THE ART OF TEACHING : THE CLASSROOM PRACTITIONER IN ACTION

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(6) Section/Paper 1 Section/Paper 2 Close Book

Comprehension Literature Directed / Note Expansion : Topical

Vocabulary Writing Continuous / Free
Language Form/Function Summary (Comp) (1) Date
Section/Paper 3 - Grammar & Oral marks Day
Management of Black/Whiteboard Topic
Management of Evaluation /Testing/Marking Sub-Topic
Management of Exercise Books/Marking Vocabulary
(in English on
board)
Comprehension (2)
- Theme/sub-themes/Topic
- Comprehension text-types (5)
- Vocabulary activities The Art of Teaching Management of
Instructional
- Comprehension activities Language – daily
language used
- Grammar in Context (comp. based)
- Writing (Big W) – thematic directed (2) (ALL MUST BE IN ENGLISH)
- this is teacher’ conscious
Grammar (1) concerted effort
- grammar in isolation /context
Management of Material
Writing (1) Thematic Teaching Management
- free /continuous writing (3) Theme/Topic
- summary writing Theme / Sub Theme/Topic/Sub Comprehension Texts (min. 3 per
topic)
(free or comp.-based) (4)Scope (what to cover) Vocabulary (activities)
- spot-talk Material Search (Comp. Text-types) Comprehension activities
- process writing Identify Vocab. (Thematic/Extended) Grammar in context – comp. Based
Teaching Vocab./Spell activities Grammar in isolation
Literature (1) Teaching Comprehension (topical acts.) Writing Tasks
- Comprehension Teaching Grammar in Context (Comp-based)
- Vocabulary Teaching Grammar in isolation
- Question-Response:(structural Teaching Writing – thematic directed writing
response of opinions, feelings, ideas) Teaching Summary Writing – comprehension-based / free text

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 Free Writing / Process Approach to Writing

EL : TEACHING & LEARNING IN OPERATION

within the 3 dimensions of INTERPERSONAL, INFORMATIONAL and AESTHETIC

Multiple Intelligences Generic

Skills
T&L/ACTIVITIES/PROCESS
Verbal Linguistic
Mathematic Logic Communicational Skills
Visual Spatial Critical/Creative
Thinking Skills
Musical Rhythmic Evaluating Skills
Bodily Kinesthetic Personal Skills
Naturalist
Spiritual Social Skills
Interpersonal Information
Technology Skills
Intra-personal Assessment Skills
Information
Management Skills
Facilitation Skills

TEACHER :

Summarising skills Study Skills

Communicational skills T&L/ACTIVITIES/PROCESS
Synthesizing skills
Concluding skills Directive Learning
Evaluating skills Mediative Learning
Observational Learning
Generative
Learning SOURCING
Cooperative Learning
Collaborative Learning
Management of Meta-cognitive
Learning
Technology and Non- Outside Context Learning
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Technology Information Enquiry Learning
Experiential Learning
Discovery Learning

MATERIAL/SOURCE/CONTENT/INPUT
VISION : STUDENT WITH rests upon nurturing autonomous learning environment hence multiple
IQ AND EQ = WELL BALANCED intelligence & constructivism – first consideration in Teaching and
Learning (T&L) planning – Self-Access, Self-Directed, Self-Paced

21 May 2001

Dear Pahang EL teachers,

How do you do? I hope you are all in the very best of health, Hajah Zuraidah and myself take this opportunity to wish all
of you ‘Happy Teachers’ Day’.

I would like to share with you some retrospection of my school visits – one phrase keeps popping up every too often –
‘small is beautiful’ – referring to action in class.

I realise that EL programmes would have minimal impact in facilitating effective approaches in the teaching and learning
of English Language (EL) in the classroom unless, if and when these programmes give a direct, candid and reflective look at every act
that’s unfolding within the lesson of the day.

As an English Language teacher every act including the uttering, the directing and the instructing is INDEED AN
ENGLISH LANGUAGE LEARNING EXPERIENCE FOR THE CHILDREN IN THE CLASSROOM, hence every act of the English
language teacher is a continuous, conscious and concerted effort that will engender English Language intangible internalization and/or
tangible learning outcomes. Do remember that this ‘art of teaching’ lies on the canvas of focusing on the development of the skills of
either/or/and Listening, Speaking, Reading and Writing.

As such, I enclose a graphic representation of what should be ‘basics’ in terms of organization and implementing of
English Language teaching and learning by every English Language teacher. After all as the teaching becomes discernible and
systematic for the EL teacher, it also becomes ‘seeable’ for the children to follow. Best wishes… Bye.

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Yours sincerely,

Chandra
Unit Kurikulum, Sektor Pengurusan Akademik
Jabatan Pendidikan Pahang