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This document discusses several key factors for effective teaching: 1. Classroom management is important and depends on understanding students, content, and teacher variables. Reflective teaching through tools like journals can help teachers improve. 2. An effective language lesson structure includes clear stages like presentation, practice, and closure. Pacing and sequencing activities are also important. 3. Providing feedback to students is important for language development. Both oral and written feedback should be used, focusing on both form and content and considering students' skills and needs.

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Factors and issues to consider when teaching?
1. Classroom management ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom management (cont.) ,[object Object],[object Object],[object Object],[object Object]
Classroom management (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom management (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
WHAT TO DO? ,[object Object],[object Object],[object Object],[object Object],[object Object]
2. Language Lesson structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Language Lesson structure (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Language Lesson structure (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Language Lesson structure (cont.) ,[object Object],[object Object],[object Object],[object Object]
Language Lesson structure (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Understanding why you are doing what you are doing in your classroom
PRACTICUM (PART 2)
Question: How can you know and understand why you are teaching the way you are teaching?
ANSWER: REFLECTIVE TEACHING
Reflective teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reflective teaching (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reflective teaching (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object]
What to do with teaching journal/report/diary/porfolio? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Practice ,[object Object]
Suggested answers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learners’ learning journal vs. teacher’s teaching journal ,[object Object],[object Object],[object Object]
What to learn from learners’ learning journal? ,[object Object],[object Object],[object Object],[object Object]
Feedback in language teaching
What is “feedback”? What type of feedback have you received or given to your students?
F eedback (cont.) ,[object Object],[object Object]
Written sample for feedback giving practice ,[object Object],[object Object],[object Object]
Task 1-Vietnamese version ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Task1-Native speaker’s version ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Task 2- Vietnamese version 1 ,[object Object]
Task 2-Vietnamese version 2 ,[object Object]
Task 2-Native speaker’s version ,[object Object]
Feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Form-focused feedback vs. content-focused feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Oral feedback sample ,[object Object],[object Object],[object Object],[object Object]
Feedback ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Factors to be considered when giving feedback ,[object Object],[object Object],[object Object],[object Object],[object Object]

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