por Julio Morales Zaldivar
LiffeyGroup Dream Director
Cada vez es más difícil encontrar un colegio, instituto, universidad, organización u colectivo que no esté concienciado en la importancia de aprender inglés. Buscan como sea conseguir el objetivo, pero... ¿cuál es el objetivo? o mejor dicho ¿cuál debería ser el objetivo? ¿sacar un titulo, aprender un idioma para siempre y adquirir una cultura internacional?
En mi opinión hemos conseguido algo que no es poco, y es
convencer a la gente de que es una necesidad, pero como casi toda necesidad
lleva consigo un componente de obligación y un cierto deseo de cumplir con ella
, de quitársela de encima cuanto antes con la angustia y ansiedad pero sobre
todo, con la falta de ilusión y disfrute que ello genera, y pienso que, en todo
lo que participemos en esta bonita y corta vida, debemos siempre disfrutarlo y
estar agradecidos de poder estar presentes.
Partiendo de esto me gustaría sugerir algunas cosas que,
en mi opinión, se deberían hacer o no a la hora de establecer el HAPPY MAP , para incentivar al
aprendizaje y hacerlo de manera ilusionante.
A los profesores.... ¡Escenificar!ejemplificar lo que esperamos que el alumno tiene que hacer o reproducir y no
simplemente decirle que tiene que hacer o que esperamos que haga.
Hablar claro y despacio y dar al alumno el tiempo
suficiente para elaborar sus respuestas habladas o escritas.
Evitar hablar excesivamente rápido o simplemente repetir
subiendo la voz lo que no se ha entendido.
Usar pistas visuales, sketches, gestos, usar la
entonación y otras ayudas no verbales para hacer ambos, idiomas y contenidos
más accesibles para el alumno y no sentarse " al frente de la clase "
leer o depender de un libro de texto como único apoyo visual.
Debemos dar instrucciones verbales y escritas, esto puede
ayudar al alumno, no debemos sorprendernos si se pierde cuando no se han dado
claras, escritas y explicadas paso a paso las mismas y el objetivo de la clase,
tópico o tema.
Comprobar regularmente que todos los alumnos entienden la
lección , que no nos baste con ... ¿alguna pregunta?
Animar a los alumnos a mejorar y progresar. En su lengua
materna algunos estudios demuestran que la lectura en la L1(lengua materna)
promueve el objetivo de la lectura en L2 (2a lengua o sucesivas) por que se
produce una transferencia.
No prohibir al alumn@ en momentos determinados el uso de
su propia lengua.
A las autoridades competentes... Les
aconsejaría que hicieran hincapié en la forma de evaluar las competencias tanto
de alumnos como de profesores. Buscaría usar exámenes diseñados por los propios
responsables de la enseñanza en cada centro, portfolios y valoraciones basadas
en experiencias en las que el alumno demuestra su progreso, etc... permitiendo
tanto al alumno como al profesor ajustar el aprendizaje y la enseñanza respectivamente.
Los exámenes estandarizados se usaran como un dato más de
información pero no como conductor del proceso a seguir, los exámenes
estandarizados nunca deben ser realizados al comienzo del aprendizaje, empezar
con algo que no se entiende no motivara al alumno. Lógicamente el currículo del
programa de enseñanza deberá estar directamente conectado con los exámenes o
pruebas de exhibición de lo aprendido .
A los Padres Madres o tutores... por
favor ¡ INVOLUCRENSE ! Son una parte más de la cadena de aprendizaje. Si falta
un eslabón en la cadena, se parará o funcionara defectuosamente.
Conozca al profesor de su hijo y sus inquietudes
profesionales, dele las pistas necesarias para conocer a su hijo y así poder
sacar el máximo rendimiento a la experiencia, sígale la pista, las redes
sociales además de las entrevistas personales son una estupenda herramienta, vea
que hace su hijo, hágale sentirse valorado, que vea que el esfuerzo merece la
pena, esto para mi es el mejor test de aprendizaje, la demostración de lo que
se hace a quien le quiere y valora , ¡ah! y si lo necesitan aprendan ustedes
también ,tendrán una mejor visión, el dar ejemplo siempre funciona.
It´s becoming more and more difficult to find a primary school, high school,
university or
organization that´s not aware of the importance of learning English. But what
is the aim?...or more to the point, what should the aim be? To get a certificate, learn a
language for life and acquire international cultural awareness?
In my opinion what we have achieved is to convince people that learning English
is a necessity. However, as is the case with most necessities, it entails a component of
obligation and a certain tendency towards getting it out of the way as soon as possible, with
the preoccupation and anxiety that that involves, added to a general lack of enjoyment and
enthusiasm. I firmly believe though, that we should enjoy and be grateful for everything that we are
able to participate in during this short and beautiful life.
With this in mind, I´d like to make some suggestions for establishing the Happy
Map for
encouraging an enthusiastic attitude towards learning.
For teachers : Dramatize! Give students an example of what they have to do or
produce, rather than just telling them what you want them to do.
Speak slowly and clearly and give the students enough time to develop their
spoken or written
answers. Avoid speaking too fast or simply raising your voice if something is
not understood.
Use visual clues, sketches, gestures, intonation and other non-verbal resources
in order to make both the language and contents more accessible for the students, instead
of sitting at the front of the class or relying on a text book.
We should give both verbal and written instructions to help the students and not be surprised if they get lost if these instructions and the objectives and theme of the class are not clear.
Check regularly for understanding – “any questions?” is not enough. Encourage the students to improve and make progress. Some studies prove that reading in the mother tongue encourages reading in the second language. At certain moments allow the use of the mother tongue.
For the authorities : I would advise paying more attention to the way in which the competences are evaluated of both teachers and students. I would recommend using exams that have been designed by teaching professionals in each centre, portfolios and evaluations based on experiences in which the students demonstrate their progress. In so doing both teacher and student are able to adjust their teaching and learning respectively.
Standardized exams will be used for gathering additional information but not as an aim in themselves. They should never be used at the beginning of a learning process as beginning with something that the students don´t understand will not motivate them. Logically the syllabus of the programme should be directly connected to the exams or demonstrations of what the students have learnt.
For the Parents and Tutors : Please get involved! You are another link in the learning chain and if that link is missing, the chain will break or not function properly.
Get to know your child´s teacher and their professional preoccupations, and help them to know your child, so they are able to get the most out of the student. Take advantage of the social networks and meetings which are a great way to participate in the learning process. Make your child feel that they matter and that their effort is worthwhile. The best test is when a student demonstrates what they have learnt in front of someone who loves and appreciates them. And don´t forget the importance of giving a good example, so why not learn too and that way you´ll have a clearer idea of what it´s all about.
We should give both verbal and written instructions to help the students and not be surprised if they get lost if these instructions and the objectives and theme of the class are not clear.
Check regularly for understanding – “any questions?” is not enough. Encourage the students to improve and make progress. Some studies prove that reading in the mother tongue encourages reading in the second language. At certain moments allow the use of the mother tongue.
For the authorities : I would advise paying more attention to the way in which the competences are evaluated of both teachers and students. I would recommend using exams that have been designed by teaching professionals in each centre, portfolios and evaluations based on experiences in which the students demonstrate their progress. In so doing both teacher and student are able to adjust their teaching and learning respectively.
Standardized exams will be used for gathering additional information but not as an aim in themselves. They should never be used at the beginning of a learning process as beginning with something that the students don´t understand will not motivate them. Logically the syllabus of the programme should be directly connected to the exams or demonstrations of what the students have learnt.
For the Parents and Tutors : Please get involved! You are another link in the learning chain and if that link is missing, the chain will break or not function properly.
Get to know your child´s teacher and their professional preoccupations, and help them to know your child, so they are able to get the most out of the student. Take advantage of the social networks and meetings which are a great way to participate in the learning process. Make your child feel that they matter and that their effort is worthwhile. The best test is when a student demonstrates what they have learnt in front of someone who loves and appreciates them. And don´t forget the importance of giving a good example, so why not learn too and that way you´ll have a clearer idea of what it´s all about.
Julio Morales Zaldivar
LiffeyGroup Dream Director
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