Part 1 of 2

Assessor
Assessing student progress is paramount to the continued advancement of the student, correcting
errors and troubleshooting a learner’s difficulties helps the teacher to formulate an effective
approach to help the student become more proficient in the English language.
When a teacher does not assess appropriately and neglects to correct the student along the course
of study the student runs the risk of forming bad habits and slowing potential progress.

Controller
Leading the attention of students to where the teacher intends, ensures that whatever tasks need to
be accomplished in class get done in a timely fashion. Refocusing the attention of students can also
be beneficial in creating a better learning environment for all.
When a teacher doesn’t guide the class’ attention adequately students can potentially devolve into
disorderly conduct that hampers productivity in the classroom.

Manager
Effective classroom management streamlines the teaching process and facilitates a better learning
environment. The management of tasks and optimizing the way in which the teacher dispenses these
tasks to the students ensures the efficacy of the teaching is of a high standard.
When the teacher fails to prepare and execute a lesson properly, learners become distracted more
easily and could lead to learners failing to understand the objective of the task at hand.

Materials Producer
Often times the teacher will have to produce more appropriate content for the students s/he is
teaching. The reason for this is that the teacher has the benefit of interacting with the students
directly and assessing them to arrive at the most effective approach to engage the students with,
ensuring their learning is optimized.
Failing to contextually engage with students with customized content can lead to sub-optimal
learning or disinterest from students.

Motivator
A teacher’s ability to motivate students is an invaluable asset. Motivation is key to the drive of
students to progress. Finding which motivations drives a particular student, whether internal or
external, can be hugely beneficial when the time comes for the teacher to motivate the student.
Neglecting to motivate students can lead to loss of interest in the subject and can even halt any
participation of the student if their motivation is low enough.

Part 2 of 2

The most effective self-directed learners select the most integrative learning strategies and have the
ability to assess why they are effective for themselves.
These students tend to have a strong drive, motivation to communicate, are willing to take risks and
make mistakes.
Self-directed learners also pay attention to meaning, can identify language patterns, monitor and
self-correct their own speech, practice often and learn to think in the target language.
Part 1 of 2:
Study the Teacher Roles in Module 2-The Teacher (Section 2.2.).
Consider these 5 roles: Assessor, Controller, Manager, Materials
Producer and Motivator.
Write a paragraph on each of these 5 roles, describing, in your own
words:

1. why you think this role is important within the classroom

setting.

2. what might happen if the teacher is not proficient in the role.

Paragraph length: 75 words maximum Total length of assessment

answer (1 of 2): 300-500 words
Part 2 of 2:
According to the video seen in Module 3, please write a short
paragraph answering the following question:
What are some characteristics of self-directed language learners?
Paragraph length for part 2 of 2: 50-75 words

NOTE: After your tutor has graded and provided feedback you'll be
able to see tutor's feedback when you click on the 'review' link. This
process can take up to 3 days not including weekends or holidays.

PART 1 OF2

Assessor

As a teacher one needs to assess the progress of a learner to insure that the student is
understanding the content, and that the most effective teaching methods are employed to help the
student learn in the most optimal way. If one does not assess the progress of a student, it can lead to
repetition of errors, formation of bad language habits, early plateaus and other such difficulties.

Controller

Students need to be actively involved in the classroom activities and pay attention to lessons and
instructions. Classroom management and control is important for a teacher to ensure that everyone
is on the same page, to increase productivity and learning, as well as to ensure a less chaotic
classroom environment. If it is not employed it could lead a chaotic classroom environment, less
productivity and disrupting the order of the class.

Manager

Effective classroom management leads to a better flow of the lesson. It ensures that the learners are
better suited to engage in tasks and activities so that the lesson is given in the most optimal way. It
leads to less disruptions and more learning time. If one does not manage a class properly it could
lead to disruption of the class, activities might take too long and students might lose
interest/attention.

Materials Producer

Producing extra course work materials insures that there is more diversity used in learning methods
for all types of learners – audio, visual and kinesthetic. It also helps to keep the lessons interesting,
increasing learner motivation and inspires diversity in language learning activities. Failing to do so
could lead to, boredom, decreased motivation, learning stagnation and some learners not being
reached due to their type of learning method not being used in the course work.

Motivator

Motivated students learn more effectively, are easier to teach and progress faster than unmotivated
students. It is thus important to constantly motivate students to increase their learning capabilities,
and to ensure they maintain a high morale during lessons. Decreased motivation leads to slower
learning progression, lackluster classroom participation and ineffective attention and work ethic
during lessons.

Part 2 of 2

Self-directed learners usually progress faster than other learners as they are more motivated and
have a strong drive to communicate. They are not afraid to make mistakes, take risks and use the
most effective personalized methods of learning styles and strategies. They recognize language and
communicative patterns, use guessing and prediction strategies, pay attention to meaning, monitor
and self-correct their own speech and they practice consistently and even learn to think in the target
language.
Assessment 2

Part 1 of 2

1. Aircraft carrier

Make sure they understand the word aircraft, by gesturing arms spread wide to imitate something
flying around. Let them make suggestions, draw a simple airplane and helicopter on the board to
illustrate the word and Illicit any synonyms such a plane, or airplane, etc. Explain that an aircraft is
like a plane or helicopter or any other flying machine. For carrier, hold an object or cradle it in my
arms whilst walking around, suggest synonyms such as holding, carrying, etc. Then draw a big ship on
the board. Explain them an aircraft carrier is a big ship that carries aircraft on it for military.

2. Yesterday

Use a calendar, or draw a timeline on the board with dates. Point out on the calendar or timeline, the
date of today, write “today” underneath. Make sure they understand the word “today”. Point to the
date before today, and say aloud “yesterday” and write it underneath. If they understand the word
tomorrow, you could point it out on the calendar and say that yesterday is the opposite of tomorrow.
Use gestures like pointing downwards for today, and pointing behind me for yesterday.

3. The moon

Draw a big sun with mountains, and let them say it is the sun. Then you say at night the sun goes
down, and what comes up? They might say stars, or something like that. Wipe out the sun and draw
a half moon crescent on the board, and write “the moon” underneath. Say, at during the day the sun
is out, and during the night, the moon is comes out.

4. Love

Gesture whilst smiling warmly with hands an embrace, or a heart, or draw a heart shape. Say the
word love or write it underneath the heart. Say synonyms such as, “I like my family very much” or “I
care for my dog very much”. Then replace the word like with love, such as “I love my family”, or “I
love my wife”, or “I love my pet dog”. Antonyms such as hate/dislike could also be described, using
facial or hand gestures.

5. Keeping fit

Do a jumping jack, or a pushup or make like I am running. Ask the class what I am doing until they
come up with a synonym like “exercising”. Then I would ask them, why would someone exercise
every day? Let them make suggestions, like to be strong, or to lose weight. Then say that to keep is to
maintain, or to own. To be fit is like to be strong, or exercising a lot, like an athlete, or a soccer player,
etc. Then say “keeping fit” is to maintain that strong or athletic body by using exercise.

6. Grandfather
Ask the students if they understand the words father or mother and family. Draw stickman pictures
to illustrate the words - they can be a small stickman, then above them would be their father and
mother (bigger stickman/woman). Then ask “who is your mother’s father?” or “…father’s father?”.
Then say this is called their “grandfather”. Say that the opposite is “grandmother”.

7. Stamina

Ask the students, “How long or how far can you run until you can’t anymore? “. Draw a timeline on
the board with their different distances and their names underneath. Then explain that stamina is
like how much energy you have until you cannot go any further. Use their names on timeline and
explain eg. “Anne has less stamina than John because John can run for longer than Anne”. Explain
stamina is like the battery charge of their phones but only for people and it can relate to physical or
mental activities.

Part 2 of 2

1. What are some examples of on-the-spot feedback?

Using gestures or silent mouthing to illustrate an idea or correction to help the student to proceed,
such as mouthing a word that the student is looking for. To offer a quick correction, such as
correcting the wording, grammar or vocabulary of a student when it is appropriate. Reformulating,
such as reformulating a question posed to students to clarify a concept. Lastly to ask for clarification
or repetition, such a repeating a word to reinforce correct pronunciation.

2. What are some examples of delayed feedback?

Delayed feedback is mainly aimed at avoiding interruptions and promoting fluency. Observers note
errors and give individual, group or class feedback afterwards, orally or written. Teachers can also
record and videotape students, and the students can then self-reflect, get feedback from others or
receive feedback from the teacher.