Dr Silverine De Silva

An introduction of myself to the student and vice-versa is made in the first lesson, leaving room for the student to ask any questions to clear their doubts.
Depending on the nationality, I start with pronunciation exercises, leading to the study of the phonetic alphabet. Exercises to grasp the correct use of phonetics are presented. Correction of grammar and pronunciation takes place within the lesson. Grammar and vocabulary exercises are a part of every day's lesson. Impromptu conversations on a topic of interest to the student are made in all classes for a few minutes. Sight reading and comprehension are included. Practice exercises based on comprehension passages are used to complete a lesson. Quizzes, crossword puzzles, and poetry make up a part of teaching English.
Listening and answering questions are ear-training exercises.
I further utilize Kolb's (1984) theory of the four main stages of the learning cycle - concrete experience, reflective observation, abstract conceptualisation and active experimentation.
Because it promotes ingenuity, allows students to learn from their errors, stimulates introspective thinking, and gets them ready for future experiences, I encourage experiential learning which is a wonderful teaching strategy.
The teaching strategy called differentiated learning makes lessons specific to each student's requirements, especially when teaching mixed-ability classes and wants everyone to get the most out of each session.
Although a teacher-centred learning method is more prevalent, my students are given chances to select what they want and how to learn it with a student-centred learning method also known as individualized learning.