Book contents
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
17 - Creating your own resources
Published online by Cambridge University Press: 22 September 2021
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
Summary
In my 12 years of teaching in Senekal, there has not been a year in which learners had all the textbooks they needed. This is why the system continues to produce learners who can't read and write.
anonymous teacher, Senekal, South AfricaThe short version
1 The term ‘teaching resources’ is often understood as only meaning ‘written’ or ‘printed’ materials. However, our classrooms, our environment and our community are full of teaching resources.
2 If you do create your own written resources, manage your time well, ensure they are inclusive, and make them interesting and relevant for your students.
3 The one resource available in every lesson is your students. Use them. Other non-written resources include the local environment, local community and ‘found objects’ (i.e. items which people have discarded).
4 Empower students by asking them to bring in their own resources to class, e.g. newspapers, photos or real objects.
5 Whilst technology provides opportunities for accessing resources, it's important that they are ‘AAA’ (accessible, appropriate, accurate).
Introduction
1 What are the challenges in creating your own written resources?
2 How could the following be used as language learning resources? Do you use any of these resources in your current teaching?
• your students
• your local area
• people in your local community
• found objects
3 What kind of learning resources could your students bring to lessons?
Learning resources in challenging circumstances
When learning languages in challenging circumstances, no written resources may be available, or else they may not be completely fit for the purpose. In such situations, you will need to develop / use your own resources. Although this may initially feel quite challenging, it may be easier than you think. Key to this is rethinking what we understand by the term ‘resources’. This term if often interpreted as meaning ‘written materials created by an expert’. But learning resources can, and should be, understood in much wider and more democratic terms than this. Four general categories of resources are therefore explored in this chapter: 1. written resources created by the teacher; 2. non-written resources identified by the teacher; 3. resources found or created by the students; 4. online resources used in the classroom.
- Type
- Chapter
- Information
- Teaching in Challenging Circumstances , pp. 107 - 113Publisher: Cambridge University PressPrint publication year: 2021