Fun Learning Games Instruction--- Interactive And Creative Ways To Teach English As A Second Language To Children In India.
Name: Musitapa KamalijiangProject: Creative and Interactive teaching methods for teachers in SEDSInstitution: School of Social Work Studies, University of Queensland, AustraliaDate: August 2016
Table of content
Acknowledgement ..4Background..5Introduction .6Social Justice..6Empowerment And Power Imbalance7Banking Approach.7Community Education Approach.8Social Work Values And Community Education Approach.9Development And Learning..9Part 1: Engagement Techniques11Who Is This?......................................................................................................................................11True Or False...11Draw Yourself...12Would You Rather...13 Paper Planes14 7 Up...15News Reporter.15What Does Your Name Mean?..........................................................................................................16Part 2: Learning Games...17Sight Words..17Preposition Words...18 Listening Exercise18Heads Up..... 19Cats And Rats..... 20Spelling Game..21Gender Game..22Word Jumble Race..23The Mime..24Hot Seat... 24Hangman..25The Questions..26Categories... 27Tenses..27A To Z Race.28Stand Up If you Have Ever.28Comparative and Superlative29Part 3: Treasure Hunt...30Part 4: Personal Experiences.56The Boy And His Ruler...56The Treasure Hunt......58Reference.................61AppendixAppendix 1: List of all preposition words.61Appendix 2: Drawing steps of hangman..63Appendix 3: Example of all tenses ..64Appendix 4: Comparative and Superlative Words.65Appendix 5: Example of a passbook..66Appendix 6: Planned route for all teams.67
Acknowledgement This project consumed huge amount of work, research and dedication. Still, implementation would not have been possible if I did not have a support of many individuals and organizations. Therefore I would like to extend my sincere gratitude to all of them.
First of all I am thankful to The University of Queensland (UQ) in Australia for their logistical support and for providing necessary guidance concerning projects implementation. I am also grateful to The Social Education and Development Society (SEDS) in India for provision of expertise, and technical support in the implementation. Without their superior knowledge and experience, the project would like in quality of outcomes, and thus their support has been essential.
I thank my supervisor Augustine Ullatil from the Community Aid Alliance (CAA) in India, my colleagues Paul Lum from The Griffith University, Australia, and Karolina Heck from Freie Universitt, Germany, who provided insight and expertise that greatly assisted the placement project. Especially, I would like to show my gratitude to Rashna Joshua, Chief Administrator of School, SEDS and Manil Joshua, CEO, SEDS for sharing their pearls of wisdom with me during the course of this placement project. I am also immensely grateful to all teachers who devoted their time and knowledge in the implementation of this project.
Nevertheless, I express my gratitude toward my family, friends and colleagues for their kind co-operation and encouragement, which help me in completion of this project.
Background The government schools in India provide free education to children till they finish 10th class. However, the qualities of teaching and learning environment of government schools are poor. It is common to see that government schools combine students from different age groups into one classroom without acknowledging students needs in education. It is also common to see one classroom school especially in rural government schools. In addition, only one teacher is available for all students and all subjects. It is not often to see art or physical education classes provided to students who are studying in government schools. In addition, the physical infrastructures of government schools are extremely poor. The students are expected to sit on the floor in a room with poor lighting. One the other hand, the SEDS School provides private education to children in Mecala Palli and surrounding villages a better learning environment. Moreover, students learning experiences are closely monitored. The students at SEDS School are allocated to different classes in order to provide education that is suitable and appropriate to their learning and development needs. However, one thing government schools and SEDS School have in common is their traditional teaching methods. Based on personal observation and discussion with local teachers in the beginning of the project, teachers are more likely to focus on the how students performance in the examination instead of understanding and application of knowledge in general. It is safe to say that primary focus of education is for students to pass examinations by remembering what is on a textbook. Regardless of what the students actually understood and their abilities to articulate what they learnt to practices.
IntroductionThis project report is the documentation of activities conducted in the workshops with schoolteachers from August till September 2016. The aim of the project was to increase awareness of creative teaching methods and facilitate teachers to implement activities in their classroom to accommodation students with different learning styles. Development of the project is based on core social work values and principles such as autonomy, empowerment. The primary goal of this project was to introduce innovated and creative teaching methods to children who are studying English as a second language in remote India. The secondary goal was to improve schoolteachers English language literacy in order to increase the quality of education provided at the school. The reporters role in this project was to facilitate and monitor the workshops throughout the project. External staff and colleagues and the school carried out the evaluation of the project. More importantly, the teachers were asked to provide feedback throughout the project and to evaluate the usefulness of the project. The teachers are empowered to determent the content of workshops. The primary goal of the project is evaluated by how teachers apply creative and innovated teaching methods in their own classroom. The outcome of secondary goal of the project is measured through peer interaction during class activities. The teachers were asked to demonstrate what they have learnt by the end of the project in order to measure the outcome.
Social Justices Australian Association of Social Workers (AASW) stated in Code of Ethics (2010) that:
The social work profession promotes justice and social fairness, by acting to reduce barriers and expand choice and potential for all persons, with special regard for those who are disadvantaged, vulnerable, oppressed or have exceptional needs.
From a social work perspective, social injustice especially in education system is very common in remote India. People live in rural area might not have the same opportunity and exposure to education institutions as good as the ones in major cities. As a social worker, it is important to acknowledge and recognize the injustice in rural education. The non-modifiable factors such as residential status should not effect on the education. The people live in rural area should have the same opportunities and rights as the urban population in multi-directional, innovative and creative education. This project is primarily targeted to the teachers who are the frontline educators, in order to provide same opportunity for students in rural areas. The children from rural areas do not have the same opportunities to learn English as the children in major cities. Nevertheless, the teachers who work in rural schools may have experienced same injustice as the students from the education system due to their residential status. In order to eliminate the social injustice opposed on rural population, especially children. This project is designed to reduce the barrier between quality of education in rural areas and major cities. In addition, expand the options in teaching methods in rural area towards a multi-directional, creative and innovative method by work together with the teachers. In the mean time, the potential of students and teachers will be discovered in the process.
Empowerment and Power Imbalance Based on observation, there is a power imbalance in the classroom between teachers and students. The teachers are more dominating in the classroom and the students are passively receiving. The classes are lack of interactive between the teachers and students. The teachers are less likely to empower and motivate the students to learn. This aim of the project was to increase the interactive between the teachers and students in the class by implementing learning games and activities. Therefore, the power imbalance in the class will be shifted to a different dynamic where the students will be able to take initiative in their own learning. Moreover, most teachers are lack of exposure to English speaking environment, which impacted on their ability to communicate with the students at the school in English. The workshops provide opportunity for the teachers to be exposed to an environment where they can only communicate with each other with English. The workshop was designed to increase teachers confidence in speaking English. The role of group facilitator is to empower the teachers to use English in their daily life by creating a safe, respectful and non-judgmental English-speaking environment
Banking Approach Banking approach often transfer educators knowledge to service users without acknowledging desire of a community. In another word, educators act as the experts in the area who drive the aim and central of a community. Information was delivered passively to services users who were ignored in development process. This approach could potentially lead to mismatch of expectation where both services users and educators desire wont be addressed (Healy, 2011). This approach is often delivered in top-down approach (Healy, 2011), which means the experts in the filed will decide to conduct needs assessment based on their professional knowledge and judgment without consultation with services users. This is the traditional way of teaching method commonly used in India. From a social work perspective, banking approach might be useful in a larger scale in policy level but in community settings where teachers and students are involved. The banking approach will not be able to satisfy the learning need of students. Different types of learning style will not be acknowledged and accommodated. The participate of the workshops will not be acknowledge in terms of the what do they want to learn from those workshops.
Community Education Approach On the other hand, community education approach recognizes and builds knowledge of a community. Unlike banking approach, community education approach advocates the idea of equal and respectful learning process between community members and educators (Healy, 2011). Compare to banking approach, community education approach can be described as a bottom-up approach where community members are considered as major stakeholders (Healy, 2011). Community education approach is established based on four principles (Healy, 2011), which are
1) Respect community members lived experiences2) Education through dialogue; 3) Holistic educational style; and 4) Transformative education.
Community education approach values each individuals lived experiences. Educators are required to assist community members to develop an evidence-based practices method. Community members and educators are partners in the learning process. Community education approach replaced the learning process from traditional way of teaching to co-learning with community members (Healy, 2011). Moreover, this approach recognizes the complex needs and barriers of individuals in learning process (Healy, 2011). Also, community education approach empower community member to develop critical way of thinking, in order to promote positive changes (Healy, 2011). Overall, the practice principles creates connection between community members and their capacities in order to establish changes that are sustainable and appropriate in the community.
Based on the principles of community education approach, the workshops are designed to acknowledge and recognize the teachers lived experiences in teaching. The group facilitators role is to stimulate a discussion in regards to creative and innovated teaching methods in the group. The teachers are expected to brainstorm their ideas in terms of the possibility of using the methods they established in their classroom. In addition, the group facilitator had been implementing and facilitating the methods in the workshop, thus the teachers will experiences the learning process like their students. This is a way for teachers to change their aspects and perspectives in order to understand the students need and process in learning instead of memorizing. The workshop was not only designed to develop teachers understanding of teaching methods but also a way to increase their exposure to English speaking environment. The workshops acknowledge different learning styles each individual has and using holistic approach to develop the workshops. The purpose of documenting all workshops is also a way for a sustainable development. The workshops were not designed be a service for the teacher instead the workshops expect teachers input to the project. Moreover, the report can act like a manual for other members in the community who are facing similar issues. The project also acknowledge the turnover of the teachers at the school, so the project can be a guideline for other teachers who wanted to implement similar activities in their own class.
Social Work Values and Community Education Approach Australian Association of Social Workers (2010) identified social worker should promotes community participation in the development and implementation of services as one of social workers core value. Community education approach reflected of the value by empowering community members to engage in their community. This project is based on social work values and applied community education approach as the framework to introduce a creative way of teaching. The teachers are encouraged and empowered to share their lived experiences in learning with others members in the group. The content of the workshops are designed to meet the desire and demand of the teachers. In addition, the group facilitator introduces different and creative teaching methodologies and facilitates the discussion among the teachers.
Development and learning Cognitive development is a progressive process of human reorganizing mental processes based on their ongoing personal and envir...