THE ART OF TEACHING : THE CLASSROOM PRACTITIONER IN ACTION

(6)

Section/Paper 1

Section/Paper 2

Comprehension
Literature
Vocabulary
Writing
Language Form/Function
Section/Paper 3 - Grammar & Oral marks

Open Book
Close Book
Directed / Note Expansion : Topical
Continuous / Free
Summary (Comp)
(1) Date
Day
Topic
Sub-Topic
Vocabulary
(in English on

Management of Black/Whiteboard
Management of Evaluation /Testing/Marking
Management of Exercise Books/Marking
board)

Comprehension (2)
- Theme/sub-themes/Topic
- Comprehension text-types

(5)

- Vocabulary activities

Instructional

The

Art of Teaching

Management of
Language daily

- Comprehension activities

language used
- Grammar in Context (comp. based)
- Writing (Big W) thematic directed

(2)

Grammar (1)
- grammar in isolation /context

Writing (1)

(ALL MUST BE IN ENGLISH)

- this is teacher conscious
concerted effort

Management of Material
Thematic Teaching Management

- free /continuous writing

- summary writing
(free or comp.-based)
- spot-talk
- process writing

(3)
Theme/Topic
Theme / Sub Theme/Topic/Sub
Comprehension Texts (min. 3 per topic)
(4) Scope (what to cover)
Vocabulary (activities)
Material Search (Comp. Text-types)
Comprehension activities
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

Free Writing / Process Approach to Writing

EL : TEACHING & LEARNING IN OPERATION

within the 3 dimensions of INTERPERSONAL, INFORMATIONAL and AESTHETIC

Multiple Intelligences
Skills
Verbal Linguistic
Mathematic Logic
Visual Spatial
Thinking Skills
Musical Rhythmic
Bodily Kinesthetic
Naturalist
Spiritual
Interpersonal
Technology Skills
Intra-personal

Generic
T&L/ACTIVITIES/PROCESS
Communicational Skills
Critical/Creative
Evaluating Skills
Personal Skills
Social Skills
Information
Assessment Skills
Information

Management Skills
Facilitation Skills
TEACHER :
Summarising skills
Communicational skills
Synthesizing skills
Concluding skills
Evaluating skills
Learning SOURCING
Cooperative Learning
Collaborative Learning
Management of
Learning
Technology and NonTechnology Information

Study Skills
T&L/ACTIVITIES/PROCESS
Directive Learning
Mediative Learning
Observational Learning
Generative

Meta-cognitive
Outside Context Learning
Enquiry Learning
2

Experiential Learning
Discovery Learning

VISION : STUDENT WITH

IQ AND EQ = WELL BALANCED

MATERIAL/SOURCE/CONTENT/INPUT
rests upon nurturing autonomous learning environment hence multiple
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
thats 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.
Yours sincerely,
3

Chandra
Unit Kurikulum, Sektor Pengurusan Akademik
Jabatan Pendidikan Pahang