Principles of Effective Teaching - Essay Example

? Principles of effective teaching Although reading programs, approaches and skills have somehow changed over the past century,the principles of effecting teaching reading, and the teacher’s role in the classroom has not changed that much (Rogers, 2006). The best application of such principles ensures that teachers understand how their learners study; they also create a community of learners, and adopt a balanced approach to literacy instruction. This would only yield positive results in teaching and reading if the core principles of Syntactic and Semantic come in place. First, the principle of syntax is a linguistic principle that grammatical explains how grammatical processes function primarily on given structures of sentences. This is not applicable in a single word or succession of words since the principle of dependency structure is a rule of universal grammar. In this rule, the principle of structure dependency mandates the applicable languages to incorporate sentences of the language in question in accordance with the structure instead of the sheer order of words. In syntax approach, one is able to examine that certain unified analyses of sentences in a given language can be empirically correct or in order. This means that syntax helps in teaching of reading in that unifications of statements is not per se desirable. In the proposition of linguistics, the syntax’s explanation is the arrangement or the processes through sentences undergo construction in a language (Rogers, 2006). This means is therefore dictated the rules and the principles that govern the sentence structure of that given language in teaching. As a result, effective teaching of reading in any language in the application must adhere to the construction rules of grammar in syntactic approach not merely the arrangement of words. For example, it would be appropriate for a teacher to get right all the constraints that control acceptable word order within any given sentence. This also goes to the dominance of relation like a head noun + a relative clause. The syntactic sequencing of such words dictates that they ought to follow that order hence syntax. In teaching, learners cannot acquire this rule through the hearing of sentences of the language. Alternatively, the rule of syntax imposes itself in whichever language they encounter. This means learners only have to apply these syntactic rules in the languages that they only hear. For example, in English language, learners would reject a statement like ‘for Mary is dog that white’. The syntax rule is wrong even to those who have never encountered it before. It is therefore important to elaborate that structure dependency as a syntactic rule stipulates that it is a principle of knowledge that is built in human minds (Dalton, 2008). This makes it part of the language being learned in teaching of learning, not necessarily English. The semantics principle also features as the principle of compositionality. It is the study of meaning. In its entirety, it focuses on the relation between signifiers like words, phrases, signs, symbols, and what exactly they stand to express in a given sentence (Rogers, 2006). In philosophy of language, semantics helps in elaborating the meaning of a complex expression through its constituent expressions and the applicable rules used. For example, given a structure like ‘ Frankenstein is a man’, if one takes away the meaning lexical items away ‘Frankenstein’ and ‘man’, what remains back in the sentence is a an incomprehensible sentence. Therefore, semantics is a meaningful structure states that the absence of lexical items in syntactic constructions, what remains behind is for the learner to input the rules of composition. The capability to have syntactically correct structures and derive a logical meaning in a statement is what semantics entail in the principle of effective teaching of reading. Therefore, it would be logical to assert that every operation of the syntax closely associates itself with the semantics that works on the meanings of the constituents. In teaching of learning, every construct of the sentence ought to relate by a clause of the T- schema (Rogers, 2006). In semantics, this specifies that the meaning of the whole sentence expression builds itself from the constituents as combined with the syntactic rule. Therefore, the semantics would imply as the principle of meaning of expression as elaborated on the meaning of its constituent parts. Semantics therefore comes into use in ordinary language to denote a problem of understanding that comes because of word selection or applied connotation. Phonological awareness is a wide skill that tries to identify and manipulate units of oral language. It is a general appreciation of how spoken language can simply divide it into its constituent parts. This may involve such parts as words, syllable, and onsets and rimes. It also involves the capacity to focus and control individual sounds in words that have been spoken. This is made possible because phonemes make up the tiniest units encompassing spoken language, and they combine in order to construct syllable and words. For example, the word cat has three phonemes /c/, /a/, and /t/ (Rogers, 2006).Awareness also comes when one has the ability to break words into onset-rime. Appreciation of rhyme and alliteration is also under phonological awareness. In effective teaching of learning, acquisition of the phonemic awareness concepts is paramount for it is the foundation for spelling and word recognition skills. It therefore serves as the best predictor of how good learners have assimilated how to read in learning instructions. Phonological awareness is a reliable predictor of future reading ability. Awareness of these sounds depends on the acquisition of basic requirements as identifying, comparing, separating, combining and generating. This requires whoever is performing these sounds possess an awareness of the units of sounds. In teaching of learning, students do not require alphabetical letters or sound spelling to have phonological awareness rather these concepts relates only to speech sounds and this is the basics of phonological awareness (Dalton, 2008). In reading, oral language development involves both the art of speaking and listening. This process requires social interaction in order to build the learner’s vocabulary. For example, in small babies, this process is very crucial. Early communication in their infant life between their caregivers may involve gestures, facial expression, and even cries (Rogers, 2006).These basics of communication are where babies develop their communication. This is important for babies must be in a capacity to speak and understand a word before they are able to read it with clarity. Therefore, this concept entails a developmental sequence. On language, development-reading comprehension entirely depends on language developer. It is therefore important for one to understand that in order to build a quality oral language development, there ought to be three tenets in place. The first one should be the use of the language to connect with others in the general social interactions. This should create a space for use of language to communicate literacy in reading experiences, and lastly, the use of language to communicate thoughts and ideas. Therefore, oral language is the utmost foundation of literacy. This is why a child's home environment should play a big role in developing his or her language through talking in depth in what he likes, making physical one facials, eye contact and being close when talking for these amounts to great influence in the oral language development (Dalton, 2008). Learning of basic subjects might prove difficult to remember all the key words and phrases learnt. In a classroom environment, the study and perfect comprehension of these words and phrases may come as effective if one applies repetition as a process. There are varieties of methods to apply repetition in basal readers learning. One can best start with gathering the list of items, words, or vocabulary he intends to teach or learn. After knowing, the list, and how the word application in everyday language, repetition by using either printables to learn in the case of children or games may be an effective method. Repetition is key for it ensures long-term retention of words for basal readers (Rogers, 2006). This is because many basal programs offer only 8 to 12 repetitions of a sight word or any other vocabulary on the board. In order to conceptualize their reading, words get introduced and continually reviewed. This involves the major steps in learning modality such as visual, auditory, and tactile methods. This assures short-term retention of words or the subject. Basal readers internalize the process of reading through the guided word building concepts or practice lesson, a major input for learning by basal readers. Use of pictures for basal readers has served as the biggest boosters in the height of whole language development. Pictures learning for basal readers have evolved as the poster, where children improve on for their poor reading instructions (Dalton, 2008). Using pictures, basal readers benefit from a number of issues. They are capable of comprehend since the pictures’ design follows a systematic logical sequence for easy learning. The pictures also develop with reading maturity. The level progress for emergent readers to that of advanced readers as this ensures a smooth transition for the base learner. Picture reading for basal learners’ becomes effective for the tutors make use of available tools to evaluate learner’s knowledge progress, and even know the best way to teach and extend each lesson in class. Comprehension of basal readers is part of the integrated instruction, which aims at improving their learning performance in effective reading and writing. For example, as a part of learning in basal students’, punctuation and spelling in words of speech of comes as an integrated course within the reading and writing sessions. In this category, the learners get empowerment at their own personal level. For example, they end up creating their own spelling and punctuation strategies throughout the lesson, which helps in easy internalizing of the concept. The comprehension skills in basal readers come through interpreting, analyzing, and evaluating the elements of study available (Rogers, 2006). For example, a given story, a basal learner ought to analyze the characters, plot, point of view, and the theme in the story. Punctuation strategies for basal learners come through writing and reading experience, where learners learn how to make use of punctuation of content words as per the rules. In a classroom setting, basal readers ought to have a chance of self-monitoring and self-correcting behaviors in their own written work. This would prove effective if the teacher would present an opportunity for the learners to practice proofreading and self-editing of their work. This would not only fine-tune their comprehension but also instill proper punctuation techniques. References Dalton, S. S. (2008). Five standards for effective teaching: How to succeed with all learners, grades K-8. San Francisco: Jossey-Bass, A Wiley Imprint. Rogers, B. (2006). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. Tousand Oaks, CA: PCP. Read More