with my deeper understanding.
To begin with, I need to show in my training that education for each second language student takes on many factors not only learning academically but also being a student of life. This means that students become natural learners and recognize not only their role in the learning world but also the world as a whole. They can gain knowledge in the classroom but how do they apply it outside the classroom. This means that through education, within the teacher’s objectives, there should be provisions for each individual with opportunities to develop abilities so that each student is able to demonstrate that he or she can do a specific task to a reasonable standard. But the teacher must recognize that there are different types of objectives. They can be developed into separate areas. Three such areas exist. Each of the three areas or domains are of human functioning. There is the affective domain which involves feelings. The psychomotor area includes coordination and other physical skills. The cognitive domain includes those activities directly associated with doing academically relevant work. With these three domains, each objective shows prominence as observable actions that are what the teacher wants to observe after they have broadly educated the students.
The student, with respect to second language and achieving each objective, should be able to communicate effectively and recognize the need for lifelong learning. They should be able to participate as citizens in our democratic society. This means making responsible decisions, having respect and seeking to understand himself or herself. They should recognize and possess a personal value system which emphasizes consideration for others and understands that the quality of human life is enhanced by a harmonious relationship with the natural environment. These factors highlight the teacher not only as an educator but as a person. The teacher should be a role-model. These factors should help for a genuine group of learners/people that have learning as a focal point. This is said although the main focus is how they can reach these objectives in the classroom. The teacher must use specific tasks to bring forth their knowledge not only of life but also the knowledge and attainment of their new language in respect to the study of English. The teacher’s topics of instruction must be broken down into tasks. These tasks must be broken down into stages. Each stage has to have the students challenging themselves.
The students always need to be pushed one step further. One way to set up the lesson is to have an approach to educational objectives. The approach works this way: first, the teacher needs to find out who he/she is teaching, how old the students are, what level they are, and what their needs are. All these needs can be assessed. The teacher then needs to write some goals and objectives which are observable and measurable. Setting up a course requires three levels of objectives: immediate, short-term, and long-term. These are checked as the learner improves and progresses along the ‘natural order’ when he/she receives second language ‘input’ that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage ‘i’, then acquisition takes place when he/she is exposed to ‘Comprehensible Input’ that belongs to level ‘i + 1’. Any teacher would agree that the process of writing and understanding these sort of objectives leads to clarification of intuitively held teaching goals and thus leads to better teaching and testing decisions. The students should also recognize their learning so they have workable objectives for themselves. These can be initially mapped out for the students. It gives them that challenge. They should know where they are heading. They should know what level they should be at, come the end of the term. Of course for the teacher, these goals and objectives need to be put into a lesson plan that will educate the students without boring or challenging them too much. It is a challenge for the teacher to be able to predict the efficiency of the students when the term is all but over. The teacher has to take his initiative and then implement the lessons for the term. This is where all the planning should be successful, although lessons and students have to be evaluated regularly (formative assessment). Feedback is needed and also reflected on. This can be assessed to see the effectiveness of the lessons. All of this requires determination. There will be discrepancies between desired and achievable goals. The teacher should be open to amendments. It assists in judgments about the problems to be addressed.
To conclude, in this reflection, I have emphasized how important it is for a teacher to understand goals and objectives. It should be recognized that the students’ goals identify the ideals of skills and attitudes that a student in the education system should strive to achieve through instructional programs. I have shown that instructional objectives describe general outcomes associated with specific topics. I have explained that students need to show not only their knowledge but their behavior as a proficient learner. I have also recognized that the instructional program, through the clear understanding of achievable objectives and goals, the teacher should provide each individual with opportunities to develop abilities so that learners communicate effectively in their new language. Students recognise the need for lifelong learning, respect while seeking to understand himself or herself as a learner. The ultimate questions asked are “What is being done?” and “How are these tasks accomplished?”.All in all, it is the hope that this way of teaching provides a framework for understanding for these new teachers that I (and you) teach.