This document discusses several topics related to teaching, including:
1. There are challenges with larger class sizes such as varying proficiency levels, less individual attention, and limited feedback. Suggested solutions include more interactive work, pair/group work, and individualized learning centers.
2. Guidelines are provided for using the target language and students' native language in the classroom. This includes setting clear expectations, explaining the value of the target language, and choosing appropriate tasks to motivate students.
3. Maintaining classroom discipline is discussed, noting the importance of authority, fairness, clear expectations, firmness, respecting student dignity, and addressing the source of problems with institutional support.
This document discusses several topics related to teaching, including:
1. There are challenges with larger class sizes such as varying proficiency levels, less individual attention, and limited feedback. Suggested solutions include more interactive work, pair/group work, and individualized learning centers.
2. Guidelines are provided for using the target language and students' native language in the classroom. This includes setting clear expectations, explaining the value of the target language, and choosing appropriate tasks to motivate students.
3. Maintaining classroom discipline is discussed, noting the importance of authority, fairness, clear expectations, firmness, respecting student dignity, and addressing the source of problems with institutional support.
This document discusses several topics related to teaching, including:
1. There are challenges with larger class sizes such as varying proficiency levels, less individual attention, and limited feedback. Suggested solutions include more interactive work, pair/group work, and individualized learning centers.
2. Guidelines are provided for using the target language and students' native language in the classroom. This includes setting clear expectations, explaining the value of the target language, and choosing appropriate tasks to motivate students.
3. Maintaining classroom discipline is discussed, noting the importance of authority, fairness, clear expectations, firmness, respecting student dignity, and addressing the source of problems with institutional support.
This document discusses several topics related to teaching, including:
1. There are challenges with larger class sizes such as varying proficiency levels, less individual attention, and limited feedback. Suggested solutions include more interactive work, pair/group work, and individualized learning centers.
2. Guidelines are provided for using the target language and students' native language in the classroom. This includes setting clear expectations, explaining the value of the target language, and choosing appropriate tasks to motivate students.
3. Maintaining classroom discipline is discussed, noting the importance of authority, fairness, clear expectations, firmness, respecting student dignity, and addressing the source of problems with institutional support.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1of 4
Knowledge questions Open-ended questions
1. Adolescence is bound up with the student’s Give us example on how to give
chronological age. instructions effectively. What do we TRUE need to consider? FALSE What is the beauty of the place of origin map? 2. Our decision about whether to use an Hang in a prominent place and then talk activity more than once will depend on how about ethnicity, home country, and more successful it was the first time, we tried it. through the school year. TRUE FALSE What is the beauty of heritage paper? 3. Is multiculturality the same as SS work with parents, family background interculturality? Why is the process of reflection 4. Overuse of TTT is inappropriate because relevant? the more a teacher talks, the less chance there is for the students to practice their What are three differences between own speaking. children and teenagers in terms of TRUE FALSE learning? 5. According to Harmer, there are two general Abstract thinking rules for... : they must be kept as simple as Attention span possible, and they must be logical. Approval a. Participating and correcting students. b. Giving instructions How can we claim that a classroom c. Playing games in the classroom. fosters interculturality? Why is it important to teach language 6. These are some of the seating arrangements and culture at the same time in an EFL suggested by Harmer. classroom? a. solowork and separate tables. What does Establish clear teacher b. Individual and horseshoe. and student roles mean? Learner-centered classrooms that involve student 7. The following description corresponds to ... interaction and participation Teachers believe in lowering the barriers between function efficiently only when it has themselves and their students, this kind of seating been made explicit what your arrangement will help. There are other role as a teacher is, and how student advantages too, which is the fact that all the students can see each other. participation fits into an a. Orderly rows organized class hour. b. Circles and horseshoe Why we should allow students some c. Separate tables. choice in activities and exercises 8. Teachers must be sure that the students at the back of the class can hear them just as mean? well as those at the front. This statement When students refers to... are given options to choose from, it a. Variety increases their interest b. Conservation c. Auditability
1. Overuse of TTT is inappropriate because
From the 8 principles Brown and Lee the more a teacher talks, the less chance suggest, please explain 4 of them? there is for the students to practice their own speaking 1. Establish clear teacher and TRUE FALSE student roles. Is teaching an art or a science? When using the L1 in class? Besides the beginner 2. Articulate unambiguous levels. objectives and goals. 3. Be flexible. L1 for some definitions, grammatical explanations, 4. Allow students some choice in directions for a task, or cultural comments. activities and exercises. What is cheating? Plagiarism. Example 5. Take a personal interest in How to prevent cheating? students. Different formats of a test. 6. Be fair to all students. What is classroom management? 7. Exhibit enthusiasm and a positive What seating arrangement is better for debates and attitude yourself. why? Grammar, roles plays. 8. Challenge students of both higher What is body language essential? and lower levels of The senses ability. What are some challenges that larger classes can have? Proficiency and ability vary widely across students. • You tend to rely on lectures, videos, and other whole-class presentations. • A good deal of group work might be unmonitored, and “reports” from groups may have to be randomly selected. • Individual teacher-student attention is minimized. • Student opportunities to speak to the whole class are lessened. • Teacher’s feedback on students’ written work is limited What are some possible solutions for these challenges? Try to make each student feel important Assign students as much interactive work as possible Optimize the use of pair work and small- group work Do more than the usual number of listening comprehension Use peer-editing, feedback, and evaluation i Give students a range of extra-class work, Don’t collect written work from all of your students at the same time; Set up small “learning centers” in your class where students can do individualized work. Organize informal conversation groups and study groups. Suggestion for teaching classes with multiple proficiency levels. Avoid overgeneralization of proficiency. Individualize your techniques Offer choices Use technological aids Aims for the middle Vary group work tasks
Challenges of using Target Language Only”
in the Classroom? teachers who may not feel highly confident in their L2 proficiency are tempted to use more of the L1 than may be pedagogically advisable. And while students may welcome the chance to receive input in their L1, it might not fully challenge students to put forth the effort that they should. Guidelines for using and not using l1s in the classroom Set clear guidelines. Explain the value of using the L2. Stimulate intrinsic motivation. Choose appropriate tasks. Create in your classroom an L2 “atmosphere.” Guidelines for maintaininG classroom discipline
Authority. Fairness. odes of conduct.,
Expectations., Firmness., Student dignity. Decorum. ource of problems. Institutional support. Teacher in the classroom, we need to conider proximity, awareness, movement and appropiacy
(Cambridge Language Education) Jack C. Richards, Thomas S. C. Farrell - Professional Development For Language Teachers - Strategies For Teacher Learning (2005, Cambridge University Press)