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    Kel. 2-Silent Way

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    cicih
    The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes using silence in the classroom. The teacher's role is to monitor students and encourage their autonomy, while students are active in their own learning. Pronunciation is a core focus, with students practicing it extensively. Evaluation is done through observation rather than tests. Some techniques used include sound-color charts, rods to demonstrate language structures, and peer correction with teacher monitoring. Both the advantages, like increased self-esteem and language acquisition, and disadvantages, like its limitations for large groups or advanced levels, are discussed.

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    Kel. 2-Silent Way

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    cicih
    44 views8 pages
    The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes using silence in the classroom. The teacher's role is to monitor students and encourage their autonomy, while students are active in their own learning. Pronunciation is a core focus, with students practicing it extensively. Evaluation is done through observation rather than tests. Some techniques used include sound-color charts, rods to demonstrate language structures, and peer correction with teacher monitoring. Both the advantages, like increased self-esteem and language acquisition, and disadvantages, like its limitations for large groups or advanced levels, are discussed.

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    The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes using silence in the classroom. The teacher's role is to monitor students and encourage their autonomy, while students are active in their own learning. Pronunciation is a core focus, with students practicing it extensively. Evaluation is done through observation rather than tests. Some techniques used include sound-color charts, rods to demonstrate language structures, and peer correction with teacher monitoring. Both the advantages, like increased self-esteem and language acquisition, and disadvantages, like its limitations for large groups or advanced levels, are discussed.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    44 views8 pages

    Kel. 2-Silent Way

    Uploaded by

    cicih
    The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes using silence in the classroom. The teacher's role is to monitor students and encourage their autonomy, while students are active in their own learning. Pronunciation is a core focus, with students practicing it extensively. Evaluation is done through observation rather than tests. Some techniques used include sound-color charts, rods to demonstrate language structures, and peer correction with teacher monitoring. Both the advantages, like increased self-esteem and language acquisition, and disadvantages, like its limitations for large groups or advanced levels, are discussed.

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    Download as pptx, pdf, or txt
    of 8

    THE SILENT

    WAY

    http://www.free-powerpoint-templates-design.com
    INTRODUCTION
    The Silent Way is a language teaching method created by Caleb Gattegno
    that makes extensive use of silence as a teaching technique.
    It is not usually considered a mainstream method in language education.
    It was first introduced in Gattegno’s book Teaching Foreign Languages in
    Schools: The Silent Way in 1963. Gattegno was skeptical of the main-
    stream language education of the time, and conceived of the method as a
    special case of his general theories of education. The method emphasizes
    the autonomy of the learner; the teacher’s role is to monitor the students’
    efforts, and the students are encouraged to have an active role in learn-
    ing the language. Pronunciation is seen as fundamental; beginning stu-
    dents start their study with pronunciation, and much time is spent prac-
    ticing it each lesson. Evaluation is carried out by observation, and the
    teacher may never set a formal test. The teacher uses silence for multiple
    purposes in the Silent Way.
    A. The History of The Silent Way
    The Silent Way is one of teaching method that created by Caleb Gattegno in 1963.  This is an exten-
    sive use of silence as a teaching.  From Gattegno, the basic principles of the Silent Way is that
    “Teaching should be subordinated to learning”. In other word, Gattegno believed that to teach means
    to serve the learning process rather than to dominate it. 

    B. The Principles of Silent way


    Silent Way has a great many principles. Perhaps we can come to a fuller understand-
    ing of them if we consider the answer to our ten question.
    1. What are the goals of teacher who use The Silent Way?
    Student should be able to use the language for self-expression-to express their thought,
    perception,
    and feelings.  Students become independent by relying on themselves. 
    2. What is the role of the teacher? What is the role of the student?
    The teacher is a technician or an engineer.  Teacher relies on what is the student already
    know and give what help is necessary.  The role of students is to make use of what they
    know, to free themselves of any obstacles that would interfere with giving their utmost at-
    tention to the learning task, and to actively engage in exploring the language. Gattegno says
    “The student works with the student; the student works on the language.”
    3. What are some characteristics of the teaching/learning process?
    The teacher sets up situation that focus student attention on the structures of the
    language. The situation provides a vehicle for student to perceive meaning. The
    teacher works with them, striving for pronunciation that would be intelligible to a
    native speaker of the target language. The teacher uses the student’s error as evi-
    dence of where the language is unclear to student and, hence, where to work. 
    4. What is the nature of student - teacher interaction? What is the nature of stu-
    dent-student interaction?
    For much of the student-teacher interaction, the teacher is silent. Student-student
    verbal interaction is desirable (student can learn from one another) and is therefore
    encouraged 
    5. How are the feelings of the student dealt with?
    The teacher constantly observe the student. Where their feelings interfere, the
    teacher tries to find ways for the student to overcome them. The students have an
    opportunity to express how they feel and teacher helps them to overcome negative
    feelings which might otherwise interfere with the learning.
    6. How is language viewed? How is culture viewed? 
    Languages of the world share a number of features. However, each language also
    has its own unique reality, or spirit, since it is the expression of a particular group of
    people. Their culture, as reflected in their own unique world view, is inseparable
    from their language. 
    7. What areas of language are emphasized? What language skills are emphasized?
    Since the sounds are basic to any language, pronunciation is worked on from the
    beginning.  All four skills are worked on from the beginning of the course, although
    there is a sequence in that students learn to read and write what they have already
    produced orally. The skills reinforced what students are learning. 
    8. What is the role of the students native language?
    Meaning is made clear by focusing the student’s perception, not by translation. The
    student native language can, however, be used to give instruction when necessary,
    to help a student improve his or her pronunciation, for instance.The native language
    is also used (at least at beginning levels of proficiency) during the feedback session.
    More important, knowledge student already possess of their native language can be
    exploited by the teacher of the target language. 
    9. How is evaluation accomplished?
    Although the teacher may never give a formal test,He assesses student learning all
    the time. One criterion of whether or not student have learned is their ability to
    transfer what they have been studying to new context. The teacher looks for steady
    progress, not perfection. 
    10. How does the teacher respond to student errors?
    Student’s error are seen as natural, indispensable part of the learning process. The
    teacher uses student’s error as a basis for deciding where further work is necessary.
    C. The Techniques and Materials of Silent Way
    • Sound-color chart
    The chart contains blocks of color, each one representing a sound in the target language. The
    teacher, and later the student, points to block of color on the chart to form syllables, words, and
    even sentences.
    • Teacher-silence
    The teacher gives just as much help as is necessary and then is silent. Or the teacher sets up and
    an unambiguous situation, puts a language structure into circulation (for example, ‘take a ____
    rod’), and then is silent. Even in error correction, the teacher will only supply a verbal answer as a
    last resort.
    • Peer Correction
    Students are encouraged to help another student when he or she is experiencing difficulty. It is
    important that any help be offered in cooperative manner, not a competitive one. The teacher mon-
    itors the aid so that it is helpful, not interfering.
    • Rods
    Rods can be used to provide visible action or situation for any language structure, to introduce it,
    or to enable students to practice using it.
    • Self-correction Gesture
    Teacher can put his palms to gather and then move them outwards to signal to the students the
    need to length then the particular vowel they were working on.
     
    • Word Chart
    The teacher, and later students, points to words on the wall chart in a sequence so that they can
    read aloud the sentences they have spoken. The way the letters are colored helps the students with
    their pronunciation.
    • Fidel Chart
    The teacher and later students point the color-code fidel chart in order the students associate the
    sound of the language with their spelling. There are a number of charts available in other lan-
    guages as well, in English there are eight fidel chart in all.
    • Structure Feedback
    Students are invited to make observation about the days lesson and what they have learn. The
    teacher accepts the students comment in non-defensive manner, hearing things that will help give
    him direction for where he should work in the next meeting.

    D. The advantages of silent way


    1. Silent way learners acquire (inner criteria).
    2. Creates a correctly, adequately working inter-language.
    3. The self-esteem of the students will be increased and this enhance learning.
    4. Learners gain practical knowledge and use of the target language.
    E. The disadvantages of silent way
    1. Method should be used in small groups of students.
    2. The rigidity of the system may be meaningless.
    3. How successfully it might be used at more advances levels questionable.
    4. Language is separate from its social context and taught through artificial situations
    usually by rods.

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