This document provides guidance on teaching different age groups and adapting teaching styles accordingly. For kindergarten, lessons need high-energy activities, songs, movement and visuals to maintain short attention spans. Elementary students can focus longer but still need role-playing and thinking exercises. Junior students are beginning to care about peers, so make lessons relatable to their interests and media. Adults may feel insecure learning from younger teachers, so create a neutral, collaborative environment where all can learn from each other. The document stresses adjusting methods to suit each age rather than a one-size-fits-all approach.

3. You never get a second chance to
make a first impression.

4.  How you dress
 How your desk looks
 How the classroom looks
 That you smile

5.  Role
 A. A manager
 B. A monitor
 C. An informer
 D. A diagnostician
 E. An involver
 F. A planner
 Descriptions of the teacher’s roles

 1 He is ___________ when he encourages all the students to participate in the
activities.
 2 She is _______________ when she goes around the class and aids the students when
they are working on their activities.
 3 He is ____________ when he presents new language to his students.
 4 Before the lesson, he is _____________ when he thinks about and prepares what he
will teach.
 5 She is ________________ when she organises pair-work activities or group work.

6. A teacher has the job of managing the activities and the
students in the classroom in different ways while a
lesson is in progress. Therefore, he/she must act in
various ways at different stages of the lesson. These
different kinds of behaviour are known as ‘teacher
roles’.

7. “The effective teacher establishes good control
of the class in the very first week of study.
Control does not involve threats or
intimidations.
Control means that you know
1. what you are doing
2. your classroom procedures
3. your professional responsibilities

8. Put the teacher` s roles with the right
definitions:
Planner,
 Informer,
 Manager,
 Monitor,
 Involver,
 Parent/Friend,
 Diagnostician,
 Resource

9. ………Prepares and thinks through the lesson in detail before
teaching it so that it has variety and there are appropriate activities
for the different learners in the class.
………Gives the students detailed information about the language or
about an activity.
………Organises the learning space, makes sure everything in the
classroom is running smoothly and sets up rules and routines (i.e.
things which are done regularly) for behaviour.
…….. Goes around the class during individual, pair and group work
activities, checking learning
……. Makes sure all the students are taking part in the activities.
…….. Comforts students when they are upset or unhappy
………Is able to recognise the cause of students’ difficulties.
…….. Can be used by the students for help and advice.

10. Teachers usually use certain roles at certain
stages of a lesson. For example, teachers are
planners before the lesson and then monitors
during a group work/pair work activities.At
times, they take on multiple roles at once.There
are different names for different teacher roles.
The ones in the table are very common names.

11. Before lesson During lesson After lesson
*The teacher is the planner of materials to ensure that
the lesson is appropriate for the students and the
learning purpose.
*When taking into consideration how successful the
lesson was, what the students understood and were
able to do and what they had issues with, the teacher is
the diagnostician and planner.Teachers look at their
scheme of work to check whether or not the next
lesson is properly and suitably planned.
*The teacher is also a diagnostician of her/his students’
problems.

12. *When new language or new vocabulary is being
presented to the students, the teacher takes on
the role of an informer.
*When setting up activities, the teacher takes on
the role of manager.
*While students are doing activities, the teacher
becomes the monitor, diagnostician, manager and
a resource.
*Where there are disciplinary issues, the teacher
becomes the manager and in some cases a parent
or a friend.

13.  When teaching different age groups you’ll
realize the importance of being able to relate
to what is going on in your students’ worlds.
You begin to look back at when you were
their age and wonder what appealed to you,
and if it will still resonate with them today.

14. Anyone who has taught kindergarten knows
how much energy the students have. It is a full
lesson of go, go, go. As cute as the kids are, if
your lesson is not jam-packed with active, high-
energy games, you’re going to lose them. In
order to keep the students active and
entertained as well as get the target language
across, you will need to be innovative.This age
group responds very well to songs, colorful
images and movement

15. Elementary students still have a ton of energy,
but tend to be more focused than
kindergartens.These students are now at
school in structured classrooms with lessons, as
opposed to the kindergarteners whose day is
made up of playing indoors and outdoors.The
elementary students are at a stage where they
are slowly beginning to think for themselves
and many of them think they already know it
all.At this age role-playing is effective

16. Don’t let the junior age group make you think it is easier
to teach older students. It’s not.Teaching this age group
has its own challenges. Being a teenager is not an easy
task, and with so much changes going on in their lives
and their bodies, their confidence is up and down.You
will find that your juniors have begun to care about
other people’s opinions and how they are seen by
others, so make sure activities are comfortable.
The best way to make this lessons for juniors work is to
make them relatable. Not only can you make use of the
students’ interests, also make use of popular media
channels they use.

17. Many new teachers are afraid of teaching adult classes
as most of the time you will be teaching someone older
and more experienced than you. Don’t let this bother
you. Remember they have come to learn a skill from you
and they are feeling just as insecure for being taught by
someone younger. Due to this dynamic, make the
classroom a neutral place.
You will need to have a different attitude to this class as
they are not children you need to discipline. Have the
classroom environment feel more like a meet up of
friends, a place to learn from each other and help each
other out.

18. Thank you
for your
attention!!!