Teaching Approaches And Styles Of Every Individual Class ' Own Learning Needs

Textbooks have been an essential tool for the teaching of Mathematics and Science subjects at the secondary level for many decades. The role of a textbook in the classroom is a complex one, not only do they provide a teacher with a large bank of problems and exercises for students to complete, they often serve as a general teaching guide on a subject wide level, as well as for specific topics within a subject. The purpose of this essay is to provide a brief overview of the current research into the role of textbooks in the classroom, as well as the use of textbooks in the classroom by both teachers and students.

Education benefits individual mentally, emotionally and physically by placing them in better place than they were previously before. Everybody would agree that learning something new would take place throughout the life. Learning style defined as "A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience" (Reid, 1987, p. 89). Furthermore, Felder and Henriques (1995, p. 21) explained learning styles as "the ways in which an individual characteristically acquires, retains and retrieves information". However, different learners possess different characteristics and different preferred learning styles to perceive, process, take in and understand information.

The first reason that English teachers should be able to teach questionable books to their students is it will prepare them for conflicting ideas. In this world, everyone has

Textbooks provide teachers and learners with materials and act like a guiding map for the teaching process and lesson planning. Moreover, being usually designed by experts in the field, they tend to be conversant with current theoretical approaches and methodologies However, textbooks may not achieve all the goals that it is set for it if not localized to the context and culture of their users.

A further useful point is made by Razmjoo and Kazempourfard (2012, pp 180-181), is the usefulness of a coding scheme for each area, which they utilised for conducting an evaluation of two books within their study. Thus, as each area within the books was considered, a code was assigned which identified the parameter within which the particular aspect of teaching could be positions. Thus, exercises or materials that focus on remembering within the four knowledge areas are respectively assigned A1, A2, A3 and A4. The exercises that focus on understanding within the four knowledge areas would be assigned B1, B2, B3 and B4 etc.

The danger with the ready-made textbooks is that they can seem to absolve teachers of responsibility. Instead of participating in the day-to-day decisions that have to be made about what to teach and how to teach and operate the system, secure in the belief that the wise and virtuous people who produce the textbook knew what was good for us. Unfortunately, this is rarely the case. (Swan, 1992)

Much like teaching styles’ adaptability, teachers must accommodate and adapt their teaching to ensure student understanding and creative thought. Through tactical teaching styles that adapted and fitted the students, students were able to understand and learn to the best of their abilities when taught by Mrs. Graham and her colleagues. Needing diverse styles to appeal to them, students need teachers to create creative and interactive ways to make the lessons seem interesting and relatable in their lives. Even at the early beginnings of the school day, the Mount Olive Middle School students seemed interested with majority of the students staying engaged for the entirety of the lesson. They showed their interest and comfortableness in the classroom by asking questions that related to the topic that interested them or in some cases, confused them. They were able to express their ideas, and Mrs. Graham would expand based on what the students answered to explain further the topics of discussion. Due to these previously established inviting environments, students felt secure and comfortable enough to share their thoughts inside the different classrooms. During the time in the classes where the students were able to unleash their creative sides and participate in the class, they really seemed excited to learn during my observations. Especially during their scary story narratives, the students really responded well to be able to come up with their own stories and discuss writing

In this report, I intend to evaluate Unit 1‘How do you study for a test?’ and Unit 12 ‘ You’re supposed to shake hands.’, using what I have learned as well as my own study experience. The aim of this report is to investigate the link between language and culture in the textbook from the point of view of cultural content and methodology. This is main aroused by Coleman(1996), Holiday(2005), and Hua zhu (2014), ect.

There has always been a debate on what kind of teaching styles work best, what the best curriculum to teach is, or how to effectively organize your classroom. Yet, nobody has discovered what the most effective teaching methods are. As future teachers, we must constantly be making decisions that will shape us into the teacher we would like to become. Over the course of the next four years, and even once we become teachers with classrooms of our own, we will be exposed to many different teaching methods and strategies. There is no one right or wrong way to teach, and it is up to us to decide how we would like to structure our classroom.

Also, the study should provide modification directions for textbook designers for English textbooks in the future; and last, the study would show the distinct characteristics of different sets of current English textbooks for teachers ' reference. Opinions of the teachers and students using different series of textbooks would also be useful for both teachers and the textbook designers in Taiwan.

ABSTRACT: The objective of an English teacher is to make the learners learn English successfully and to enhance their communicative competence as this is the need of the hour. In the present scenario the learners themselves are coming forward to learn English and they are actively participating in the classroom activities. With little guidance of the teacher they attempt to become the efficient scholars of English. So there is a complete shift from teacher oriented approach to a learner centered approach. The learners tend to participate actively when the class is interesting. To make the class more interesting the teacher selects the topics that interest them. Gradually this approach changed to an interest oriented learner centered approach. In this process of learning the language learners adopt their own methods and strategies depending on their styles of learning. They select the more appropriate strategies to fit their learning styles. This paper focuses on the role of learning styles and strategies in a language classroom.

McGrath’s definition is slightly different from the one of Vassilakis (1997) and Johnsen (1993) in the sense that McGrath’s definition provides a descriptive picture of the textbook as a form rather than as function. McGrath (2013) posits that a textbook is a published material which is designed to meet different educational requirements. It is projected to be used by universities, private language schools and different language centres. These textbooks, therefore, are sometimes accompanied by teachers’ notes, tests, visual aids, audio- video materials and computer- based (CALL) exercise materials.

Selecting a course book is an important task for any English language teacher or evaluator. Cunningsworth (1984) observes that few English language teachers do not depend on a course book. For this reason, “the selection of materials probably represents the single most important decision that the language teacher has to make” (Hutchinson, 1987, p. 37). It is very important that the teacher has the capacity to evaluate any course book in order to choose the most effective and suitable one (McDonough and Shaw, 1993; Littlejohn and Windeatt, 1988). According to Cunningsworth (1985, p. 14), the purpose of an evaluation is to investigate the strong and weak points in specific material. However, the teacher can adapt the weak points of

The utilisation of textbook always creates a controversy. Firstly, Hardwood (2014) argued that in many ESL and EFL classes, there is a tendency for textbooks to play the role of the syllabus, thus teachers are expected to teach based on it accordingly. In the same line, Ball and Gower (2011) mentioned that within this context of use, textbooks become the tools to maintain control over the instructional process, usually by the government or head of the institutions. They believe that this could lead to teacher’ over-dependence to the textbooks and the downfall in their creativity that is crucial to promote students’ engagement with the learning process.

In the field of language learning, course books and materials play a crucial role in order to teach effectively. We as teachers need course books or any kind of materials in order to teach the components of the language to the students. It is quite impossible to teach without any materials because there should be something for students to read or to see in order to understand something. Therefore, teaching materials are really significant in language learning. Teachers sometimes purchase their own course book or the government gives to them. Teachers can find whatever they need to teach in these course books however sometimes they can look for additional materials to support the learning. Before choosing the materials, teachers need to evaluate them in order to get an effective material. There is no best course book which can suit to the all contexts because the needs of the students and teachers might differ. So, teachers need to evaluate their own course book according to their context. There might be many contexts such as; teaching English to adults in order to develop their speaking skills or teaching English to young learners. Because of that, evaluators must be aware of different contexts and evaluate according to them. Cunningsworth (1979:31) agrees: “Course materials are not intrinsically good or bad – rather