The AM method
"Tell me and I forget. Teach me and I remember. Involve me and I learn."
The aim of this method is to develop communicative skills. It is presented as a set of principles that can apply to a wide range of learners and teaching situations, and concrete objectives depend on the specific context in which it is used. (Natural Approach)
Another aim is to improve learner motivation and therefore promote learning. Teacher should allow the learners to use authentic language, so they'll have well-defined dimensions and closure. Students should involve partnership and collaboration. (Task-based language teaching)
The student is not forced to speak, but is allowed an individual readiness period and they can spontaneously begin to speak when he or she feels comfortable and confident in understanding and producing the utterance (Total Physical Response)
This four areas can help the students to learn a new language:
- Basic personal communications skills; oral. e.g. listening to announcements.
- Basic personal communications skills; written. e.g. reading and writing personal letters.
- Academic learning skills; oral. e.g. listening to a lecture
- Academic learning skills; written. e.g. taking notes in class.
(The Natural Approach)
Pedagogical materials like books play an important role but the use of realia, like newspapers, television and internet, also will help the students to learn because popular media provide rich resources to their development in the new language. (Task-Based language teaching)
The teacher should create a classroom atmosphere in which there is a low affective filter for learning. (The Natural Approach) And they should reduce the students’ anxiety so that they have a good chance of success. They will be monitor and will give positive and encouraging support and feedback during and after tasks. (CLIL) The teacher could say "very good" when students answer correctly. A positive reinforcement helps the students to develop correct habits. (Audio-lingual Method)
Students should act as a group participant making tasks in pairs or small groups. For students more accustomed to whole-class or individual work, this may require some adaptation. Speaking and trying to communicate in spoken language with their classmates is considered the basis for language acquisition. (Task-Based Language Teaching)
"Coming together is a beginning; keeping together is progress; working together is success."
Teachers also should use a variety of activities like games, role plays, simulations and tasks based in communication to help the students to learn. In pair-communication materials, there are typically several sets of material and each set contain different kinds of information. Sometimes partners must fit their respective parts of the "jigsaw" into a composite whole. Others can assume different role relationships, for example in a interview. (Communicative Language Teaching)
One naturally understands a language before they can speak or write, and this should cause no concerns. Likewise, learning follows a natural order, some elements of language being mastered before others. Mistakes are part of this natural process and they will disappear as naturally as they appeared. A learner needs, above all, patience, self-confidence, and motivation in order to progress. (The Narutal Approach)
"Experience is simply the name we give our mistakes."
Teachers need to considerer the learning outcomes of any lesson. They should know what our students will know or be able to do better at the end of the lesson than they knew at the beginning. They should be aware that things don't always turn out as they plan them to. (CLIL)