Teacher Role in a Communicative Class
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a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.
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Teacher Role in a Communicative Class
- 2. mnRAJU Form groups Discuss the topic Make notes Consolidate views Produce a poster Time – 20 + 5 minutes Discuss & Create a Poster
- 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. mnRAJU Call out L - E - A - R – N Form five groups & sit in circles Group Formation
- 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. mnRAJU Group L How are Teaching and Learning different? Presentation
- 7. mnRAJU Group E What are the minimum objectives of teaching? What are its nobler outcomes? Presentation
- 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. mnRAJU Nobler Objectives Learning to Learn Learning to Live Learning to be Better
- 10. mnRAJU Nobler Outcomes of Teaching
- 11. mnRAJU Group A What is Communicative Language Teaching (CLT)? Presentation
- 12. mnRAJU Group R What are CLT Tools? Presentation
- 13. mnRAJU CLT classes use 1. Pair work 2. Group work 3. Good instructions 4. Eliciting 5. Thought provoking questions 6. Activities & Games
- 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. mnRAJU Group N What are Classroom Management (CRM) Skills? Presentation
- 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. mnRAJU
- 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. mnRAJU
- 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. mnRAJU Explain the activity Arrange the groups Set time limit Give example/demonstration Move & Monitor Follow up Discuss the activity Group Work - Review
- 22. mnRAJU
- 23. mnRAJU Short Simple Precise Easy to follow Repeated Demonstrated Good Instructions are . . .
- 24. mnRAJU
- 26. mnRAJU
- 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. 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. Evaluation mnRAJU Include variety – HOT/LOT/FIVE Avoid routine questions Test application of learning Encourage imagination Encourage creativity Promote further learning
- 30. mnRAJU
- 31. mnRAJU
- 32. Visual Aids mnRAJU Relevance to lesson Ease of use Reusability Legibility, clarity Not distracting 2/2 & 6/6 Rules
- 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
Editor's Notes
- 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.