... Teacher`s Innovations ...

Teacher Attitude is one of the most important aspect to take in to account when we are talking about the learning process. A good attitude inside the class room can make the students feel comfortable and also the students can have a good attitude with the learning process.
In addition all teachers should try to develop a positive attitude. When the students arrive to the class, they also specting an interesting lessons, but most of the time this is not reall. Teachers in general should receive a training in which they achieve this process of having a good attitude.
Nowadays things have change a lot, because the teachers have more responsibility and the roll of the teachers are more like to be secretaries instead of teacher. This can be a good cause of lack of attitude, because now they need to carry out others task.
Anyhow the teacher’s attitude must be always positive, because negative attitude affects a lot the students behavior in the classroom. In this way we as teacher are not allow to be without attitude; If we have interest in our students we need to change the attitude. Furthermore it going to help the students to learn better, also it will create a positive environment inside the classroom, and for instance the students are going to feel interest in the class. At least teacher class room. It is demonstrate that the teacher with a good attitude inside the class room is a successful teacher and also the students are going to be happy , interested and motivated.
In the learning of a second language, the student it is true that the students need a good attitude from the teacher; because learning it is not easy and must of the time it depend on the teacher attitude that the students get interested in learning a second language or refuse to it, at the end that will be the students decisions.
To conclude, as a teacher we need to find a solution about how our attitude is affecting student learning , if we really like what we are doing we need to change and learned, because maybe that why our student are not interested of English clases.

What exactly does the phrase “innovative approaches to language teaching” mean? Well, that is probably the million dollar question for all ESL teachers who have been struggling in the language classroom to adapt new methodology and innovative materials to make the students’ learning process more effective in order to have better and more gratifying results to both the teacher and the learner.
When we talk about “innovation in language teaching” we surely think about different approaches and methodology. As matter of fact, the real concern on this document is discovering the reason why some new materials and ideas work well while others don’t. To reach to a conclusion we may ask ourselves what the goals of these findings are and how they are involved in the process of diffusion of innovations. Lots of questions on the topic have been formulated due to the obvious and disappointing outcomes of failed methodologies on one hand. However there have been some new pedagogical implementations that have succeeded. What is the factor that determines this?

The implementation of change in language education could either promote or inhibit this process. This means that a number of social factors are involved in it, not only the educational system as one might think. First, educational change should be a part of the basic intellectual preparation of a future-to-be professional. Second, curriculum and teacher development should be treated as one inseparable issue which must be addressed as a very important part of a successful long-term source of change and innovation to produce a challenging and creative classroom environment.
As consequence of avoiding the time consuming process of researching about new materials and the poor assessment that program directors transmit to the teachers there is a negative factor that is currently affecting the teaching-learning process: educators are less optimistic.

To research on innovation could have limitations and drawbacks that all professionals in language teaching should be aware of: 1) the assumption of using such research as a tool to promote innovation; 2) the impact that innovation could have with the socioeconomic part of a society in study and other consequences; 3) to blame it on individuals and not the society for the failure of a methodology in use; 4) and lack of methodological rigor.
However all innovation is risky and difficult to assimilate, language teaching would benefit greatly if teachers develop their own critically informed tradition of innovation research and practice since the importance of continuous innovation as part of our own professional development is constantly changing.
In order to understand what kind of innovations are needed to be implemented in the ESL and the EFL classrooms, we could start by studying the British ELTO program which works with high profile specialists whose objective is to transmit their knowledge to underdeveloped nations’ teachers and train them so they can pass it on other fellow colleagues. The notional-functional syllabus and the process syllabus are quite different in their effectiveness: the first one has been created with a very strong social purpose to learn the target language and the second one promotes a problem-solving model change where the syllabus, materials, content and other aspects are negotiated rather than predicted at the beginning of a class. The natural approach which was developed as a EFL method for adult learners, the procedural syllabus which hit upon the idea of using tasks and meaning-focused methodologies, the task-based language teaching which focuses on analytic activities and the context-based approach in which language learning is contextualized and purposeful…All of these approaches and syllabuses and methodologies are trying to aim at the same goal: better outcomes in the EFL and the ESL classrooms. What about their applicability in our cultural and social context? The answer to that question depends on the adopter’s perceptions: the implications for educational change that deal with ethics, the attributes of innovations and the strategies that are used to manage change in a particular context.

Name: María Montessori
Birthdate: August 31st, 1870
Birthplace: Chiaravalle, Italy
Diet: May 6th, 1952
Place of death: Noordwijk, Holanda




Maria Montessori was one of the best educators during the XIX Century, She exposes some important methods for the educational system that, nowadays are part of our culture. In other words, the influence of that philosopher represents a new stage for normal education. She born in Italy, from a modest family, she was the first woman to get a bachelor degree in medicine in La Universidad de Roma. M. Montessori attends University hospitals in Roma, specially the psyquiatric department. On top of that, the contact to those kinds of people made that M. Montessori experiment not only medical problems, but also educative troubles; she implements different materials to develop her method, and based the education in the moral and religion.
The interest of M. Montessori to educate not normal people was developing after a visit of some French people to her country. In the other hand, the process to educate not normal people was especially medic, it was not exposed to the rest of the population because of the great impact that it could have to people. At the end of the Century, M. Montessori made known the importance to give treatment at not normal people in the Pedagogical Congress in Turin, 1898, as consequence she was so criticized to want to let public those studies.
Another interesting aspect in M. Montessori method is the way in which she perceives the necessity to children about experiment the education from their young age. Not only because in that period, education was especially to adult people, but also gives the opportunity to guess the capacity to children. Opposite of this, many people though that during the childhood, those had to discover the nature, play, and use the imagination, not to be involve in an intellectual world, but the results was positive, and the innovation of a new method made that people change their mind with the time. To add, M. Montessori was the responsible to foment the idea to create something that nowadays people know as the kinder garden.

The method (based in the difference between a child and an adult) is developed in a social environment, because of every child works for her/him self. M. Montessori call the attention of create free relationship, corrects with politeness and mutual help, based in the justice feeling, without discriminate the importance of the activities. It is the true education in the moral sense, the love sense; the correct way to educate a child is give him/her love nor possessiveness or softness. Likewise, the religious environment takes place in the soul. Based on the children stimulation and the astronomic observation, she believes that everyone is exposed to Holy Writing through nature and it is around people, whose can adore and contemplate it, and it`s can be to disposition of children in little books, complementing the process of metamorphosis when a child is going to be adult.
In conclusion, the educative support that M. Montessori gives to the population is a complement of many years of experience and studies of children behaviors. It gives a whole perspective about a new method in order to foment the education since childhood. According to M Montessori , love, moral and religion are indispensable to develop a correct student’s behavior, in order to supplement values and believes that everyone acquire; it gives an opposite perspective of think that education was only to adult, but maybe to children could be a opportunity too.