1. English For Spesific Purpose
Teacher Approaches
Akhmad Adri Muzaka
Nita Susanti

2. Teaching Approach
• Being a reflective teacher and striving for
excellence in teaching means considering each
aspect of your teaching approach to ensure that
you are doing your best to facilitate student
learning.
• Approach to teaching as a description of how
you go about teaching your students. This
description explains what you do when you
teach.

3. • Teaching styles that include leading and
demonstrating from the front of the class, or
adopting a more pupil-centred approach where
the teacher shapes the framework within which
the pupils work and then encourages them to
make their decisions under guidance

4. Funtions Of Teaching Aprroach
• Manage Your Classroom
• ManageTime in the Classroom
• The Maker Framework on Learning
• Teaching for Student Achievement
• The Complexity of Modern Schooling

5. What must teacher do?
• Teachers must take into account the general
conditions under which the teaching will take place.
• Teachers need a sufficiently clear idea about the
characteristics and learning conditions both in the
class as a whole and among individual pupils.
• Teachers will select objectives and topics based on
their knowledge of the characteristics of individual
children and the whole class.
• Teachers must clarify their teaching skills.

6. Characteristics of the Teacher
• General experiences, skills and knowledge
• To which extent the knowledge is incomplete
(contents and subject- matter, objectives, suitable
teaching methods and the process of learning)
• The concept of human nature which serves as a
general guideline
• The theoretical framework or the simplified version
of a theory, which guides the work as a teacher

7. Types Of Teaching Approach :
One Teach, One Observe.
One of the advantages in co-teaching is that more
detailed observation of students engaged in the
learning process can occur. With this approach, for
example, co-teachers can decide in advance what
types of specific observational information to
gather during instruction and can agree on a
system for gathering the data. Afterward, the
teachers should analyze the information together.

8. One Teach, One Assist.
• In a second approach to co-teaching, one person
would keep primary responsibility for teaching
while the other professional circulated through
the room providing unobtrusive assistance to
students as needed.

9. Parallel Teaching.
• On occasion, student learning would be greatly
facilitated if they just had more supervision by
the teacher or more opportunity to respond. In
parallel teaching, the teachers are both covering
the same information, but they divide the class
into two groups and teach simultaneously.

10. Station Teaching.
• In this co-teaching approach, teachers divide
content and students. Each teacher then teaches
the content to one group and subsequently
repeats the instruction for the other group. If
appropriate, a third station could give students
an opportunity to work independently.

11. Alternative Teaching:
• In most class groups, occasions arise in which
several students need specialized attention. In
alternative teaching, one teacher takes
responsibility for the large group while the other
works with a smaller group

12. ICT Education
• How children today are immersed in the new
information and communications technologies
and the implications this has for learning and
teaching.

13. Creativity
• Creativity, why it is important, and how we can
nurture it in our schools.

14. Conclusion
• It is interesting that the approaches are typically
treated as lenses when we are observing
someone else’s teaching, but as styles of teaching
when we are considering our own teaching.
• Teaching approaches is important for teacher to
make their learning to be more effective.