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6.10.2014.
Introduction
1. What are the reasons for choosing the teaching profession according to the teachers?
- teachers can make a huge difference, they can shape their students' future
- creativity
- job satisfaction, variety of days no dull day!
2. Which qualities are most frequently mentioned by the students and the parents?
children
- enthusiastic, supportive, happy, friendly, fun, fair, caring about children, ready to help,
honest, truthful, making sure everyone is always included, keeps explaining, aware of
ones standard
parents
-
sense of humour
enthusiastic
listens to you
good communicator
consistency
5. Responsibility - ability and willingness to take on responsibility for the others (teachers
are responsible for their students during the lesson/school day/school trips; they have to
make sure nothing bad happens to their students)
6. Confidence - good self-image, belief in own abilities; teachers must believe in what they
do, they have to be, in a way, complete persons with good self-image; students will
notice immediately if you feel insecure, if you are not confident this happens quite often
and the students lose their respect
7. Motivation - drive to succeed and do your job well; dedication to excellence good
teachers want the best from their students and themselves
8. Sense of mission - strong belief in value of what you are doing as a teacher
9. Enjoyment - satisfaction and personal fulfilment a good teacher will let you know
he/she is glad you got a good grade/you are successful at something you do
10. Desire to learn
11. Industry - ability and willingness to work hard
12. Charisma, leadership not many people have this quality; this is something you are born
with
Discussion
- Have you got anything to add to this list? PATIENCE!
Discussion point
- Students read a part of an article on effective and ineffective teachers
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beliefs about teaching are well formed before preservice teachers enter teacher preparation
because students have experienced thousands of hours of their teachers classroom
behaviour before entering teacher training programme; preservice teachers enter teacher
preparation programs with well established filters for what constitutes effective teaching
apprenticeship of observation
conceptions of teachers and teaching focus more on affective than cognitive issues!
effective/ineffective teachers:
effective teachers
ineffective teachers
EMOTIONAL ENVIRONMENT
care about their students; warm, friendly,
caring
TEACHER SKILL
know how to create an effective learning
environment
organized, prepared, clear
boring lectures
TEACHER MOTIVATION
STUDENT PARTICIPATION
activities involving students in authentic
learning; interactive questioning, discussion
20.10.2014.
Lesson planning
the activities of a teacher that are concerned with organizing lessons prior to the
lesson; such organization may concern the students, materials, tasks, aids, teacher
language and so on.
involves the ways in which the teacher draws these diverse elements of a lesson plan
in one cohesive whole
disadvantages
creativity
laziness
high skill
lack of organization
learning value
interesting lessons
a degree of carelessness
negligence
interesting/real-life topics
flexibility
unprepared teacher
2. corridor teacher they prepare a plan in their head as they walk towards the class
advantages
disadvantages
3. formal teacher they write a very detailed lesson plan partly to give themselves
confidence that they have done their best to plan for any eventuality
advantages
disadvantages
lack of creativity
not flexible
control/classroom management
boring/de-motivating
efficiency
Harmer (p. 365): The actual form the plan takes is less important than the thought
that has gone into it; the overriding principle is that we should have an idea of what we
hope our students will achieve in the class, and that this should guide our decisions how
to bring it about.
acts as a reminder for the teacher reminds the teacher to cover the required content in an
organised way
raises the teachers confidence and reduces anxiety
improves the teachers timing
acts as an aid to reflection and development (future lessons!)
basis for evaluation (by observers and supervisors)
timing
concept questions
Concept questions - also referred to as concept check questions or CCQs - are questions
designed to check learners understanding of a language item
possible problems
alternative procedures
additional activities
goals
objectives
possibility is to give a task which the class is very likely to succeed in and which will generate
feelings of satisfaction. The point is to have students leave the classroom feeling good.
magic moments - some of the most affecting moments in language lessons happen when
a conversation develops unexpectedly or when a topic produces a level of interest in our
students we had not predicted
sensible diversion - students might start trying to use some new grammar or vocabulary
which we had not planned to introduce - yet this suddenly seems like an ideal moment to
do some work on the language which has arisen, and so we take a diversion nd teach
something we had not intended to teach
unforseen problems - some students may find an activity that we thought interesting
27.10.2014.
Lesson plan - structure
TITLE PAGE
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aim (goal)
objectives
What is the difference between goals and objectives?
learning activities (terms you use to describe what the students will be doing brainstorming, guessing, listening comprehension, reading comprehension, answering
questions, copying)
student groupings (whole-class grouping, individual work, pair work, group work)
summary of a lesson
INTRODUCTION
DEVELOPMENT
CONCLUSION
INTRODUCTION
housekeeping
warm up
objective
procedures
estimated time
student grouping
DEVELOPMENT
STAGE 1: Brainstorming
procedures
if there are not many facts on the board give some hints
estimated time
procedures
tell them they are going to listen to the text about Ireland
estimated time
student grouping
STAGE 3: (title)
objective(s)
procedures
estimated time
student grouping
objectives
procedures
Additional activities
Board plan
Appendices
Beginning lessons
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Questions:
1. How do the authors define the term lesson beginning?
The part of a lesson between the moment when the teacher starts to interact with
students and the commencement of the first major activity.
The procedures teacher uses to prepare students for learning in that lesson (Todd).
Time frame: three to fifteen minutes!
2. Make a short overview of the information/advice the authors found in the relevant
literature.
- not much is said about lesson beginnings in EFL methodology textbooks!
practical suggestions: say briefly what the plan for the lesson is
the review: to motivate the need for the new material + review might be followed by
homework correction in the form of a short quiz (to give the students a sense of
achievement if they have done well and to give the teacher insight into students
difficulties)
teacher should arrive early the few minutes before the lesson is due to start can be
used for interaction with individual students, socialising or giving back homework and
discussing individual problems
pre-instructional procedure (set induction) the procedure teachers use to get learners
into the state of readiness for learning: various functions
for
elicitation of
ss individual strategies
4. to fulfil a required institutional role
- give feedback
homework
- check on previous learning
activities: quiz, game, brainstorming, asking for summary, questions, check
homework
5. to fill in time
- to minimise the problems of late arrivals
activities: chatting, revision activities
3.11.2014.
Beginning lessons - nastavak
the institution
(checking
Classroom managment
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- classroom management deals with how the things are done in the classroom
(procedures and routines)
- responsibility of the teacher (organization, lesson planning, students strategies,
routines)
Discipline
- Deals with how the students behave
- The actual act of self-control and appropriate behaviour as modelled by the teacher
- Responsibility of the students (depends on their choice)
Classroom management
- The way in which student behaviour mobement and interaction during a lesson are
organized and controlled by the teacher to enable teaching to take place most effectively.
(Todd)
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Learn to use nonverbal language a nod, a smile, a stare, a frown, a raised eyebrow or a
gesture is often all that is needed and it does not even disturb the class at work
Body lanaguage can speak volumes use it to manage the classroom and minimize
disruptions
Discipline problems are listed as the major concern for most new teachers. What can teachers
expect and how can they effectively handle discipline problems? Classroom management
combined with an effective discipline plan is the key.
Strategies:
1. Begin each class period with a positive attitude and high expectations. If you expect
your students to misbehave or you approach them negatively, you will get misbehavior.
This is an often overlooked aspect of classroom management.
2. Come to class prepared with lessons for the day. In fact, overplan with your lessons.
Make sure to have all your materials and methods ready to go. Reducing downtime will
help maintain discipline in your classroom.
3. Work on making transitions between parts of lessons smooth. In other words, as you
move from whole group discussion to independent work, try to minimize the disruption
to the class. Have your papers ready to go or your assignment already written on the
board. Many disruptions occur during transitional times during lessons.
4. Have a posted discipline plan that you follow consistently for effective classroom
management. Depending on the severity of the offense, this should allow students a
warning or two before punishment begins. Your plan should be easy to follow and also
should cause a minimum of disruption in your class. For example, your discipline plan
might be - First Offense: Verbal Warning, Second Offense: Detention with teacher,
Third Offense: Referral.
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5. Meet disruptions that arise in your class with in kind measures. In other words, don't
elevate disruptions above their current level. Your discipline plan should provide for this,
however, sometimes your own personal issues can get in the way. For example, if two
students are talking in the back of the room and your first step in the plan is to give your
students a verbal warning, don't stop your instruction to begin yelling at the students. Instead,
have a set policy that simply saying a student's name is enough of a clue for them to get back
on task. Another technique is to ask one of them a question.
6. Try to use humor to diffuse situations before things get out of hand. Note: Know your
students. The following example would be used with students you know would not elevate the
situation to another level. For example, if you tell your students to open their books to page 51
and three students are busy talking, do not immediately yell at them. Instead, smile, say their
names, and ask them kindly if they could please wait until later to finish their conversation
because you would really like to hear how it ends and you have to get this class finished. This
will probably get a few laughs but also get your point across.
7. If a student becomes verbally confrontational with you, remain calm and remove them from
the situation as quickly as possible. Do not get into yelling matches with your students. There
will always be a winner and a loser which sets up a power struggle that could continue
throughout the year. Further, do not bring the rest of the class into the situation by involving
them in the discipline.
8. If a student becomes physical, remember the safety of the other students is paramount.
Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should
have a plan for dealing with violence that you discussed with students early in the year. You
could also have a student designated to get help from another teacher. Send the other students
from the room if it appears they could get hurt. If the fight is between two students, follow
your school's rules concerning teacher involvement as many want teachers to stay out of
fights until help arrives.
9. Keep an anecdotal record of major issues that arise in your class. This might be
necessary if you are asked for a history of classroom disruptions or other
documentation.
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10. Let it go at the end of the day. Classroom management and disruption issues should
be left in class so that you can have some down time to recharge before coming back to
another day of teaching.
10.11.2014.
Teaching style:
- organized
- prepared
-calm
- relased
1. Controller
leads from the front; teacher-fronted classroom
transmission of knowledge
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advantage when:
giving explanations, organising question and answer work and lecturing
giving announcements
order has to be restored
2. Organiser
organising students to do various activities (giving info, telling them how they
are going to do the activity, putting students into pairs/groups, closing things
down when time to stop)
1st step: get students involved and ready
2nd step: give instructions in logical order and check whether they have
understood them; demonstrate the activity; give them the time-frame
3rd step: when finished, organize feedback
3. Assessor
feedback, correction & grading students
important: the feeling of fairness
be sensitive to students possible reactions
give feedback with sensitivity and support
4. Prompter
T helps students move forward in a supportive and discrete way
T helps, but doesnt take over
balance between taking the initiative away from the students and not giving the
right amount of encouragement
5. Participant
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17.11.2014.
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Group work
-
Lockstep teaching: all of the students work on the same activity at the same time
Advantages
-
It reinforces the sense of belonging among the group members: students are all ''in it
together''
Suitable for the activities where the teacher acts as a controller
Often a preffered class style
Disadvantages
-
Individual work
Advantages
-
Group work
Advantages
-
Disadvantages
-
What is a question? (ovo je iz njenih predavanja, mislim da se nije sve ovo pisalo na satu, u
boldu je ono sto se pisalo)
What is a question?
A question, in the context of teaching, may be best defined as a teacher utterance which has
the objective of eliciting an oral response from the learners. (P. Ur, A course in Language
Teaching)
- questions: one of the most common forms of interaction in the classroom (teachers spend
four-fifths of their time questioning)
Are the teachers questions always realized by interrogatives?
Teachers questions can be realized by:
1) Interrogative
What can you see in this picture?
2) Statement
Well describe whats going on in this picture.
3) Command
Tell me what you can see in this picture.
Purposes of questions
1. to facilitate communication the most frequent pattern of interaction in the classroom is
I - R F (Initiation Response Feedback); questions provide an easy way for teachers
to initiate interaction
2. to focus attention questions can be used to draw the students attention and highlight
important aspects of a topic
3. to evaluate the students questions can be used to test knowledge
4. to review reviewing content is frequently conducted through question-and answersession
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Types of questions
1. Classification based on the communicative value of the question
- communicative value refers to the value of the information conveyed in an exchange
to the interlocutors; in much everyday conversation, the information conveyed has
value because it is new to one of the participants in the communication the
communicative value of questions in classroom discourse frequently differs from that
of questions in real life conversations
a) display vs. referential (genuine) question
Display questions
the teacher already knows the answer and asks the question to test the students
knowledge
Referential questions
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- numerous research studies have shown that referential questions are predominant in
conversations outside the classroom in the classroom, teachers ask far more display
questions
b) echoic vs. epistemic questions
Echoic questions
do not call for any new information, but refer back to a previous response
comprehension checks
clarification requests
confirmation checks
Epistemic questions
ask for new information, even if that information is already known to both parties
polar questions
alternative questions
wh-questions
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4. Differentiation?
- right question to the right child
- question which has an element of challenge but the students should feel safe
enough to have a go and answer it
- mixture of closed and open-ended questions
- low-ability students: try to get an answer; high-ability students: ask them about their
opinions
- being aware of the childs ability
- it will take you a long time to get to know your students, the level they are at and
what their limitations are
- each question is specific to the child
5. Hands - up? (strategies)
- variety / no hands rule
- name generator
- a pupil chooses another pupil to give an answer
6. Misunderstandings
- you can paraphrase your question
- ask other students if they misunderstood the question as well
- get the student to explain the question back to you
- ask other students what they think about the answer
7. Planning
- questions prepared in your head/written in your lesson plan
- you should also think about the possible answers
- effective questioning is a skill that needs to be developed
8. Unexpected answers (strategies)
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- you should make a snap decision whether this answer is useful for their learning
- some answers need to be ignored
- sometimes the unexpected answers get the lesson to take off
- sometimes you have to ask more questions to get the students back to the lesson
9. Waiting? - how much time (strategies)?
- you should wait until the students get restless
- 2 seconds/5 seconds
- waiting for an answer can be awful
- countdown
- dont leave it too long, because the students might get anxious
- if after 5 seconds nobody has answered, the question wasnt good enough
10. Questioning gone wrong
- closed questions, yes-no questions
- difficult questions
- wrong question to the wrong student lack of knowledge
- dont put people on the spot with your questions
- shy students: you should help them build their confidence
24.11.2014.
Questioning part 2
Questioning strategies
Repeating
Rephrasing
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Effective questioning
Wait time
The pause which follows a teacher question either to an individual student or the
whole class
This pause lasts until either a students answers or a teacher adds a comment or poses
another question
Wait time of most teachers: less than a second!
Research: wait time should be increased to around three seconds
Instructing
Goals and rationale (e.g. This activity will help you understand the use of modal
verbs)
Class organisation (e.g. You will do this in pairs)
Roles of learners (e.g. Student A explains how to get to the hotel while student B
follows A's directions on the map)
Materials (e.g. Look at the picture on page five)
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Procedures (e.g. First make a summary and then explain it to another group)
Language aspects (e.g. To do this you will need to use the second conditional)
Time (e.g. I will give you ten minutes)
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