Theme: language teaching methods contemporary and classical approaches

Rephrase the question. At times students may struggle to respond to a question because the question is not clear. The teacher may need to rephrase the question or ask the students if they understand what was asked. Teachers should avoid asking a series of questions in succession without allowing students adequate time to think deeply enough to formulate appropriate responses.
Listen carefully and ask follow-up questions. Teachers are sometimes so concerned about what to say or do next that they do not pay attention to what students are saying. By observing and listening carefully to students, teachers can discern their needs and guide the discussion under the direction of the Holy Ghost. Teachers can make sure they understand the students’ answers by asking questions like “Can you help me understand what you mean by that?” or “Can you give me an example of what you mean?” Asking such follow-up questions will often invite a student to share more of what they are thinking and feeling and frequently invites a spirit of testimony in the response. Teachers should remind students to listen to each other as well and not to talk when someone else is speaking.
Reading the scriptures in class can help students become familiar with and better understand the verses they are studying. It can also help them become more confident in their ability to read the scriptures on their own. Teachers need to be careful not to embarrass those who do not read well or who are very shy. Students who prefer not to read aloud should not be forced to do so, but teachers can encourage them to participate in ways that they are more comfortable with. For example, assigning a short scriptural passage to a student beforehand so he or she can practice reading it may be an appropriate way for that student to participate in class.
There are several ways to read the scriptures together in class:
Have students read aloud, either one-by-one or in unison.
Have students read to each other.
Have students read a passage silently.
Assign different students to read the words spoken by various individuals in a story.
Read aloud to the students as they follow in their scriptures.
While the importance of students taking an active role in the learning process is significant to their understanding and application of the scriptures, it does not replace the need for a teacher to appropriately present information at varying times while students listen. For the purposes of this handbook, those times when a teacher talks and the students listen will be called “teacher presentation.” When used appropriately, teacher presentation can enhance other teaching methods. If overused, however, this teacher-centered activity can reduce teaching effectiveness and limit a student’s opportunity to learn by study and faith.
Teacher presentation can be very effective when summarizing large amounts of material, presenting information that is new to students, making transitions between various parts of the lesson, or drawing conclusions. A teacher might need to explain, clarify, and illustrate so that students can more clearly understand the context of a scripture block. A teacher may also emphasize key doctrines and principles and exhort students to apply them. Perhaps most importantly, teachers can testify of gospel truths and express their own love for Heavenly Father and His Son.
When using teacher presentation, as when using any teaching method, teachers should continually be assessing students’ receptivity by asking themselves questions like: “Are my students interested and focused?” and “Do they understand what is being presented?” In the end, the effectiveness of this or any other method of teaching is determined by whether or not students are learning by the Spirit, understanding the scriptures, and desiring to apply what they are learning.
The following ideas can help a teacher utilize this method more effectively.