OUTLINE SPEECH

Introduction
1. Attention-Grabbing introduction: The parents/teacher association is a body comprising of
parents and teachers of an institution of learning who meet annually to discuss matters on the
educational, moral and spiritual well-being of the students or pupils of a particular learning
institution, either at the elementary or secondary school level.
The more comfortable our children are in schools, the less worrisome we shall be as parents and
as the old saying goes more heads are better than one, a PTA is very essential to cater for the
needs of our kids to help them perform excellently both academically, morally and spiritually.
The PTA is therefore essential to achieve these goals.

Body
1. Point One: How to Improve English Performance?
A.

Sub-point A : Grammatical Approach

- A focus on grammar rules is one of the most popular English teaching
methods in traditional academic settings, perhaps due to the focus on
grammar in native language courses.
- This approach can only work if the instructor speaks the first language of
the students in addition to English, because much of it is based on the
teachers ability to translate. English grammar rules should be taught
conceptually in the students native language, with examples provided in
simple English sentences that the teacher can translate back to the native
tongue so that a solid parallel can be drawn. These grammar rules should
be strictly enforced, and students should be allowed to practice proper
structure and syntax through the use of examples and quizzes.

- Also important to this method is vocabulary, as students need a large

knowledge bank of English words in order to interpret and form their own
English grammar examples. Grammar and vocabulary quizzes fuel this
approach, and should be at the forefront of instruction. The English
language is examined in terms of grammar rules.
B.

Sub-point B : Aural Approach

- The aural English teaching method focuses on the most natural way to
learn a language, which is by hearing it. Children who are raised to speak
English learn it first by hearing it from their parents and others around
them, long before they ever learn how to read or write. The aural approach
is similar, meaning its strictly audio-based and should not focus on the
reading or writing until long after the students can grasp the language on a
speaking level.
- The actual method involves dialogue. In the beginning, the students will
mostly be spoken to. The teacher might use visual cues such as objects to
give the students something to associate the words theyre hearing with.
Then, they will be instructed to speak the words themselves, coming to
grasp vocabulary and basic grammar through hearing and speaking, rather
than advanced instruction or writing. Teachers should not write the words
theyre saying, and let the bulk of the instruction exist in dialogue.

C.

Sub-point C : English-Only Approach

- The English only method is one of the most direct approaches to teaching
the language. For this method, neither the teacher nor the student should
speak their native tongue at all during instruction. All instruction should be
done in English only.
- Vocabulary should be taught first, as it is the easiest to grasp because it
can be demonstrated with a visual aid. As the student builds vocabulary,
the instructor can begin introducing abstract words and elements of the

language, but without explaining or focusing on the actual grammatical

structure. The complexities of the language will be learned inherently,
with the student picking up on its patterns through practice and application
only.
- At the end of each class period, there can be an optional question and
answer session where students are allowed to ask the teacher about that
days lesson. Here, clarifications may be made and confusion may be
cleared up, but again, this is entirely optional. Sometimes, the best way to
learn the language through this method is to just tough it out and let it
come naturally.
C.

Sub-point D : Translative Approach

- The translative approach is a bit like the grammatical approach, only
with a broader focus on the English languages structure in comparison to
the native language of the students. This approach must be taught by an
instructor who speaks the same language as their students, and all the
students must also share a fluency in the same language.
- English will be taught as a subject like any other, with different elements
of the language such as vocabulary, grammar, syntax, speaking, reading,
and writing focused on every day. This method will make strong use of
notecards, where students can write English vocabulary and grammar
concepts on one side, and then translate the word or idea on the back in
their native language.
- Quizzes and exams should be given, first asking questions in the native
language of the students, and eventually moving into English-only in the
later duration of the course. Lecturing will be the primary method of
instruction during the class, with student questions allowed and
encouraged.

2. Point Two: How to Improve Mathematics Performance?

A.

Sub-point A : Explicit instruction

- involves teaching a specific skill or concept in a highly structured
environment using clear, direct language.
- a detailed instructional approach in which teachers guide students
through a defined instructional sequence. Within systematic and explicit
instruction students learn to regularly apply strategies that effective
learners use as a fundamental part of mastering concepts.
- teachers clearly state a teaching objective and follow a defined
instructional sequence. They assess how much students already know on
the subject and tailor subsequent instruction, based upon that initial
evaluation of student skills. Students move through the curriculum, both
individually and in groups, repeatedly practicing skills at a pace
determined by the teachers understanding of student needs and progress.
Explicit instruction has been found to be especially successful when a
child has problems with a specific or isolated skill.

B.

Sub-point B : Peer tutoring

- involves two students working together on an instructional activity,
periodically switching roles as tutor and tutee.
- During a peer tutoring assignment, it is common for the teacher to have
students switch roles partway through, so the tutor becomes the tutee.
Since explaining a concept to another person helps extend ones own
learning, this practice gives both students the opportunity to better
understand the material being studied.
- The teacher trains the students to act both as tutors and tutees, so they are
prepared to tutor, and receive tutoring from, their peers. Before engaging

in a peer-tutoring program, students need to understand how the peertutoring process works and what is expected of them in each role.
- Peer-tutoring programs benefit from using highly structured activities.
Structured activities may include teacher-prepared materials and lessons or
structured teaching routines that students follow when it is their turn to be
the teacher.
-

Materials

used

for

the

lesson

(e.g.,

flashcards,

worksheets,

manipulatives, and assessment materials) should be provided to the

students. Students engaging in peer tutoring require the same materials to
teach each other as a teacher would use for the lesson.
- Continual monitoring and feedback from the teacher help students
engaged in peer tutoring stay focused on the lesson and improve their
tutoring and learning skills.
C.

Sub-point C : Cooperative learning

- involves students working together in small mixed-ability groups to
maximize everyones learning.
- A benefit of cooperative learning, therefore, is to provide students with
learning disabilities (LD), who have math disabilities and social
interaction difficulties, an instructional arrangement that fosters the
application and practice of mathematics and collaborative skills within a
natural setting.

3. Point Three : How to Improve Science Performance?

A.

Sub-point A : Project-based learning

- Students practice science in the classroom the way that scientists and
engineers do. They work in collaborative groups to iteratively solve
problems and explore challenges. Science and engineering practices are

not just found in isolated inquiry activities, but permeate the entire
curriculum.
B.

Sub-point B : Encourage science talk brainstorming

- Provide students with opportunities to brainstorm ideas about science
and encourage them to wonder and talk about the natural world. For
example, teachers can help students learn about the process of science
classification. Provide students with sets of objects with varying features
like buttons or dried beans and ask students to work in small groups and
discuss properties for grouping the objects. When groups share their
categories with each other, students have an opportunity to experience
science talk.

C.

Sub-point C : Engage students in instructional conversations

- In instructional conversations, students have discussions with other
students and the teacher on topics that are relevant and have meaning to
them. The goal of this student-centered technique is not to get correct
answers to test questions, but instead to explore ideas.

Conclusion
A.

Summary Statement / 3 main points & thesis : Teachers and parents should work
together in order to improve students skills in the three main subjects.

B.

Statement tying introduction to conclusion : As teachers work to involve parents

and community members, their relationships with children also tend to improve.
With more time for each child, increased understanding, and a more exciting
curriculum, children respond more positively to teachers.