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Unit 31: Grouping learners

There are different ways in which we can organise our learners in the classroom. For example, learners can work on their own, as a whole class, in pairs, in teams, in groups. Organising learners into different working patterns is what we mean by “grouping learners”.

There are many Interaction Patterns:

*T=teacher, *S=student , *Ss=students,* (-) = with

  • Whole class (T-Ss/ Ss-T)
  • open pairs (S-S)
  • closed pairs (S-S)
  • mingles (Ss-Ss)
  • groups (Ss-Ss)
  • teams (Ss-Ss)
  • individuals (S-S-S or just the: S)
Whole class activities enable students to practise the language at the same time, these are good for increasing confidence, especially amongst shy or weaker learners.

Individual activities give students a chance to work at their own pace and to focus and organise their thoughts.

Pair and group activities provide students with opportunities for developing longer turns and fluency through interaction.

Let’s see some of the reasons while using Interaction Patterns.

In the exercise below you will find the next vocabulary:

INTERACTION PATTERNS WHOLE CLASS OPEN PAIRS
CLOSED PAIRS MINGLES BRAINSTORMING
BINGO GAME READING AND FILLING IN A CHART CLASS SURVEY


INTERACTION PATTERNS

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Posted by on 28/06/2012 in UNIT 31

 

Unit 30: Teacher roles

Teachers needs to behave in different ways at different stages of a lesson to manage the classroom and to successfully guide learners through the lesson. These different ways of behaving in and managing the class are called teacher roles. Teachers adopt (use) a number of different roles in every lesson. Teacher roles vary depending on the teaching approach (way of teaching) used and on the teachers’ and learners’ preferred learning styles and learning needs.

Let’s find out the teacher roles during a lesson.

In the exercise below you will find the next vocabulary:

Planner Manager Monitor / Observer Facilitator Diagnostician
Language resource Assesor Rapport builder Teacher role Active role
Passive role Supportive Unsupportive


VOCABULARY


TEACHER ROLES

 
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Posted by on 28/06/2012 in UNIT 30

 

Unit 29: Categorising learners’ mistakes.

We can categorise learners’ mistakes in accuracy and appropriacy in a number of different ways. We can refer, for example, to what is missing from a word, sentence or utterance, what is wrongly used, what is unnecessary and what is inappropriate.

In the next exercise we will have to find out the learners’ mistakes and the areas in which they have to work.

 In the exercise below you will find the next vocabulary:

PRONUNCIATION VERB FORM SUBJECT-VERB
ARTICLE ADJECTIVE SPELLING
PREFIX INTESIFIER ACCURACY

CATEGORISING LEARNERS’ MISTAKES

 
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Posted by on 28/06/2012 in UNIT 29

 

Unit 28: Identifying the functions of learners language.

The functions of learners’ language are the purposes for which learners use language in the classroom. These purposes include taking part in tasks and activities, interacting with the teacher and with each other. Learners make use of a wide range of language functions as they take part in different aspects of a lesson, for example:

  • greeting
  • explaining
  • suggesting
  • checking instructions
  • negotiating
  • agreeing
  • disagreeing
  • prompting

Let’s see some of them in the next exercise:


LEARNERS’ LANGUAGE AND FUNCTIONS.

 
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Posted by on 28/06/2012 in UNIT 28

 

UNIT 27: Teachers´and learners’ language in the classroom.

Classroom functions are the purposes for which we use language in the classroom. These functions are many and varied, for example explaining and instructing. for each classroom function there are different exponents we can use. The choice of exponents depends on the learning context and purposes, the learners’ needs, their age and the level. When we choose language that is right for the situation and our audience, we say that we use language appropriately.

In the exercises below you will find the next vocabulary:

Discourse Exponent Getting learners´attention Instructing Modeling
Encouraging Nominating Prompting Utterances Swap
Set a question Stimulate discussion Report back

VOCABULARY

LANGUAGE IN CLASSROOM.

 
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Posted by on 28/06/2012 in UNIT 27

 

My next teaching goals…

The first time I entered the Ellen’s class, well the time when we were tested for the TKT course, I didn’t have any idea about what teaching would involve. I remember that I wanted to know what a teacher does and how the teacher teaches. Through the course I noticed so many things; most of them were so amazing, I never thought that a simple class could involve a lot of things! I learned that teachers have a lot of teaching approaches which can help them to improve their classes. But the most interesting about the course is that I learned that a teacher´s job is not just teach, it is beyond than that: teachers can change students’ life!

Now, the most important (besides the strategies that I acquired during this course) it’s try to find out my goals, how I would achieve them, and how these are going to help me along my teaching life, some of my goals are the next ones:

(Obviously, once I had achieved the first goal of my life: get a job as an English teacher! Oh!)

  • To develop my teaching style using TBL more than the PPP approach.
  • While planning my lesson plans, focus on the learner-centre learning.
  • Teaching using variety of materials in order to develop my students’ learning styles.
  • Build rapport since the beginning of the term.
  • Be conscious that if my teaching style is not working well, change it or if the problem is with the lesson plan, be able to change some stages.
  • Show humility if I need help from other teachers.
  • Keep up-to-date with english language (e.g.idioms, vocabulary,etc)
  • Incorporate technology in classes or in homework (e.g.quizes, questionnaires, games, etc).
  • Create a comfortable class environment for my students.
  • Using as many as possible interesting aids to work on classes, e.g. realia, computers, stick wall, posters, pictures, games, etc.

My main goal is to make a change in teaching, I’m willing to learn new things from my students and at the same time I want to learn with them.  Even that we can find a huge amount of aids, methods, and information to teach, it’s amazing that there are still selfish teachers (those teachers who love to be the teacher-centre of the class, those who are not able to change their techniques and those who don’t want to share their knowledge).However excellent teachers are emerging from the beautiful teaching world, changing the same boring teaching style that has been existed since many decades ago! And they are excited to make a change in students’ life and to share their knowledge not only with students but also with new teacher generations. Be part of it!

 
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Posted by on 26/06/2012 in TKT HOMEWORK

 

Backtalk…what should a teacher do?

As a student I had seen a lot of back talks along the way. Nevertheless, I hadn’t seen one as awful as some of TKT classmates. By the way, one of the last ones that I remember I have seen was when I was in secondary school (long time ago….) with a teacher’s math. Once the teacher entered the classroom, class was out of control. There was one of my classmates who used to bother the teacher during the entire class and he never told him anything! It made me to feel frustrated, exasperated and discourage. I remember that I used to admire my teacher because I thought that he knew a lot of the subject, however each time that I saw that he couldn’t manage the situation I felt desperate.

Most of the times my troublemaker classmate was whispering during class, throwing things to the teacher’s desk, it was so discouraged. What did my teacher do after or during the class? Nothing! He didn’t even spoke with the boy after the class, he didn’t even do anything during the next times…anything! The classes were out of the control each time my classmate wanted. Dreadful! Surprisingly, one day my troublemaker classmate told my teacher that his classes were awful, that he didn’t like him (at this moment I thought that my teacher would take my classmate to the principal’s office, finally!) but the only words that came out of my teacher’s mouth were:

“Go on, if you don’t like my classes you can leave the classroom! But let us to study here…”

That was it! After that my classmate didn’t say anything, he was as everybody, in shock, because it was the first time that my teacher told him something, what happened next? He didn’t leave the class; it was the first time we could pay attention to the rest of the class!

What do I think the teacher should do since the beginning that he noticed this problem?

I think he should have spoken with the student privately, asked him if he notice how important could be for his classmates the class or to be prepared for the exams, asked him if he realized that school was important or at least asked him if he knew that he could be in trouble if his parents knew that he was misbehaving in classes…at least something like these! My teacher shouldn’t have waited so much to tell him something or to talk with the student. What could have happened if the teacher shouldn’t have told the troublemaker student anything? I think most of my classmates would have followed the leader, who? My troublemaker classmate, they could have seen the chance to do whatever they wanted because it didn’t matter, the teacher would never told them anything, fortunately it didn’t happened!

I can understand that a backtalk is when there is a student’s dialogue and a teacher´s dialogue, and as I told you at the beginning of this article, I have never witnessed one backtalk as terrible as other classmates, however I think the most correct thing to do when you live something like this, is trying to calm yourself (of course, as a teacher), breath, relax and continue with the class for a few minutes then tell the student that you want to talk with him privately, take him out of the classroom,  don’t expose him in front of the entire class, because he can feel eager to yell at you, once you’re in private ask him why he acts in that way, if he needs something in order to feel better at class, what can you do in order to help him…questions like these could show you his needs. Sometimes, students acts in this way because they don’t have as much attention as they would like, they don’t want to bother the teacher because they hate the teacher, it could be because they have problems at home!

One way to vent your anger, as a student( because your parents are not at home with you, because they are always working, because you feel alone, because you want love and patience,because you have needs,etc) is yelling at someone! some students are lack of attention, they only have their teachers to talk with or the majority of the time they spend their live at school,so they don’t know how to communicate, how to deal with their problems, how to show their needs, misbehaving is the way how they do things,then they get wat they want: attention! As teachers we should be careful and take care of our children/students if possible, as teachers we can help them in a huge manner!

 
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Posted by on 20/06/2012 in TKT HOMEWORK