Add your ideas here.


I believe that in any given class, the students a group with a common goal of learning the language, and thus can improve themselves by helping and being helped by their peers.

The process of learning a language should primarily be done in a group setting and involve many supplementary group exercises. This will not only facilitate learning among individuals but will also hopefully create companionship between them, making such activities progressively easier and more beneficial.

By having students cooperate in-class, there will hopefully be a desire fostered that will encourage them to seek each other's help and teamwork outside of class.

Everyone learns languages differently; thus, the methods used in the classroom might not be the optimal styles for some students.

~ Such students should be given available extra help, as well as some other options for learning the language.

~ If possible, information should be attained from the student's learning style and put to use in helping other similar students.

We do not have a fraction of the knowledge to understand how the human mind acquires language skills.

~ As much can be learned about teaching language from students as students can learn from a teacher imparting the language information.

Teacher's knowledge of the subject should only be second to the care and wisdom with which they help their students understand the material.

~ Even if a teacher does not know the information the student desires, it is their responsibility to aid the student in finding it on their own.

~ Being a teacher should not singularly assume their superiority of the topic they teach, but more their ability to communicate with students and allow them to obtain the knowledge they seek. In this way, a teacher who is able to effectively teach anything they know is better than one who is unskilled at imparting their expertise, regardless of level.

A teacher should strive for a good rapport with his or her students.

~ Taking efforts to not only know their students names, but their characteristics and possibly their way of learning will greatly help the teaching process.

~Being able to harmonize and socialize with the students as much as professionally possible will help create a bond between the two which is a great aid to learning.

There is no one true English language, nor is the language stagnant in its evolution. The English being taught should be with the student's situation and expectations in mind.

~ The type of English being taught should take into account the classes' general ethnicity, age, nationality, purpose, and personal expectations, as they are the ones who will be benefiting from the knowledge.

~ The students should be made aware of the language's malleability and diversity, so that they are prepared when they go out into the world and encounter it in its many forms. Basic differences should be introduced in the classroom.

The teacher's role should adapt to the classes' needs.

~ At the beginning of the class, the teacher should mostly be the controller, until the students get a good enough grasp on the languages and practices of learning that they can start to exercise their independence, when the teacher should fall back to being a prompter or tutor.

~ The teacher's role should be modified if they see that the class is overwhelmingly positively responsive to one type of role.

The process of learning a language should optimally be as balanced as possible.

~ The activities and lessons should focus on grammar, lexis, culture and other vital parts of a language with more or less equal attention, thus giving the students all the necessary aspects.

~ If a certain component is missing from a large chunk of the teaching course or material, it should be analyzed carefully to determine if it is alright to teach as is or if it needs revision.

The teacher should strive to know as much about the language as possible for the purpose of teaching the students, but it is not a requirement to know everything.

~ We are all learners and teachers; a teacher can learn from a student in some cases as well. This will benefit both sides.

~ A teacher's duty is to impart knowledge to their students, and thus should try to be ready for anything they might need to know or want to know.

Grammar can be learned deductively, but is also useful to learn in context.

~ Everyone learns differently, and to cover the most ground, diversity in teaching method is a prudent idea. What some students might not be able to pick up one way they could acquire though another style.

~ Learning grammar in context will help students understand its meaning and useage; learning it deductively will help its meaning and form. Learning them together is the best choice.

Grammatical terminology should be introduced in the classroom, but not exclusively used.

~ To familiarize students with the terminology, it should be presented when learning grammar deductively, so they at least have it in their mind somewhere and could possibly recall it later.

~ Relying on terminology exclusively is bound to confuse and annoy some students and thus raise their affective filter, when the terminology is not absolutely necessary in the first place.

Students must be cognitively engaged to learn HOW to use grammar; memorizing it will be of little use otherwise.

~ Learning grammar through exclusive memorization is a waste of time; if they cannot apply the grammar, it is useless to the students.

~ Memorization is sometimes the most effective way to learn some trickier grammar, but it should also be cognitively practiced extensively.

Language should be studied both in context and in isolation.

~ Language should be studied in context for the students to understand meaning, form and use, but should also be broken down and isolated for the students to look at analytically.

~ A combination of both methods in balance will result in a much more complete understanding of the language.

Grammar is not extensively difficult and can be learned through a variety of activities and methods.

~ Grammar can be difficult, and be overwhelming to students who think they don't understand it. Breaking grammar down and carefully reviewing it can ease the process of assimilation.

~ There are easier and harder ways to learn grammar, but that does not mean we should stick to one method only, nor should we just stick to one structure if we can find ways of "linking" structures for easier learning.

In learning a language, lexis is a vital aspect that must be carefully attended to.

~ Lexis can be learned through cognitive engagement (activities, homework, presentations, multimedia, etc.) or passive exposure (posters or repeated visualizations.) When both are utilized, the process is more efficient.

~ To properly incorporate lexis into one's schemata, one must understand the meaning of the lexis, how it is used, how not to use it, and be able to use it without aid or cue in original composition.

In terms of teaching lexis, the teacher should utilize i+1 and keep the student's schemata in mind.

~ By using i+1, the student is being exposed to higher-level lexis, without the pressure of having to memorize it immediately; it will make it easier for the student to learn it later on.

~ Lexis should be presented both within the student's schemata, for purposes of understanding, but also slightly outside their schemata for purposes of expanding it.

Everything for the sake of learning.

~ A teacher's job, duty, and privilege is to impart what knowledge they can into their students, and to these ends should feel no restrictions in finding and using effective methods of teaching.

~ A teacher should not feel too discouraged at failure; learning is a natural, ongoing and lifelong process. Any amount of education is better than none, and imparting a will to learn is more valuable than everything you could teach a student.