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FROM THE TEXTBOOK TO REAL LIFE COMMUNICATION

FROM THE TEXTBOOK TO REAL LIFE COMMUNICATION. Bryan Holzer MBA Universitas Bengkulu. Textbook in the Traditional Classroom. Teacher-Centered Classroom The textbook was essential and the focus of the traditional “teacher-centered” classroom.

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FROM THE TEXTBOOK TO REAL LIFE COMMUNICATION

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  1. FROM THE TEXTBOOK TO REAL LIFE COMMUNICATION Bryan Holzer MBA Universitas Bengkulu

  2. Textbook in the Traditional Classroom Teacher-Centered Classroom The textbook was essential and the focus of the traditional “teacher-centered”classroom. There were very few avenues to gain knowledge or exposure to a subject and a limited number of people who could teach the subject material. The textbook was the source of all knowledge and the interpretations or explanations from the “expert” was the lesson.

  3. Textbook in Today’s Classroom Does the traditional textbook still serve a purpose in today’s classroom? • Many educators feel that the inflexible “one-size-fits-all” pattern rarely meets the constantly-changing needs of students nor prepares them for real communication. • Others feel that the textbook is the focus of the curriculum and necessary to guide and facilitate the classroom. The sad reality is that while the world, education, and student needs are rapidly changing, the textbook has changed very little.

  4. The Reality/Limitations of the Textbook • Centrally-produced material written by an “expert” that has never been to your class, city or country. • The goal of the publisher is to please all teachers, thus watering down all material to the point of being unnatural. • The “one-size-fits-all” format lacks relevance, appeal and local culture for users. Not interesting. • The textbook can only focus on general needs and cannot address the specific needs of individual learners.

  5. The Reality/Limitations of the Textbook • The textbook follows aprearranged sequence and structure that is easy to write and to teach from, but not realisticor situation-friendly, leads to boredom. • The textbook tries to predict the learning process of your students. • The textbook often inhibits teachers’ and students’ creativity in the classroom. • The textbook market has very little competition and operates under a “Broken Market” that allows publishers to control education and set prices extremely high.

  6. Arguments For the Textbook • It means security, guidance and support. • Gives confidence to the teacher and new ideas how to teach. • Serves as a purpose and reference for students. • Saves precious time with instructional sequences, lesson designs, materials and activities. • Without one, teachers may take the “do-whatever” approach with no set plan, curriculum or standards. • and many more….everyone has his or her own reasons.

  7. The Real Question Most educators agree that the real question isn’t whether to use a textbook or not, but rather how to use it. A textbook is only a simple tool in the hands of teachers, only a part of the equation. So the question now becomes “How can textbooks be used more effectively to motivate and meet the needs of our students?”

  8. Moving Beyond the Textbook The only answer….. The textbook should be used as a guide, supplemented by interesting, local and relevant material that brings language to life, that turns a foreign language into a local language, that turns classroom language into everyday language. Turn the limitations/weaknesses of the textbook into positives.

  9. SOARS An acronym often used as a guide to effectively use the textbook. S =SELECTthe right book for your class. 0 =OMITunnecessary information/material. A =ADAPTthe material for your class. R =REARRANGEin a logical order. S=SUPPLEMENTadditional material.

  10. Simple Ideas that may work • Choose a textbook that suits your objectives. • Adapt textbook for local usage, change dialogues, vocabulary words, settings, etc. • Students create their own textbook/materials. • Put students in real situations, with real dialogues that they may need.

  11. Simple Ideas that may work • Students bring their own materials to be discussed in class (based on the theme). • Video lessons/video textbooks. • Supplementary videos and materials to enhance the theme. (youtube, printouts, menus, etc.). Let the students take ownership over their lessons. Go from “sage on the stage” to “guide on the side.”

  12. Albert Einstein Quote “The definition of insanity is doing the same thing over and over again and expecting different results” This is true in life and in education.

  13. Thank You

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