WORKSHOP
TEACHER ROLE
IN A
COMMUNICATIVE
CLASSROOM
mnRAJU
mnRAJU
Form groups
Discuss the topic
Make notes
Consolidate views
Produce a poster
Time – 20 + 5 minutes
Discuss & Create ...
mnRAJU
Group L – Differences between Teaching & Learning
Group E – Minimum & Higher Objectives of Teaching
Group A – Commu...
mnRAJU
 Call out L - E - A - R – N
 Form five groups & sit in circles
Group Formation
mnRAJU
Member 1 – Chairperson
Member 2 – Spokesperson
Member 3 – Secretary
Member 4 – Poster maker
Member 5 –Time keeper
M...
mnRAJU
Group L
How are Teaching and
Learning different?
Presentation
mnRAJU
Group E
What are the minimum
objectives of teaching?
What are its nobler
outcomes?
Presentation
mnRAJU
Why Do We Teach?
 Knowledge
 Skills
 Application
 Information Literacy
 Imagination
 Creativity
 Aptitude
 ...
mnRAJU
Nobler Objectives
 Learning to Learn
 Learning to Live
 Learning to be Better
mnRAJU
Nobler Outcomes of Teaching
mnRAJU
Group A
What is Communicative
Language Teaching (CLT)?
Presentation
mnRAJU
Group R
What are CLT Tools?
Presentation
mnRAJU
CLT classes use
1. Pair work
2. Group work
3. Good instructions
4. Eliciting
5. Thought provoking questions
6. Acti...
 to facilitate interactive communicative
opportunities
 to establish situations that prompt communication
(information g...
mnRAJU
Group N
What are Classroom
Management (CRM) Skills?
Presentation
CRM Skills
mnRAJU
 to question, to wait & to listen
 to make quality interventions
 to give good instructions
 to elic...
mnRAJU
mnRAJU
 Greater opportunity for Application
 Learners gain confidence/overcome fear
 Real time feedback/response
 Peer...
mnRAJU
mnRAJU
 More student participation time
 More listening time
 More fun
 Exchange of ideas
 Seeing others’ points of v...
mnRAJU
 Explain the activity
 Arrange the groups
 Set time limit
 Give example/demonstration
 Move & Monitor
 Follow...
mnRAJU
mnRAJU
Short
Simple
Precise
Easy to follow
Repeated
Demonstrated
Good Instructions are . . .
mnRAJU
Ask,
Don’t Tell
mnRAJU
mnRAJU
mnRAJU
Yes/No Information
Close-ended Open-ended
Teacher initiated Student initiated
Factual Inferential/
Experiential
LOT...
mnRAJU
 Let students think and formulate
 Do not interrupt
 Show interest in answers
 Involve other students
 Ask fol...
Evaluation
mnRAJU
 Include variety – HOT/LOT/FIVE
 Avoid routine questions
 Test application of learning
 Encourage im...
mnRAJU
mnRAJU
Visual Aids
mnRAJU
 Relevance to lesson
 Ease of use
 Reusability
 Legibility, clarity
 Not distracting
 2/2 & 6/6 R...
mnRAJU
Send your comments to
lionnagaraju@gmail.com
This slideshow is available at
www.slideshare.net/lionnagaraju
www.aut...
Upcoming SlideShare
Loading in...5
×

Teacher Role in a Communicative Class

4,182

Published on

a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.

Published in: Education, Technology
0 Comments
6 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
4,182
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
0
Comments
0
Likes
6
Embeds 0
No embeds

No notes for slide
  • Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
  • Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
  • Teaching-Learning should foresee the practical scope for giving students opportunities to know more, comprehend better, acquire both physical and mental skills. It should not just stop there. It should also aim at strengthening the application skills of the learners. This is particularly important because our system usually stops with the imparting of information. Information literacy is a student’s ability to distinguish, classify and tell apart what is what and what belongs where. This ability to discriminate is a basic educational objective.
  • Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs. Activity: Which ones do you prefer and why?
  • What is it? How is it done? Have you ever used it?
  • By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
  • Keep these guidelines in mind when you administer any kind of evaluation. A good evaluation includes questions of various kinds – questions that promote both high order thinking and low order thinking. Questions may test the factual, inferential or experiential knowledge of students. Language teachers should include questions on vocabulary and subject teachers should test the knowledge of basic concepts and definitions. Where is this induction training happening? What is the most important objective of this induction? Can you define ‘induction’? How have you benefited from this induction so fare? These are four different kinds of questions. There should be at least a few questions included to test the student’s application, creativity and imagination in the target subject. Keep your students’ entry level behavior and expected exit level behavior in mind while designing evaluation. The answer sheet is a mirror report of the student’s mind.
  • Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs.
  • Teacher Role in a Communicative Class

    1. 1. WORKSHOP TEACHER ROLE IN A COMMUNICATIVE CLASSROOM mnRAJU
    2. 2. mnRAJU Form groups Discuss the topic Make notes Consolidate views Produce a poster Time – 20 + 5 minutes Discuss & Create a Poster
    3. 3. mnRAJU Group L – Differences between Teaching & Learning Group E – Minimum & Higher Objectives of Teaching Group A – Communicative Language Teaching (CLT) Group R – Communicative Language Teaching Tools Group N – Classroom Management (CRM) Skills Topics for Group Discussion
    4. 4. mnRAJU  Call out L - E - A - R – N  Form five groups & sit in circles Group Formation
    5. 5. mnRAJU Member 1 – Chairperson Member 2 – Spokesperson Member 3 – Secretary Member 4 – Poster maker Member 5 –Time keeper Member 6 – Materials Manager Member Roles
    6. 6. mnRAJU Group L How are Teaching and Learning different? Presentation
    7. 7. mnRAJU Group E What are the minimum objectives of teaching? What are its nobler outcomes? Presentation
    8. 8. mnRAJU Why Do We Teach?  Knowledge  Skills  Application  Information Literacy  Imagination  Creativity  Aptitude  Attitude  Obligation to college, students & world  Professional satisfaction and growth
    9. 9. mnRAJU Nobler Objectives  Learning to Learn  Learning to Live  Learning to be Better
    10. 10. mnRAJU Nobler Outcomes of Teaching
    11. 11. mnRAJU Group A What is Communicative Language Teaching (CLT)? Presentation
    12. 12. mnRAJU Group R What are CLT Tools? Presentation
    13. 13. mnRAJU CLT classes use 1. Pair work 2. Group work 3. Good instructions 4. Eliciting 5. Thought provoking questions 6. Activities & Games
    14. 14.  to facilitate interactive communicative opportunities  to establish situations that prompt communication (information gap, choice)  to monitor performance & offer feedback  to use authentic materials  to emphasize function over form  to promote all language skills from the beginning  to tolerate errors during fluency-based activities mnRAJU CLT Teacher Skills
    15. 15. mnRAJU Group N What are Classroom Management (CRM) Skills? Presentation
    16. 16. CRM Skills mnRAJU  to question, to wait & to listen  to make quality interventions  to give good instructions  to elicit & to involve  to explain/demonstrate  to synthesize responses  to monitor & to support
    17. 17. mnRAJU
    18. 18. mnRAJU  Greater opportunity for Application  Learners gain confidence/overcome fear  Real time feedback/response  Peer learning  Cooperation – a life skill Pair Work - Advantages
    19. 19. mnRAJU
    20. 20. mnRAJU  More student participation time  More listening time  More fun  Exchange of ideas  Seeing others’ points of view  Improved social skills  Improved problem solving skills Group Work - Advantages
    21. 21. mnRAJU  Explain the activity  Arrange the groups  Set time limit  Give example/demonstration  Move & Monitor  Follow up  Discuss the activity Group Work - Review
    22. 22. mnRAJU
    23. 23. mnRAJU Short Simple Precise Easy to follow Repeated Demonstrated Good Instructions are . . .
    24. 24. mnRAJU
    25. 25. Ask, Don’t Tell mnRAJU
    26. 26. mnRAJU
    27. 27. mnRAJU Yes/No Information Close-ended Open-ended Teacher initiated Student initiated Factual Inferential/ Experiential LOT HOT Rhetorical/ Leading Thought-provoking Question Types
    28. 28. mnRAJU  Let students think and formulate  Do not interrupt  Show interest in answers  Involve other students  Ask follow-up questions  Do not discourage students Responding to Questions
    29. 29. Evaluation mnRAJU  Include variety – HOT/LOT/FIVE  Avoid routine questions  Test application of learning  Encourage imagination  Encourage creativity  Promote further learning
    30. 30. mnRAJU
    31. 31. mnRAJU
    32. 32. Visual Aids mnRAJU  Relevance to lesson  Ease of use  Reusability  Legibility, clarity  Not distracting  2/2 & 6/6 Rules
    33. 33. mnRAJU Send your comments to lionnagaraju@gmail.com This slideshow is available at www.slideshare.net/lionnagaraju www.authorstream.com/tag/lionnagaraju This slideshow is available at www.slideshare.net/lionnagaraju www.authorstream.com/tag/lionnagaraju

    ×