EFFECTIVE ENGLISH TEACHING FOR YOUNG LEARNERS CLASSROOMS

Abstract

Annotation: Being a good teacher is a challenging thing. There are a lot of
responsibilities that should be taken into account. The professional teacher requires
continuous development; therefore, how to teach effectively so that the students can
reach maximum learning achievement should be put as the highest priority for the
teachers. However, it is assumed that it is not all teachers hold the principle. Some
teachers just do the teaching as their routine or their job without any effort for
developing their professionalism. It was discovered that most of English language
teachers in Asia use grammatical-translation method as his or her teaching method
(Paul, 2003). The teachers seemingly do not care much about the purpose of language
learning itself and there is no real interaction in the classroom. It is assumed that the
definition of a good teacher itself is still not clear and internalized well enough by the
teacher since it seems every teacher has his or her own believes and perspectives to
define what they are all about. There are many terms that tell what a good teacher is
e.g. ‘the successful teacher’, the teacher I like best’, ‘the teacher I learn most from’,
and the like. Each of the terms delivers different meanings and tastes. In a more formal
setting, simply, it can be argued that be a good teacher means be a good facilitator in
the classroom, who plans, organizes, manages the instruction that is based on students’
needs and characteristics so that the students can reach maximum learning
achievement. In brief, this conceptual paper intended to identify effective teaching is
weighed in the English classroom for young learners.