Elementary School Students Essay

In developing a newborn phrase, students face a difficult transition and often times, frustration and wo(e) (Ybarra and Green, 2003). To avoid this, incline expression learners moldiness be provided with scaffold and a variety of flexible linguistic process skill experiences much(prenominal) as language hearing, writing, speaking, and reading. According to M. L. Liaw (1997), language teachers should provide language-rich environment to learners and actively involved them in e actually activities which involve language practices (cited in Ybarra and Green, 2003). These breeding activities establish a good flow of communication among students through their interactions.Based on researches, individuals learn mostly through their own dash of scholarship. Felder and Henriques (1995) defined skill style as the individuals unique means of acquisition, retention, and retrieval of information. varied development styles of students require teachers to tailor their way of instruc tion in such(prenominal) way that it meets the learners needs and favourences. For instance, teachers who are non fond of music, may not incorporate chants and songs in their instruction, thus, the learning preferences of musical learners are not given(p) emphasis (Procter, n. d. ).Teachers, therefore, must be flexible enough in learning new strategies in order to bring the best out of their students. accomplishment Styles and Teaching Strategies Felder and Henriques (1995) stated that students may learn in a turn of ways including seeing, hearing, reflecting and acting, logical and intuitively reasoning, and memorizing and visualizing. Teachers, on the other hand, typically practice demonstration, lecture or discussion in large-minded academic instruction. The students public manifestation is affected by their adaptive ability, preparation, and their compatibility with the teachers style of giving instruction.A mismatch between learning style and teaching style, as foresee n, is a cause of poor academic performance. Butler (1988) classified learning styles into cognitive, affective, physiological, and psychological (cited in Lamboy, 2003). A students way of perceiving and lodge information or ideas belongs to the cognitive style fleck the affective celestial orbit speaks of social and personality traits in learning. The physiological dimension, on the other hand, refers to the hotshots which entangle auditory, visual, or kinaesthetic, and environmental factors such as light and temperature.Inner strengths and identicalness pertains to the psychological asp viperect while auditory learners love to play with terminology and their sounds through listening and storytelling. For Procter (n. d. ), problem solving and numbers are very appealing to logical children. They enjoy puzzle, pattern, sequence, and card games activities. Intrapersonal learners, on the other hand, are generally shy but have a good sense of self. Learners of this type prefer per sonalization activities such as drawing and writing well-nigh ones family and experiences. Drawing, painting, or coloring activities are often preferred by visual learners.Most of the time, they enjoy the teachers nervus facialis expression in storytelling and readily understand stories through pictures. Moreover, kinesthetic learners prefer learning through physical activities such as games and hands-on exercises while musical type of learners, learn best through chants and songs. Lastly, cooperative activities such as group works, interviews, projects, and surveys are best means of learning for interpersonal learners. Researches and Implications Ehrman and Oxford (1990) found the preferences of students in respective learning styles through an intensive language training (cited in Felder and Henriques, 1995).Sensing learners used a variety of memorization strategies like internal drills and flash cards prefer practical materials and super structured or well-organized classes. Intuitive learners, on the other hand, favor rudimentary vocabulary and grammatical rules, linguistic concepts and translations. Visual learners like visual presentation of information through pictures, diagrams, flow charts, time lines, films, and demonstration while vocal learners are fond of spoken and written explanations.Also, active learners are inclined(p) towards physical activities and experimentation as compared to passive roles of reflective learners such as listening, observing, and taking down notes. Further, sequential learners advance absorb small and attached chunks of information as contrasted to the holistic preference of global learners. Felder and Henriques (1995) concluded that an potent language instruction then caters to the different learning styles of students. This means that language instruction must contain the elements that are appealing to all types of learning styles.It should be a concoction of concrete information such as definition and grammat ical rules and concepts like syntactical and semantic information, and linguistic and cultural background details. Conclusion In planning for a language instruction, educators must consider the heterogeneous learning styles of the students. In doing so, they may creatively give learning activities that are appealing to different types of learners. In addition, educators may decent guide and give necessary aid to students for learning strategies appropriate to their learning styles.Moreover, despite the amount of research that has been done with regards to learning styles over the terminal few years, there is no clear evidence proving that a particular(a) learning style is generally better over the others. This is perhaps overdue to the human minds flexibility and individual differences. Thus, it is much better then, that learning strategies be given emphasis in every learning situation.References Felder, R. M. and Henriques, E. R. (1995). Learning and Teaching Styles In Foreig n and Second Language Education. Retrieved November 5, 2008, from http//www4. ncsu. edu/ genius/lockers/users/f/felder/public/Papers/FLAnnals.pdf Lamboy, C. L. (2003). Using Technology in an English as a Second Language Course to Accommodate Visual,Kinesthetic, and auditory Learners to Affect Students Self-Efficacy About Learning the Language. Retrieved November 5, 2008, from http//www. des. emory. edu/mfp/DissertationLamboy. pdf Procter, S. (n. d. ). Gogo Loves English Fits Many Learning Styles. Retrieved November 5, 2008, from http//www. gogolovesenglish. com/Articles/Stanton1. asp Ybarra, R. and Green, T. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. Retrieved November 5, 2008, from http//iteslj. org/Articles/Ybarra-Technology. html