Learning Styles

It is important to take into account that our students learn differently from each other, and even from ourselves as teachers. Some learners love to do role plays meanwhile others love videos and cartoons but whatever activity is presented upon them, identifying their personal learning style, would help them get the expected learning goals we all teachers want them to achieve.

For what has been said above, a key for achieving whatever goal set is identifying students learning styles in order to rotate activities reaching it, without letting the fun or appealing factor behind and without disregarding students’ learning style’s that could fit into minority.

Ms. Louise entered the classroom with her carefree vibe she would always project, carrying around her purse and the infamous recorder that played monotonous voices every other day. My classmates and I felt that it was going to be like any other day in the bottom of our guts.

Our teacher was a senior, Irish descent woman with short red, straw-like, hair that she would always comb tightly, giving her a clean, stern look. On pedagogical terms, she was a kind, work-attuned person, who would always follow strict patterns of syllabus following English learning activities.

The program I was being taught, of which I have no proper knowledge about, felt interactive and very conversational because all of us were students who already had proper English knowledge.

Ms. Louise started posting pieces of paper around the walls and asked us to help her, commanding that she didn’t want anyone sitting down. I stood up and followed her instructions.

Once we all finished, standing up, we started to chat about art. Eliciting answers that had simple present structures the teacher started asking questions about the pieces of paper we had had in our hands. As planned by the teacher, one or two students in the back of the class noted that the pieces of paper were pieces of popular songs. One of us, said that the songs were cut and there were more than three songs scattered around.

She placed a chronometer in her desk and told us to look take a piece of paper and find the matching parts of the song giving us five minutes to do that and also to find the classmate who chose the “Chorus” or the “Bridge” of the song.

When the time had finished, we sat around our classmates only to find out that the teacher had specifically the same number of pieces of paper as students she had, mingling us perfectly in teams of three.

The class before we had been reviewing Simple Past and Past Progressive structures; also I noted the course we had was heavily focused on teaching Reported speech and the passive voice on which we had to be assessed weekly, in a daily journal which had to include this two structures and many other peculiar subjects.

When we were set as teams, the teacher gave us three questions focusing on what the song

...