Direct method (education)

The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900 and contrasts with the grammar–translation method and other traditional approaches, as well as with C.J.Dodson's bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.^[1]

In general, teaching focuses on the development of oral skills.^[2] Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
• teaching grammar by using an inductiveapproach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
• centrality of spoken language (including a native-like pronunciation)
• focus on question-answer patterns

DefinitionEdit

Direct method is a method of teaching language directly establishing a direct or immediate association between experience and expression, between the English word, phrase or idiom and its meaning through demonstration, dramatization without the use of the mother tongue^[3]

objectives of micro teaching

objectives of micro teaching

Objectives of Microteaching
• To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions.
• To enable teacher trainees to master a number of teaching skills.
• To enable teacher trainees to gain confidence in teaching.

Characteristic of Microteaching
• Microteaching is a highly individualized training device
• Microteaching is an experiment in the field of teacher education which has been incorporated in the practice teaching schedule

• It is a student teaching skill training technique and not a teaching technique or method
• Microteaching is micro in the sense that it scale down the complexities of real teaching
• Practicing one skill at a time
• Reducing the class size to 5 – 10 pupil
• Reducing the duration of lesson to 5 – 10 minutes
• Limiting the content to a single concept
• immediate feedback helps in improving, fixing and motivating learning
• The student are providing immediate feedback in terms of peer group feedback, tape recorded/CCTV
• Microteaching advocates the choice and practice of one skill at a time

Steps of Micro-teachingThe Micro-teaching programme involves the following steps:
Step I Particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples.
Step II The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated conditions to the teacher trainees.
Step III The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice.
Step IV The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers.
Step V On the basis of the observation of a lesson, the supervisor gives feedback to the teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws attention of the teacher trainee to the points where he could not do well.
Step VI In the light of the feed-back given by the supervisor, the teacher trainee replans the lesson plan in order to use the skill in more effective manner in the second trial.
Step VII The revised lesson is taught to another comparable group of pupils.
Step VIII The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee with convincing arguments and reasons.
Step IX The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level is achieved.

Micro-teaching Cycle
The six steps generally involved in micro-teaching cycle are Plan , Teach , Feedback
Replan , Reteach , Refeedback. There can be variations as per requirement of the objective of practice session. These steps are diagrammatically represented in the following figure :

Advantages of The Bilingual MethodEdit

Students become functional bilinguals

When the students aim to become fully bilingual in terms of language learning, this method is considered to be the appropriate one. When the students begin with the language learning process, their success in the learning depends upon the competence and confidence of their language teacher. As she moves from L1 to L2, the students imitate her and learn.

Never miss out on a Lesson

According to this method acquisition of the mother tongue is very important for language learning process. When the mother tongue is firmly established in the minds of the students by the age of 7 or 8, it becomes easy to learn difficult words and grammar. Thus this method helps to save time by not creating artificial situations unnecessarily to explain or convey meanings in English.

Give importance to other languages

In this method, importance is given to the mother tongue and its culture. Thus it does not lead to substitution of one means of communication for another.

Accessibility

This method of language learning ensures accessibility. When students start learning a language using this method, they find a level of familiarity. Through the use of the mother tongue, the teacher ensures that the learning is happening .

Discipline

Many new English language teachers face the difficulty to handle the students and make them feel as comfortable as with the local teacher. Learning the local language is considered as the sure way to improve behavior management skills. It also helps in delivering the instructions related to lesson activities. If the concepts are explained in students' L1, then the new learners to English language will be able to grasp more knowledge about grammar and vocabulary. Thus it helps the students to be more efficient and faster.

It's the teacher's tool

In the bilingual method, as the native language is used in the classroom, it is important to note that it's predominantly the teacher who makes use of L1. The students will not be using their native tongue much in the classroom.

Builds strong foundation for reading, right from the start

The bilingual method uses written form of the language which allows students learn the shapes of the words as they repeat the words orally.^[7][8]