1. Teacher attitudes, Restructuring
Changes and Alteration

2. Teacher attitudes
 As a teacher we must have a clear idea of the
social context where we will teach, to knows life
quality of the students in order to plan or
develop activities that don`t require the use of
expensive didactic materials.
 As teachers must take it as a positive attitude,
isn’t wasting time guilt or criticizing the place
where we develop classes if we rather work with
what we have and adapt to this conditions

3. The role of teachers‘ attitudes
Three components of the
responses:
a) Cognitive component
b) Affective component
c) Co-native or behavioral
component

4. What factors can affect a
student’s attitude?
 The attitude learners have
toward the target language;
target language speakers; the
target language's culture; the
social value of learning the
target language; particular
uses of the target language;
and themselves as members
of their own culture will have
either a positive or negative
influence on the learner's
desire and hence.

5. How does a positive attitude
really influence learning?

6. How does a negative attitude
really influence learning?

7. How does a negative attitude
really influence learning?
1. The fact that most teachers
most of the time behave as
information providers
2. Teachers tend to see school
failure as a result of the
socio-psychological
deprivation due to social
conditions of child and
family.
3. The conditions under which
teachers work.

8. How can I help my students
develop and maintain a
positive attitude in the
language classroom?
 Because attitude is so very important in
language learning, instructional activities and
materials should be exciting, stimulating, and
interesting to learners.

9. Actions for teacher's
attitudes change
 Teachers' styles, and mainly their attitudes, are
strong context outcomes, rooted in experience
and do not become automatic routine conducts,
in the sense that they are developed via very
slow interactions (action/reaction) and become
well established constructs for each individual
only after some time.

10. Restructuring Changes
Change:
When something becomes
different.
A transformation from one
stage or condition to another.
Restructuring:
To make a basic change in
organizations or systems.
To alter the structure of
something.

11. Restructuring Changes
1. Educational structures
2. The need for change

12. The changes process
 Step 1: Take Charge of Change.
 Step 2: Choose the Right Changes.
 Step 3: Implement the Plan.
 Step 4: Evaluate, Improve, and Act on
Failures.

13. Levels of changes
a.Systemic
b.Whole School
c.Barriers to effective change
d.At Classroom Level

14. Alteration
 Alterations in staff-student relationships from
teacher-centered to student-centered create the
need for modification of teaching practices, and
policies and procedures to support more
meaningful educational experiences.
 For this we need to be creative, it will take a
great deal of creative effort to bring out the most
creative thinking in your classes. They must also
know their fields and know how to create an
appropriate learning environment.

15. Alteration
 Ability levels and
patterns of different
abilities
 Learning styles
 Personality
Characteristics