Teaching Methods for Effective Communication I . Write important points on【T1】______【T1】______ —the organization of ideas —tec

Teaching Methods for Effective Communication
    Good evening, everyone. A few months later, you will start to teach international students. Today, we will talk about some teaching methods that can help increase communication effectiveness, which are generally helpful for your future teaching career.
    (1) Now let’s begin with the first method; write important points on the chalkboard.
    Clearly organizing ideas and writing an outline on the chalkboard that lists the main points to be covered during the class helps students follow along with the organization of ideas. (2) It is also very helpful for students when teachers write technical terms or theoretical concepts on the board as they are mentioned. Students need and appreciate this effort.
    When a teacher is unsure about the pronunciation of certain words, those words should also be written on the board. The importance of writing words on the board is illustrated in the following experience of an undergraduate student.
    "I had a biology professor from Latin America," she said. "He gave a lecture on hung trees. I had never heard about that kind of tree before...After class a bunch of us students were talking about the hung trees. The American teacher heard us and asked us what we were talking about. It was really funny. (3) He said the lecture was about young trees, not hung trees! "
    This example of miscommunication points out the necessity of students’ participation in the international teacher’s classroom. (4) So the second method is to set aside class time for students to explain and discuss their understanding of the course material and the teacher’s lecture or explanations. Many communication errors can be corrected before they interfere with students’ learning.
    Of course, some difficulties may be assumed to result from language problems when in fact the problem lies elsewhere.
    For the foreign teacher, we have a problem with the language. When students don’t understand, it could be a language problem, but it also could be that the teacher doesn’t have good teaching skills. (5) So we need the third method: to communicate with students to find out what the problem is.
    Using effective teaching methods does facilitate classroom communication. As teachers with teaching experience in their native countries already know, when lecturing, (6) it is important to clearly state each point before speaking about it, make the point and then (7) summarize what has been said. (8) Before beginning another idea or point, it’s necessary to inform students of this change or transition.
    Students are reluctant to continually ask teachers to repeat what they’ve said, even when they haven’t completely understood the teacher. (9) Thus, it is important for teachers to frequently stop to ask if students have any questions. (10) An even better method is to ask questions about the lecture in order to check their understanding before going on to another topic.
    The fourth method often used by both international and American teachers is presenting the same idea in more than one way.
    One teacher from France says, "As a foreigner and since I don’t speak the language as well as an American, I repeat very often the same thing in different ways. So they may pick it up the way they want during the many times I say it in different ways. It’s a technique I am spontaneously using. I guess it helps them to understand me. And certainly it’s useful for understanding certain things that are very hard to understand...If you say it one time, it’s not enough, so repeating it several ways from different aspects—even making some language mistakes—will help them to pick up the idea. "
    (11) When giving multiple explanations or examples of the same idea, the teacher should preface each explanation to indicate that the same idea is being explained, only in a different way. (12) Common phrases used to indicate that a different explanation of the same idea is about to be given are:
* " Stated another way..."
* "A simpler explanation of the same idea is..."
* " Said another way..."
* "Let me present another way of understanding this..."
* "The same idea can be explained in this way..."
* " Another example of this is..."
* "I’ll repeat that in a different way..."
    Although teachers who have had extensive lecture experience in their home countries may already use the lecture techniques described here, it may be necessary to exaggerate these methods to ensure adequate communication.
    (13) So the fifth method for effective teachers is to learn to elicit the help of their students. If the teacher and students have a friendly relationship, students usually are more willing to help facilitate communication in the classroom. In the following statement a teacher from Iran described how he uses certain teaching methods to be sure his students understand him.
    "I’ve been trying hard to be clear, to say the words separately so that students can understand. Once in a while I stop and ask, ’ Do you follow?’ or ’Am I clear?’ and pretty much make them feel that any time they can stop me. Anytime they want they can stop me and say, ’I didn’t get that point.’ Then I explain. You have to encourage their questions, say, ’Good question!’ , ’Interesting!’ or ’ Who else has a question?’ You have to make them feel comfortable in the class..."
    (14) Getting students to participate in the class by being friendly and supportive of their comments, ideas, and questions can help both the teacher and the students feel more comfortable in the classroom. (15) When students feel comfortable enough to participate in class, they may be more tolerant of the teacher’s language difficulties and be willing to cooperate with the teacher in solving communication problems.
    OK. Today, we’ve talked about ways for you, future international teachers, to enhance communication in the classroom. The suggestions are offered as a starting point. Endeavor to discover problems that can occur in the international classroom, and manage to take action to resolve them, and I wish you all make it in the end. Thank you for listening.