Education English | Principles in Silent Way | The main objective of a teacher using the Silent Way is to optimize the way students exchange their time for experience. This Gattegno considered being the basic principle behind all education: "Living a life is changing time into experience." (http://en.wikipedia.org)
According to Larsen, Diane (2002), Silent Way has many principles; It based on the answer of ten questions. First, “What are the goals of the teachers who use the Silent Way?” Students should be able to use for self expression (thought, perceptions, and feelings). In order do this; the teacher needs to develop the inner criteria for correctness.
Second, “What is the role of the teacher? What is the role of the students?” In this case, the teacher is a technician/an engineer, relying on what his students already know, able to give what help is necessary. On the other hand, the role of the students make use of they know. As Gattegno says; “No one can learn for us”, “To learn is our personal personality”, the teacher works with the students; the students works on the language.
Third, “What are some characteristics of the teaching and learning process?” The teacher set up situations that focus student attention on the structure of the language, use the students’ errors as evidence of where the language is unclear to the students and, hence, where to work.
Forth, “What is the nature of student-teacher interaction? What is the nature of student-student interaction?” In this point, the teacher is silent, but still very active setting up situation. Student-students verbal interaction can learn one another.
Fifth, “How are the feelings of the students dealt with?” It is hoped that a relaxed, enjoyable learning environment will be created.
Sixth, “How is language viewed? How is culture viewed?” Language of the world share a number of features, where as the culture as reflected in their own unique world view.
Seventh, “What areas of language are emphasized? What language skills are emphasized? The teacher starts with what the students know and builds from one structure to the next; it means the syllabus develops according to learning needs.
Eighth, “What is the role of the students’ native language?” Meaning is made clear by focusing the students’ perceptions not by translation.
Ninth, “How is evaluation accomplished?” Generally in this method, the teacher may never give a formal test but assess all the time, looks for steady progress, not perfection.
Tenth, “How does the teacher respond to students errors?” The teacher uses students’ errors as the basis for deciding where the further work is necessary. If the students are unable to self-correct and peers cannot help, the teacher would supply the correct language but only as the last (Larsen, Diane. 2002:64-68).
According to Larsen, Diane (2002), Silent Way has many principles; It based on the answer of ten questions. First, “What are the goals of the teachers who use the Silent Way?” Students should be able to use for self expression (thought, perceptions, and feelings). In order do this; the teacher needs to develop the inner criteria for correctness.
Second, “What is the role of the teacher? What is the role of the students?” In this case, the teacher is a technician/an engineer, relying on what his students already know, able to give what help is necessary. On the other hand, the role of the students make use of they know. As Gattegno says; “No one can learn for us”, “To learn is our personal personality”, the teacher works with the students; the students works on the language.
Third, “What are some characteristics of the teaching and learning process?” The teacher set up situations that focus student attention on the structure of the language, use the students’ errors as evidence of where the language is unclear to the students and, hence, where to work.
Forth, “What is the nature of student-teacher interaction? What is the nature of student-student interaction?” In this point, the teacher is silent, but still very active setting up situation. Student-students verbal interaction can learn one another.
Fifth, “How are the feelings of the students dealt with?” It is hoped that a relaxed, enjoyable learning environment will be created.
Sixth, “How is language viewed? How is culture viewed?” Language of the world share a number of features, where as the culture as reflected in their own unique world view.
Seventh, “What areas of language are emphasized? What language skills are emphasized? The teacher starts with what the students know and builds from one structure to the next; it means the syllabus develops according to learning needs.
Eighth, “What is the role of the students’ native language?” Meaning is made clear by focusing the students’ perceptions not by translation.
Ninth, “How is evaluation accomplished?” Generally in this method, the teacher may never give a formal test but assess all the time, looks for steady progress, not perfection.
Tenth, “How does the teacher respond to students errors?” The teacher uses students’ errors as the basis for deciding where the further work is necessary. If the students are unable to self-correct and peers cannot help, the teacher would supply the correct language but only as the last (Larsen, Diane. 2002:64-68).
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