Teaching Method & Didactics
In teaching I use methodological and didactic principles, which are used in courses at the Goethe Institute. The main goal of my classes is to develop skills. The lessons are focused on the participants and take into account their individuality, interests and the needs of language learning. Lessons prepare students to act linguistically, and I simulate this in a course. My teaching focuses on „communicative competences“ as the primary educational goal of teaching. My students are active in teaching, which can result in better learning outcomes. Tasks are designed so that students interact, for example, in the form of role-plays, through various social forms, or through tasks that ask for something to negotiate, persuade someone, or inform about something that the other person does not yet know. Lerners are confronted with tasks that have in common with their environment or initiate future language activities. Students have the opportunity to discover „real“ questions and answer them in a foreign language.
During my classes, students learn about the different content of topics and develop language means / forms and their functions. Students speak and write German in situations that could occur outside of school and produce German sentences in various ther situations from everyday life. As a teacher, I simulate communication situations via Skype and encourage students through speech, well-established language expressions, intonation patterns, etc. to speak and write in these situations.
During my teaching, students can discover the forms and structures of language resources and their regularity. As a teacher, of course, I focus on students‘ language skills. Students acquire educational strategies. These are strategies for the analysis of shapes and structures, for revealing their legality and for their independent formulation.
Methods of teaching
- Competence orientation
- Promotion of learner autonomy
- Integration of digital media
- Interaction orientation
- Action orientation
- Learner orientation
- Intercultural orientation
- Task orientation
My lessons are aimed on developing competencies. Each lesson is carefully planned and can be formulated in the form of explicit descriptions of knowledge and skills. At the end of a certain period of time, the students have the targeted competencies. Of course, you cannot check all areas of competence that are to be developed. In other words, not all learning objectives are examination objectives at the same time. In foreign language classes, for example, you will generally not review personality-related skills, but rather procedural sub-skills such as listening comprehension, speaking, etc.
I support the learners consciously and self-reflectively in dealing with their own learning.
More and more learners are using digital media directly or indirectly for language learning. They bring smartphones and tablets with them to the classroom, research independently on the Internet on German-language sites, Use vocabulary trainers, move around in online classrooms, etc.
I cooperate with the learners and they have the opportunity to express their own opinionsnand to be able to respond to other opinions. Tasks are offered where the learners either cooperate with each other or with me, for example in the form of role-playing games, through the use of different social forms or through tasks that ask to negotiate something, To convince someone or to inform about something that the conversation partner not yet know.
Primary goal is communicative competence. Learning objective of the lessons focuses on the communicative situations, authentic speaking occasions and learning materials as well as pragmatically appropriate language behavior.
My lessons focus on the learner taking into account their individuality, interests and language learning needs. This means particularly , that learning materials and forms of mutual work are tailored to the specific learner group and that the learners are offered a selection of different tasks and procedures. This should have a positive impact on the motivation of the learners.
Linguistic action is always integrated into culturally shaped social contexts. Classes therefore create learning situations in which learners can experience the cultural character of communicative actions in the foreign language. In this way, similarities and differences to one’s own communicative actions become perceptible. In the best case, the learners acquire knowledge and communicative strategies. With which they can orient themselves in the reality of life in the German-speaking environment.
I confront the learners with tasks that either have to do with their living environment or initiate future linguistic actions. The learners have the opportunity to discover „real“ questions and to answer them in the foreign language.
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