The Direct Method

The Direct Method of teaching is most often used to teach a foreign language. It is also known as the Natural Method or Approach. The Direct Method was established around the late 1880's-1900's, by Maximilian Berlitz.The targeted language would only be used,  and the teacher would refrain from using the native language. When teaching with the Direct Method, vocabulary and other concepts would be taught using visuals, real-life objects and other visual materials. When learning the target language, the learner must figure out the the rules of the language through the teaching process. It is teaching grammar by using an inductive approach. The Direct Method teaches with the process of show(point to the visual), say(verbal enunciation), try(learner attempts orally), mold (correction is made) and repeat the process . This is done several times in the targeted language, as the learner participates orally as part of the learning process. In the United States the Direct Method was not a popular way of teaching, because the teacher had to be a native speaker of the targeted language. During that time, the U.S. also felt that being proficient in reading and writing was much more valuable.  
Working with English Language Learners today, they need more that one method to learn the targeted language. With regards to the principles of Create, in the U.S., the Direct Method can be used in many of the classrooms and not worry about having teachers who speak the targeted language. Many different teaching strategies can be incorporated when using the Direct Method. Teachers collaborate with one another on was to help or improve learning for all students. There is no restrictions on the strategies or modifications that can be made to help a student succeed. The Direct Method is not the only way of teaching in the classroom, but is one of the ways teachers teach as a modification for our ELL students.
In regards to the relevance of the method, teachers are given the opportunity to create their own lesson plans. Teachers know their students and the ones to best decide what type of methods are to be used within the classroom and with which group of students. Teachers provide assessments for their students, other than the required yearly assessments given by the the district. Depending on the out come of the evidence, teachers will make decisions whether or not the Direct Method or other strategies are working. From the data results, teachers and administrators will decide on other methods or approaches to take to help improve the learning process for all students.
Looking at the different levels of where students are based on the evidence of data, teachers have alignments of what their goals and objectives are, based on the level of the child. With the Direct Method, most of its teaching is done orally with gestures and visuals. The ELL students must be able to comprehend certain vocabulary and concepts before moving on to a new concept. There is not much use of textbooks with the Direct Method. Unless the text is based on vocabulary lists and visuals. The Direct method again does not focus much on the reading and writing verses the speaking. The Direct Method would not be fully aligned, due to its method of teaching. 
Any lesson, methods, strategies, and programs are usually presented to the the schools, or agency. Teachers come together as a school or the district decides on what programs or textbooks are going to be used, based on the materials the publishers have to offer. Usually, a group of teachers from different schools are called together to assess different programs and their materials before programs are adopted. The principle of transparency is there. The problem is not necessarily being transparent about the materials or procedures, but about the financial status to purchase all or only part of the programs. If the method or program is working for the students, teacher, administrators and parents will voice their opinions to how they feel a program is working for their students and as a school. Teachers, staff, and parents get together during Parent-Teacher Conferences and Organizations to share different findings taking place at their schools. Professional developments and workshops  take place throughout the school year. This is a way of providing motivation and refresher courses for our teachers to be informed about any new strategies and ideas that are working, or suggestions on changes that need to be made for our students. Teacher, administrators, parents and staff  go back and try out new strategies and techniques with the students. Opportunities to stay or make changes are offered to all stakeholders. Being given that opportunity, should empower all stakeholders to do what is best and most of all what works to provide a successful learning experience for all learners in the classroom.

References:

Peegoy, S., & Boyle, O. (2008). Reading, Writing, and Learning in ESL.
Boston: Pearson 

Richard-Amato, P. A., (2003). Making It Happen: From interactive to Participatory Language Teaching Theory and Practice. White Plains, NY: Pearson 

 http://www.youtube.com/watch?v=eTVbdstastI

http://www.youtube.com/watch?v=eTVbdstastI