This document discusses characteristics of good learners and effective teaching strategies. It explains that while teachers are responsible for instruction, students must take ownership of their own learning. Good learners are willing to listen, experiment, ask questions, think about how to learn, and accept constructive criticism. The document also outlines different levels of language learners from beginners to advanced and recommends tailored teaching approaches for each, including a focus on pronunciation and gestures for beginners and more complex activities for advanced students. Overall, the key message is that learning results from a partnership between motivated students and supportive teachers.

1. HOW TO BE A
GOOD LEARNER
Blanco, Manuela
Sarmiento, Agustina
PRACTICE II – 2017
UNLPAM

2. Why is it difficult to
describe a good
learner?
Have you ever wonder why...
• Is one study method appropiate for
student A but not for student B?
• Some children succeed without
practising or doing homework?

3. How important is the
student’s motivation?
•INTEGRATIVE MOTIVATION
•INSTRUMENTAL MOTIVATION
• Main tasks for teachers: To provoke
interest and involvement.
However, they are not totally responsible
for their students’ motivation.

4. Who is responsible
for learning?
•Teachers have to offer help and
advice, but students are the ones
who have to take responsibility for
their own learning.

5. What characteristics would
good classroom learners
share?
• Willingness to listen: Not just paying attention
but soaking up with eagerness and intelligence.
• Willingness to experiment: Taking risks, trying
things out.
• Willingness to ask questions: Questions are
always welcomed.
• Willingness to think about how to learn: Good
learners bring or invent their own study skills.
• Willingness to accept correction: Good pupils
take the correction as a constructive criticism.

6. What’s special about
teaching adults?
• They come to lessons with a long history
of learning experience.
• Adults are more nervous and anxious of
learning than younger pupils are =
Purpose.
• No discipline problems and good
cooperation.

7. What are the different
levels?
• Beginners: Those who do not know any English.
• Intermediate: A basic competence in speaking
and writing. Comprehend fairly listening and
reading.
• Advanced: Fluently communication with native
speakers.

8. How should we teach
the different levels?
• For beginners: pronunciation practice, simple
dialogues. Exaggerated voice tone and gestures.
Activities: no abstract discussion
• For advanced : essay writing, formal debating.
Activities: more complex questions, opinions

9. Learning is a
partnership between
teachers and students.