Methods Applied by Teachers to Help Students Master Speaking and Listening Skills

Teaching primary school students is challenging, particularly when it comes to helping them develop their speaking and listening abilities so they can participate in more involved discussions. These abilities are also crucial for success in their academic endeavors. The student requires chances during class discussions and group projects to accomplish this. Teachers must therefore be committed to assisting students in mastering these abilities.

Giving students pre-learning tasks is one of the strategies teachers can use. Among them, vocabulary lessons are a key tool in discussing a certain topic and study guides because they help the student be aware of where and how to focus on their listening (In Lawson, 2012). The teachers should also provide well-structured assignments both during and after classes. During the lessons, it is important that students ask and answer questions. In this context, the repetition of questions should be discouraged, as students develop a tendency of not being attentive. On the contrary, it is essential to design group discussions where the students present their thoughts to other group members.

Therefore, teachers should be determined to develop speaking and listening skills in their students. In this context, a well-skilled student is able to communicate and present information and express him or herself better (Seeman, 2000). By encouraging pre-learning and discussions in class, the audience becomes organized and is able to adapt speech in different settings, developing better-controlled language format.

Creating a Better Environment for All Students

It is important for a teacher to consider the difference in abilities and learning preferences among the students. In this context, creating a better environment means being attentive to everyone in a classroom.

The teacher should put in mind the response the student will have based on the content of the curricular. In other words, it means setting a climate where all students are free to express themselves (Seeman, 2000). A good environment for learning can be achieved if students are made aware that not everyone has same learning abilities. In this context, the tool of letting them have learning preference surveys is useful (Ormrod, 2012). Teachers can also set a stage for different challenges and classrooms. General behavior related to negative attitude towards those deemed as disabled should be seen as bullying and should not be condoned.

In conclusion, it is important to set the atmosphere in a classroom that takes cares of all students’ needs. The stage setting should encourage a student interact with others and be comfortable to share interests. Finally, the better environment enables students to learn the different ways of thinking because they have access to the various materials and resources.


Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2014). Introduction to teaching: Making a difference in student learning. Thousand Oaks: Sage Publications.

In Lawson, M. J. (2012). Enhancing the quality of learning: Dispositions, instruction, and learning processes. Cambridge: Cambridge University Press.

Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching. Boston: Pearson.

Seeman, H. (2000). Preventing classroom discipline problems: A classroom management handbook (3rd ed.). Lanham, MD: Technomic.

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