Diagnostic of the structure of educational motivation презентация

Diagnostic of the structure of educational motivation. Matuhina M.V., Fetiskin N.P., Kozlov V.V., Manuilov G.M.
• Emotional motivation (excitement, class atmosphere, etc.)
• Achievement (setting goals, being the best, etc.)
• Communicative motivation (people, friends, acceptance and support)
• Self-development (willingness to improve the skills, archive the goals, etc.)
• External motivation (encouragement vs. punishment)
• A role of being a student (willingness to do the job, be a good student, satisfaction with the educational process)
• Cognitive motivation (being interested in a specific subject

ZPD –Zone of Proximal Development (Lev Vygotsky, 1978)
The space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers

10 ways to motivate SS. Motivating the unmotivated
Make your SS curious
Challenge them
Avoid the obvious
Devolve the responsibility
Teach unplugged
Let SS use their tech and their technical skills
And their imagination
Find out what they know and what they are good at
Take a break (questions to anyone of the SS)
Turn your classroom into a spider’s web. (What a lovely answer. Well done. Try again. Fantastic! Excellent!)

ZPD
To assist a person to move through the zone of proximal development, educators are encouraged to focus on three important components which aid the learning process:
The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other).
Social interactions with a skillful tutor that allow the learner to observe and practice their skills.
Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.

What can motivate an adult student?
•Interesting material
•Good influence on the career
•Willingness to read books/watch films
• Teacher praises and encourages the student
• Learner likes socializing with other members of the group
• Learner feels the use of lessons and the result

What can motivate a primary school or preschool child?
• Materials connected to their interests
•Gamification
• Feeling of success (teacher/parent encouragement + real results)
• Socializing with other members of the group
•Natural curiosity

Scaffolding (Wood, Bruner and Ross (1976).
Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development.

Scaffolding. Models of teaching
Gain attention -> disappear -> reappear
Get attention -> direct attention where you need -> present material -> disappear (they work, you – listen) -> appear (feedback/another activity)
Presentation (step by step) -> controlled practice -> independent (freer) practice

Three related pedagogical scales of scaffolding
Planned curriculum progression over time
The procedures used in a particular activity
The collaborative process of interaction
micro
macro

Features of pedagogical scaffolding
Continuity (tasks are repeated with variations and connected to each other)
Contextual support (a safe but challenging environment, errors are expected and accepted as part of the learning process)
Intersubjectivity (mutual engagement and rapport are established, there’s encouragement and non-threatening participation in a shared community of practice – everyone feels comfortable to participate)
Contingency (task procedures are adjusted depending on actions of learners, contributions and utterances are oriented towards each other and can be adjusted)
Handover – takeover (there’s an increasing role for the learner as skills and confidence increase)
Flow (skills and challenges are in balance, communication between participants is not forced, but flows in a natural way)

Sources of scaffolding
Being assisted by an expert (when a learner needs guidance, advice and modeling)
Collaborating (with other learners)
Assisting a lower-level learner (here both have opportunities to learn)
Working alone (with internalized practices and strategies used such as inner speech, inner resources or experiments)

Types of instructional scaffolding
Modeling (students need to be given clear examples of what is required of them)
Bridging (new concepts need to be built on previous knowledge and understanding. Weave new information into existing mental structures)
Contextualizing (Provide verbal contextualization by creating analogies based on student experiences. Embed academic language in sensory context by using pictures, manipulatives, film, authentic objects and source of information)
Schema building (schema are clusters of meaning that are interconnected. Students need to see the connections. Some examples of things a teacher can do: preview the text; note headings, captions, titles of charts, etc.)
Text representation (transform linguistic constructions found modeled in one genre into forms used in another genre. Example: short stories or historical essays into dramas or personal narratives)
Developing metacognition (Involves the following: Consciously apply the strategies while engaging in activities; To know and to be aware of the most effective strategy for the particular activity; Self –monitor, evaluate and adjust during performance and to plan future performance based on the evaluation after an activity)

Student autonomy
The ability for someone to act without guidance.
In language learning it refers to the ability to move about in different contexts such as visiting a country, or writing a letter to a friend. It also refers to a learner's ability to find resources and information quickly, such as knowing where to look for answers on the Internet, and just being able to communicate freely.

One of the primary goals of a teacher is to help students build autonomy
How does scaffolding help to create student autonomy?
How can we implement building autonomy in our classroom?
Self-assessment
Group projects
Having a choice
Letting them find an answer themselves
Making them be interested in the language outside the classroom

What’s more important?
Accuracy
A focus on accuracy is a focus on the correctness of one’s use of grammar, vocabulary and pronunciation.
Fluency
A focus on the ability to speak without unnecessary pauses and hesitations between words or sentences, being comfortable with the language.

Grammar explanations, lexical definitions, drilling, controlled practice activities with error correction and minimum of improvisational speaking
Freer practice activities: a group project, a task where they negotiate meaning among themselves, share opinions (with minimum error correction and no correction on the spot)

How else can you help your students?
Body language
Gestures
Being open and confident
Smile
Eye contact
Do not turn your back
Teacher talk
Modified and simplified speech
(more use of high frequency vocabulary, less slang, fewer idioms)
Functional language
Repetition
Elaboration
Clarifiation
Cultural references

Terms:
Exposure – environment that surrounds the learner
Target language – the language which a person is learning
Utterance – the flow of speech/ phrase or sentence said

Stephen Krashen’s theory of language acquisition
(Learning/Acquisition Distinction Hypothesis )
Acquisition
- Subconscious
Interaction, communication
Exposure, ‘picking up’ a language
‘feel’ of correctness
Learning
Conscious
Explicitly explained rules
Error correction
Ability to apply rules
Every language is learnt mostly by acquisition and polished by learning

Learning (monitoring) system
(S. Krashen’s Monitor Hypothesis)
We use learning (monitoring) system to control ourselves
In order to apply the rule you need to know it
Learning system helps to correct the utterances
Acquisition works mostly outside the classroom, monitoring – inside
Fluency depends on acquisition
More involvement -> less monitoring
Acquisition
Utterance
Monitoring

Terms used in Krashen’s theory
Aptitude – natural ability to learn a L
Attitude – feelings and beliefs about L
Attitude
Integrative motivation
(lasts longer)
Desire of students to be like people who speak this L
Instrumental motivation
Life aims, opportunities, etc.

Parts of acquisition
Input ввод, всё что даём
Language learner produces
~ exposure
Language which a learner hears or receives and from which he or she learns
Output выход, продукция
Intake потребление
A part of language a learner actually understands

i + 1 = comprehensive input -> acquisition
Things they already acquired
Information slightly more complicated
~ ZPD
i + 0 / i + 10
The input Hypothesis
The main aim of a teacher (‘caretaker’) is to provide comprehensive input

Factors that influence acquisition from the point of a learner:
Motivation
Self-confidence
Attitude
Anxiety

Affective filter (S. Krashen’s Affective Filter Hypothesis)
It is a metaphorical barrier that prevents learners from acquiring L even when appropriate input is available
Strong feeling of stress and anxiety

Teacher’s roles
The controller/observer
The prompter
The resource
The assessor
The organizer/manager
The participant
The coach (tutor, listener, helper, psychologist, rapport builder, facilitator, diagnostician)
The actor
The planner, the lesson designer

Lesson design. Robert Gagne (1965): 9 events of instruction/lesson
Elicit If you elicit a response or a reaction, you do or say something which makes other people respond or react.
If you elicit a piece of information, you get it by asking the right questions.

Starting a lesson
Warm-up activities. What, why, what kind?
Which events do usually appear in the beginning/middle/end of a lesson?
Watch the videos, comment, compare the teachers. Whose performances were the best and why?

Different types of lesson objectives/aims
- when do we set them?

Stage aims

Models of presenting and instructing
TMQ (Teach-Model-Question)
* provide more than one model -> ICQ, CCQ – instruction/concept checking questions
Plan in advance
Ask simple questions
Use several styles
Consider vocabulary usage
Use media
How can we check if students understood the
instructions/material?

Models of presenting and instructing
22. 2.Inductive reasoning (Model – Infer – Elaborate)
Why may this method be better?
- Watch the video, comment on the models and techniques of instructing and presenting

Next step – guided practice (controlled)
What is it?
Why is it important?
In which part of a lesson/module does it occur?
Why is a helicopter here?
What is ‘less guided practice’
(freer practice)?

Independent practice. What is it? Why? Examples?
Essay
Test
Speech
THINK OUTSIDE THE BOX

Feedback
Confirmatory feedback informs the student that they did what they were supposed to do. This type of feedback does not tell the student what she needs to improve, but it encourages the learner.
Evaluative feedback apprises the student of the accuracy of their performance or response but does not provide guidance on how to progress.
Remedial feedback directs students to find the correct answer but does not provide the correct answer.
Descriptive or analytic feedback provides the student with suggestions, directives, and information to help them improve their performance.
Peer-evaluation and self-evaluation help learners identify learning gaps and performance shortcomings in their own and peers’ work.

Ending a lesson
What have you learnt today?
Feedback
Summary, HW
End in a positive way with a sense of achievement
-> whatever happened during the class is left there
Plan the time to reflect

Assessment
Clear and measurable objectives
Begin with the end
Alignment
Memory vs. Knowledge

Models of lesson structure
PPP (Presentation-Practice-Production)
ESA (Engage-Study-Activate)
TTT (Test-Teach-Test)
TBL (Task-Based Learning)
PBL (Project/Problem-Based Learning)
CLIL (Content and Language Integrated Learning)
Flipped Classroom

PPP
+ / - ?

ESA
+ / - ?
Example?

TTT
+ / - ?

TBL
+ / - ?
- Closed task/Open task

Watch a video about different lesson structures, revise the ones we discussed. Think of which ones would you choose, why and in which cases.
Choose two structures and create brief lesson plans (with lesson aims and stages, but without concrete exercises)

PBL (project)
(can be similar to TBL)

PBL (problem)
(can be similar to TBL)

Flipped Classroom

CLIL

What’s new?

Planning
Prospective (КТП)
Topical
Lesson

Prospective planning (календарно-тематическое планирование)
Terms of implementation (Sep - June)
Educational areas (social, communicative skills; cognitive development; speech development; artistic and athletic development; etc.)
Goals and objectives
Types of activities
Literature and teaching aids
Working with parents during the school year
Place, time and forms of control and assessment

Topical planning
Goals and objectives
Educational material
The competences to improve
The number of lessons
Types of exercises
Additional material
Home tasks, types of self-study
Place, time and forms of control and assessment

Lesson planning
Common mistakes:
Planning before getting to know the class
Not having a clear goal
Planning to cover materials and not to teach students
Absence of lesson structure
Using same lesson plans
Having no variety
Having no Plan B
Failing to connect current learning to previous learning
Spending an inappropriate amount of time on one topic
Testing students on material they haven’t adequately mastered
Failing to provide enough formative assessment before a summative evaluation
Failing to set the time limits

Classroom interaction and organization
Common Interaction Patterns in an ESL classroom
T - Ss: Teacher talking to the whole class, such as in presenting a text, explaining grammar, giving instructions for an activity.
T - S: Questions and answers (dialogues) between the teacher and a student, such as in demonstration, checking comprehension.
T - S - S: Teacher initiated dialogues with more than one student, such as in role-playing demonstration and warm-up activities.
S - T: Student initiated conversation between a student and the teacher, such as in asking questions about a rule or an assignment.
S - Ss: One invidiual student talking to the whole class, such as in telling a story, reciting a poem.
Ss/Ss: Students working in small groups, such as practicing conversation, role-playing.
S - S: Two students work in pairs such as practicing a dialogue, carrying out an information gap activity.
SS: Students doing their work individually such as reading, completing an exercise.

Classroom interaction and organization

Error correction
Slips
‘Slip of a tongue’
Can be a result of tiredness, worry, etc.
Unconscious
Mistakes
You make an intentional choice that turns out to be wrong
Conscious
Unsystematic
Errors
Occur when students try to say something that’s beyond their current level
Systematic

Types of errors and mistakes
Interference errors (mother tongue interfere with SL ‘By me not have a dog’)
Intralingual (don’t know the rule well but use it)
- Overgeneralisation (know 2 rules, but they interfere ‘He can sings’)
Ignorance of rule restrictions (apply a rule where it shouldn’t be applied ‘I saw a pencil who was brown’)
Incomplete application of rules (using half of a structure ‘You like to sing?’)
False hypothesis (‘One day it was happened’)
Developmental mistakes (intermediate using mixed conditionals)
* Fossilized mistakes – repeated, the ones that became a habit.

Range of correctness
Nearly right
(- Have you seen him today?
- No, but I’ve seen him yesterday)
Wrong and miscomprehensive -> need to be corrected
(Like visit station train in the zoo)

Ways of error correction
Interrupt them to correct
Use body language
Give delayed correction
Errors can remain uncorrected
Self-correction and peer-correction

TTT – Teacher talking time. Why should we manage it?

Syllabus, curriculum
Curriculum - an externally imposed and prescribed set of learning objectives and content. Such lists are often drawn up by ministries or other external powers such as examination boards.
Do not usually prescribe how a course will be taught; they merely list what is to be taught and what the learners should be able to do by the end of a course
Syllabus - a list of the topics to be covered on a course. This is usually drawn up by the institution in which teaching takes place sometimes with input from both internal sources (students, teachers, academic managers etc.) and external sources (sponsors, examination boards, ministries etc.).
Often do prescribe the methodology even if only implicitly
Course plan - a list of the content and ordering of a schedule of work to be covered by a group of learners and their teacher(s). Such lists are usually drawn up by teachers and/or academic managers and based on a syllabus which, in turn, may be based on a curriculum.
Usually set out for a period of days, weeks or months and are more an overview of the timetable into which day and lesson plans can be inserted. They are often quite explicit concerning the design of a lesson in terms of methodology.

Textbooks, publishers
Oxford
Cambridge
Macmillan
Longman (+ Pearson)
Pearson
National Geographic
Hamilton House (easy to find)
Student’s book (Pupil’s book)
Workbook (Activity book)
Teacher’s book
Supplementary materials (CDs, tests, additional tasks, tests, creative tasks, …)

How to choose a textbook? What to do next?
Set the aims
Identify the level
Look through the teachers book
Plan the supplementary materials and/or other textbooks you use
Plan the assessment
Plan the speed
Be flexible

Supplementary materials
Given with the textbooks/downloadable from the publisher’s website
Additional textbooks
Books/magazines
Face-to-face games (active/board/…)
Online games and resources (Wordwall, Quizlet, Flippy, ProgressMe, Взнания, British Council, ESOL Courses, Lyricstraining, …)
Videos, podcasts
-> alignment !

Gamification
Kids or adults?
Why is important?
How to integrate?
- Group work

Today:
Age groups
Discipline and classroom management

Age groups.
Distinctive features?
“Baby English” – 1-2 y.o.
Toddlers – 2-3,5 y.o.
Preschool – 3,5-6 y.o.
Primary school + Preteens – 7-11 y.o.
Teenagers – 12-17 y.o.
Young adults – 18-24 y.o.
Adults
Playing – main kind of activity.
TPR, immersion, behaviorism, development of fine motor skills, body and brain; working with parents
Same + using school supplies, art
Same + independent work, communication and basic social skills, basics of reading and writing
Learning – main kind of activity. Developing curiosity, learning and analyzing grammar rules; first difficulties of the preteen age. *Gamification
Self-discovery – main kind of activity. Building friendly relationships, reasoning, learning more advanced material. *Gamification
Building a life + self-discovery, world-discovery. Activeness, curiosity. *Gamification
Self-awareness, self-motivation

Discipline and classroom management.
What is a disciplined classroom with a positive climate?

Teachers who successfully manage misbehavior … What are they like?

Basic rules?

What types of misbehavior may occur most frequently?

What can basically cause misbehavior?

Discipline is not punishment!
Why?
What kind off sanctions can you use?

How to deal with misbehavior?
+ Keep the work/fun balance
+ “Be funny, but not a joke”
+ Explain your aims
+ WORK TOGETHER

Other basic tips

Dealing with kids’ misbehavior
Set expectations in advance
Let them come up with the rules together (with your guidance) and make them clear, use L1 and pictures if needed
Ask them about the consequences
Zoning
In a big group – find a leader
Games and visuals
Body language, eye-contact
Respond, not react
Talk about your feelings
Funny or neutral sanctions + If you say something – make it true
Discipline in private, respect
Focus on success
Plan and prepare, have an ace up your sleeve
IT’S NOT ABOUT YOU
Identify the causes (Fast-finisher? Tired? Bored? Slept badly? Low self-esteem? …)
ALL KIDS (and adults) WANT TO BE ACCEPTED AS THEY ARE

Gaining attention
Routines
Visual rules, “Maybe you forgot?”
Body language and signals, eye-contact
“Who hears me…” — touch your nose
1, 2, 3 – eyes on me; 4, 3, 2 – eyes on you
Clapping, ringing a bell, etc.
“Give me 5 - rule”
Warm up
Meditation, breathing, music
Whispering, changing intonation
Switching the lights
Changing seats/zones

What can cause adults’ (and sometimes teens’) misbehavior?
Increase in anger in society
Not knowing ways of expressing the feelings appropriately
Seeing themselves as ‘customers’ and institutional support
Lack of interest and motivation
Tiredness
Low self-esteem and high affective filter

Dealing with adults’ misbehavior
Build authority
Be confident
Set the expectations in advance, ask
Have funny sanctions
Focus on success
Be flexible
Discuss the problems in private
Listen to their stories and opinion
Keep calm
Document everything
Suggest alternatives
Show your enthusiasm
WORK TOGETHER

TTT managing tips

Other theories of L acquisition
Neo-behaviorism
Cognitive theory
The Nativist Theory
Connectionism
Emergentism
Statistical learning
Chunking theory

Approaches in LT from a historical perspective
Today:
Grammar-translational approach (classical)
Direct method (natural)
Reading method

Grammar-translation
<19th century
Latin, Greek, etc.
Read, write, translate – main skills
Main purpose – intellectual development, reading classical literature
Teacher-centered
Back translation (1-2-1)
Lists of words
Highlighting grammar and learning the rules
Attention to accuracy and written texts
No oral practice
Negative attitude towards mistakes
All errors should be corrected straight away
Learning about the L but not the L itself

What we still use from GT:
Synonyms/antonyms
Filling the gaps/opening the brackets/etc.
Reading comprehension questions
Cognates (office, computer, …)

Direct method
Was meant to be totally different from GT
Basic idea – learn the L2 the way you learnt the L1
Only target language is used during the classes
Inductive approach
Teachers – mostly native speakers
Speaking is supreme
First learn how to speak, then – to read and write
Visual support
Listening ex.
Supportive environment (high risk of AF)
A lot of preparation required
May not be helpful with tests and exams

Classroom implementation
Language immersion experience
Show -> say
Try -> correct -> repeat
Ask and answer questions

Reading approach
USA 1930-s
Lessons are built on silent reading and comprehension ex.
More practical
Can help with the tests
Good for scientists
Easier in preparation
Native speaker/professional teacher is not required
Deductive grammar taught for reading comprehension
Text as a source of vocabulary (translated)

Reading
Intensive / Extensive reading
Skimming (gist) / Scanning

Approaches in LT from a historical perspective
Today:
Audio-Lingual approach
Cognitive approach
Humanistic approach
Communicative approach

Audio-lingual approach (Audio-visual)
1940-50ss
“The Army method”
Quick results
Behaviorists approach: stimulus-response learning
Structuralist view (chunks), no grammar analysis
Constant drilling, repetition, substitution
Visual support
Mostly listening and oral practice
L2 only
“There is | a pencil | on the desk”

Classroom implementation
Chunks, Drilling, Substitution
Visual support
Listening activities

Cognitive approach
1960-70ss
Focus on characteristics of the learners’ brains and strategies they can use to improve their learning
Analytical method
Mnemonics
Bridging
Error correction and feedback
Errors analysis
Great for linguists

Affective Humanistic approach
1960-70ss
Cold War, Vietnam War, Hippie, …
“A second chance approach”
Sensitivity to feelings and emotions
Development of human values
Growth in self-awareness and understanding of others
Active student evolvement
A teacher is a model
Student-centered
Non-threatening environment
Students learn best what they really want to learn
Self-evaluation is the only meaningful evaluation

Names of the approach:
E. Erikson
A. Maslow
C. Rogers
“As persons are accepted and prized, they tend to develop a more caring attitude towards themselves”

Humanistic approach
+
Low AF, anxiety
Friendly atmosphere
Motivated students
Good results in developing skills
Creativity building
Self-confidence
Individual approach + team work
-
Too soft (unprepared for social difficulties, unable to cope with stress, criticism, handle competitiveness)
Requires a lot of preparation and professional teachers
Difficulties in discipline and order
Difficulties in self-motivation

How to implement:
Warm-up
i+1
Scaffolding
Flexible programme
Ask about students’ interests, needs, moods
Give time to speak out
Positive reinforcement
No force
Acting, role-playing, singing
Cooperative work
Create a safe zone

Communicative approach
1980-now
Main need is communication and social interaction (Shengen zone, etc.)
Notion and function
Student-centered
Focus on meaningful communication
Focus on main communicative
competences:
Grammatical, Sociolinguistic,
Strategic, Discourse

Basic principles:
Learn a L through using it to communicate
Language should be contextualized
Communication involves the integration of different L skills (reading, writing, speaking, listening + 21st century skills + subskills (pronunciation, grammar, spelling)
L is not supposed to be perfect but has to be comprehensive
L1 can be used
L is learnt through the process of struggling to communicate
Different L variations (UK, US, …)
Flexible programme
Fluency is more important than accuracy
Registers and styles
Authentic materials and language (‘sup?’)
Material is chosen according to the age, level, interests
The activities should be meaningful to a learner
Delayed error correction, peer/self-correction

Today:
Lexical approach
Structural approach
Comprehension approach
TPR
Guided discovery
The Silent Way
Suggestopedia
Eclectic approach

Lexical approach
Michael Lewis, 1990s
"Language is grammaticalised lexis, not lexicalised grammar" (Lewis 1993)
Language is not learnt by learning individual sounds and structures and then combining them, but by an increasing ability to break down wholes into parts.
Grammar is acquired by a process of observation, hypothesis and experiment.
We can use whole phrases without understanding their constituent parts.
Acquisition is accelerated by contact with a sympathetic interlocutor with a higher level of competence in the target language.

Structural approach
1950s
Objectives
- To lay the foundation of English by establishing through drill and repetition about 275 graded structures.
- To enable the children to attain mastery over an essential vocabulary of about 3000 root words for active use.
- To correlate the teaching of grammar and composition with the reading lesson.
- To teach the four fundamental skills, namely understanding, speaking, reading and writing in the order names.
- To lay proper emphasis on the aural- oral approach, activity methods and the condemnation of formal grammar for its own sake.

Principles of the structural approach
Importance of Framing Language Habits.
Importance of Speech – The structural approach is based on the principle of effective used of speech.
Importance pupil's activity.
The Principles of Oral work – Oral work is the basis and all the rest are built up from it.
Each language as its own Grammar – Instead of teaching Grammar of the target language and its structures are to be taught.
Creation of different types of meaningful situations by dramatization, facial expression, actions etc.
One item of language is taught at one time.
Mastery of structures is emphasized.

Selection of structures
Usefulness – the structures, which are more frequent in use should be introduced first
Productivity – some if the structures are productive, other structures can be built upon. for e.g.: we have two sentence pattern: a) Mr. Roy is here b) Here is Mr.Roy – the former pattern is productive because we can frame many sentences on the same pattern like – “He is there”, etc.
Simplicity – The simplicity of the structure depends upon the form and the meaning.
Teach-ability – Items easy from teaching point of view.
Frequency – The structures must be selected with a high frequency of occurrence.
Range – to know, in how many contexts it is applicable
Coverage – A word covering a number of meanings For e.g.: Meals
Learnability – teacher should focus on the items that are easy for students to learn should be taken first.

Comprehension approach
Natural approach/TPR
Learning through listening and understanding
Based on Krashen's theories of second language acquisition

Total Physical Response (TPR)
US, James Asher
TPR is both a teaching technique and a philosophy of language teaching
Lessons in TPR are organized around grammar, and in particular around the verb
Grammar is not explicitly taught, but is learned by induction
TPR – learning a language through listening and acting, without stress

Guided discovery
“Guided discovery, also known as an inductive approach, is a technique or approach where a teacher provides examples of a language item and helps the learners to find out the rules themselves”
Main points:
Collaboration
Task Setting
Monitoring
Consolidation

The Silent Way
1963, Caleb Gattegno
Teachers should concentrate on how students learn, not on how to teach
Imitation and drill are not the primary means by which students learn
Learning consists of trial and error, deliberate experimentation, suspending judgment, and revising conclusions
In learning, learners draw on everything that they already know, especially their native language
The teacher must not interfere with the learning process
Teachers use colour code, realia, visuals and facial expressions instead of words

Suggestopedia
1970s, Georgi Lozanov
Main stages: presentation, active concert, passive concert, practice
“Positive belief systems”
Cognitive, Motivational, Emotional and Social effects

Which approach is the best?

Eclectic approach
The eclectic approach is a teaching style used in teaching a second or a foreign language. This approach combines the principles of various methods and approaches of teaching a language depending on the lesson objectives and individual differences of students (Iscan, 2017)

Main principles:
Giving teachers a chance to choose different kinds of teaching techniques in each class period to reach the aims of the lesson;
Flexibility in choosing any aspect or method that teachers think suitable for teaching inside the classroom;
Giving a chance to pupils to see different kinds of teaching techniques that break monotony and dullness on one hand and ensure better understanding for the material on the other hand;
Solving difficulties concerning presenting the language material in the pupils textbook;
Using different kinds of teaching aids which leads to better understanding;
Saving a lot of time and efforts in presenting language activities.