IMPLEMENTATION

During the classroom observation, we observed that the teacher explains things with clarity.

Clear teaching refers to the ability of the teacher to provide instruction, expositional or

otherwise, which helps students come to a clear understanding of the material. Thus clarity is

something achieved by the student, not by the teacher.

Teacher clarity is a vital key to helping students understand the relationships between topics

and make connections between what is taught and their own experiences. Clarity about

expectations, formats, and other aspects of direction greatly impact students completing

classroom assignments, participating in the classroom discussions and questioning, and

completing homework.

The teacher also sets up activities that promote communication. For example, students and

social media are linked. Thus choosing activities which is related to student’s interests will

promote good communication with the students. This will make the learning process more

meaningful. Not only that, the teacher also listen to student’s questions and comments and

provides appropriate feedback to them. Students will feel happy and will pay more attention in

class.

Not only that, the teacher also integrates different skills in the lesson. For example, reading and

speaking. In the class, the teacher apply silent reading. By silent reading, it can help students

be efficient readers. Students don't have to pay as much attention to the pronunciation of every

single word when they read silently, so they can concentrate on reading for understanding. As

vocabulary, fluency and motivation increase, so does comprehension. This helps them recall,

and it reinforces comprehension. Students are required to read silently for standardized tests,

and sustained silent reading provides effective practice.

Silent reading provides the opportunity to learn the meanings of many new words in context.

Students are able to discover word definitions in an interesting way without any direct

instruction. They tend to be more open to this method of learning new words than they would

be if they were involved in intensive, forced vocabulary instruction.

There is a well-established link between reading and writing. When children are engrossed in

silent reading, they observe a variety of writing styles and sentence structures that influence

their own writing styles. Since they are able to concentrate on the words they're reading,

grammar and spelling typically improve. Consistent, independent reading inspires a creative

thought process that transfers to the written word.

Besides than that, the teacher use questions to engage the students and sustain an ‘active’ style

to the learning. The teacher also uses questions as part of the assessment of learning in order

to determine how they best structure, organise and present new learning. Developing

questioning approaches, requires much greater emphasis on the time provided for students to

think individually, collaboratively and deeply to enable them to develop answers and to share

better answers. This will improve their thinking and engagement. This will help them gauge

whether to further review previous learning.

Student behavioural performance is also dependent to a large degree on the expectations of

significant adults in students' lives. It is therefore critically important for educators to monitor

their interactions with the goal of communicating appropriately high behavioural and academic

expectations to all students. Teachers usually do more “delving and rephrasing” for students

for whom they have high expectations and less for students for whom they have low

expectations. It is important that teacher communicate to all students that have high

expectations for their success, and one way to do this is by giving more hints and clues to all

students, especially the low-performing students.

REFERENCES

 Brown, H. D. (2001). Teaching by principles: An interactive approach to language

pedagogy. White Plains, NY: Longman