Disadvantages Of Direct Method

In this approach, what happens is that as long as the instructor will teach effectively, students will benefit more than what they could benefit. In this type of approach, there will be an immensely thought of syllabus that will be taught in a faster pace than usual and what is a positive description of a direct instruction model is that there will be an interaction that is continuous between the educator and the students.

Due to the frequent discussion of superiority between the two schooling methods, much research has been

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

There are many methods in teaching. I feel that direct teaching is a very effective method, and I am going to use this method. I think it is important to emphasize basic skills to students. Students must learn basic skills in order to master new material. In direct teaching, teachers maintain control of the classroom. I want to have complete control of my class at all times. I am planning to put my class in straight rows facing me. This will allow me to see everyone in class at all times. It also makes it easier to do things with the

Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form.

The Direct Instruction approach asks students questions both one-on-one, and as a group. The teacher teaches in front of the classroom while having the students sitting down in rows or in a group on the carpet. In Susiun Elementary school, a teacher follows a workbook while students are reading from a handout with the same content. A list of words is numbered and the students have to reply as a class what the words say and how to spell them first saying it at a steady pace, then increasing in speed. After this, students are individually tested at the end of the day consisting of the teacher following along to the student reading a passage while keeping track of their errors. Students are less competitive in this process and have individual

As a World Language educator, I was taught that the best way for students to learn a second language is through structured immersion, a technique in which all the instruction

Language is the problem that has existed in the past and continues to exist in the present. There are many students that speak only one language at home, for example, some students their parents speak only Spanish. These students faced when they learn English a second language at school. Dual-Language is very successful for students that speak one language. This program is great option to learn both language English and Spanish at the same time. Dual-Language consist in 50 percent is imparted in English and other 50 percent is imparted in Spanish.

One of the fundamental characteristics of Direct Instruction is providing new material to the students’ by presenting the content into understandable and logical steps. Another characteristic of Direct Instruction is the review of previous lecture or assignment and the use of review to strengthen learning. Lastly, another characteristic of Direct Instruction is providing students’ with direct and independent practice, as well as providing advice with correctives from the instructor.

DI does not thwarts teacher creativity through the teacher-student interaction guided by scripts in the Teacher Presentation books. In fact, DI requires a great deal of teacher creativity in attending to the needs and progress of all students and in designing expansion activities. Many educational professionals see that DI focuses only on basic or rote skills, but on the contrary, DI curricula quickly moves from foundational skills to very high level concepts and cognitive strategies. The last most common action as to why DI is disliked by teachers and students is due to the lack of knowledge of the workability, ease, and accommodating criteria that allows teacher and students to excel in all areas. (Bessellieu, F., Kozloff, M., Rice, J. (2001). Teachers’ Perceptions of Direct Instruction Teaching. Direct Instruction News 1(1), 14-18. doi: DIN_01_01_06.pdf / Retrieved from http://www.adihome.org/articles/DIN_01_01_06.pdf) Excerpt: “Despite the long history of extensive evaluation research that supports the effectiveness of Direct Instruction curricula, DI has not been accepted in American education as either a method of choice or even as an equal partner amongst other curricula, such as whole language and other “discovery” approaches. Part of the reason is that curriculum decisions at school and district levels frequently rest on

There is a separation in language instruction in the classroom period and concurrent translation does not exist. Teachers are responsible for assisting students in the development of their second language through content area instruction and through instruction in second language development in English as a Second Language (ESL) and Spanish as a Second Language (SSL). Language development includes gaining knowledge and skills in the areas of listening, speaking, reading, and writing through the contents.

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

One of the best ways to help students learn a second language is to use a variety of settings that promote talk and interaction. These not only help students understand new concepts, but they also help to provide a foundation for learning through reading and writing. Since literacy is part of language, reading and writing develop alongside speaking and listening. Students who spend time talking and listening to each other and working on reading and writing activities are able to develop more proficiency in all language modes.

I personally find this overwhelming information leaving me asking why are schools and students not implementing this method in everyday education? The importance of implementing this method in schools lies within a previously stated statement. “Educators have the responsibility to provide an environment where all students can build on their current intellectual capital and acquire more.” (Wishnietsky) As a result, it is the responsibility of schools to make sure that the education system is as effective as it possible can be. Therefore, schools can reach their ultimate goal which is making sure their students can live their most successful life by being equipped with an education which will lead to

Important features of direct instruction are the sequencing and pacing of the lesson, time for corrective feedback, and opportunities for practice of the newly acquired skills. The effect of teacher directed instruction is of particular interest with EBD students because it has been linked to improved behavior as well. According to Lee