Introduction to Didactics

Marin Cuello Andersson

1A
28/7/2011
Humanistic Approach
1) Main principles o the humanistic approach!
"ocus on the de#elopment o an indi#idual$s sel%concept and o his or
her personal sense o realit&' those internal orces that cause a person to
act(
)tud& the a*ilit& o human *ein+s to adapt and to +ro, in the direction
that enhances their e-perience(
Create a none threatenin+ en#ironment(
"ocus to,ards .learnin+. than .teachin+.
/he +oal o education is the acilitation o chan+e and learnin+(
/eachers *ecome acilitators o learnin+' throu+h the esta*lishment o
interpersonal relationships ,ith learners(
I a conte-t or learnin+ is properl& created' then human *ein+s ,ill'
learn e#er&thin+ the& need to(
/he teacher should allo, time to students so that the& can .disco#er.
acts and principles or themsel#es(
Competition could ha#e positi#e eects in the classroom i it does not
dama+e sel%esteem and hinder moti#ation to learn0 1aile&' 1283)
)tudents should *e allo,ed to ne+otiate learnin+ out%comes4 to cooperate
,ith the teacher and other learners in a process o disco#er&' to en+a+e in
critical thin5in+' and to relate e#er&thin+ the& do in school to their realit&
outside the classroom(
Classroom acti#ities and material in lan+ua+e teachin+ should utili6e
meanin+ul conte-ts o +enuine communication ,ith students en+a+ed
to+ether in the process o *ecomin+ .persons.(
7elate ne, learnin+ ,ith the students schemata(
8o,er the aecti#e ilter(
"oster creati#it&(
2) Criticism this approach has recei#ed!
)tudents tal5 a*out their inner sel' sa&in+ ho, the& eel a*out their li#es
could *e harmul(
9ohn Mor+an and Mario 7in#oluri :uestioned i it is the teacher$s ;o* to
as5 students to re#eal thin+s in the pri#ate nature(
/here is a stron+ cultural *ias to this #ie, o teachin+ and learnin+ ,hich
,ould *e inappropriate in certain situation(
A concentration on the inner sel can lo,er the lan+ua+e that students
can e-perience in their process o learnin+(
<a&in+ too much attention to aecti#e issues in learnin+ ma& mean that
teachers ne+lect their students=co+niti#e and intellectual de#elopment(
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Introduction to Didactics
Marin Cuello Andersson
1A
28/7/2011
3) <ersonall& I ,ould ta5e up most o the principles mentioned a*o#e( I ,ould
pro#ide a comorta*le and rela-in+ en#ironment( In addition to this' I ,ould use
topics that students can relate to and I ,ould lo,er the pressure on students to
utter ,ords in the orei+n lan+ua+e i he or she is not read& to do it(
I ,ould use a ,ide #ariet& o classroom acti#ities such as interestin+ and stimulatin+
acti#ities 0commands' +ames) that lan+ua+e ac:uisition rather than +rammatical
e-ercises( I ,ould ,or5 on the *uild o the ,hole person and care a*out the
students$ eelin+s(
Meanin+ul materials ,ould *e ta5en to class so I can +et students interest in the
topics( )uch as #ideos' pictures' lashcards' realia and so orth(
I ,ould help and +uide m& students in the disco#er& o acts and principles( I ,ould
not use competiti#e +ames ,ithin the classroom up to the moment I eel conident in
doin+ so(
>)
In ,hich ,a& can ,e teachers encoura+e our students to use the ?n+lish
the& learn in a real situation in a )panish spea5in+ countr& li5e ours@
Are ,e as teachers trained to teach in a ,a& that not onl& 5no,led+e is
important *ut also to help our learners to *ecome .persons.@
Ho, do teachers mana+e a classroom eicientl& ,ith all students
emer+in+ ,ith their o,n #ie,s at the same time@
1i*lio+raph&
9erem& Harmer' The Practice of English Language Teaching
Dou+las 1ro,n' Principles of English Language Teaching.
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