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Questions and Answers
What should teachers focus on in order to have a positive impact on students?
What concept involves uncontrollable factors, things we can influence but not control outcomes, and our actions and knowledge?
How can teachers plan for diversity in classrooms, according to the text?
Which strategy can help engage students in the learning process, as mentioned in the text?
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What is crucial for student improvement, as emphasized in the text?
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How do the best teachers impact students, as indicated in the text?
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Study Notes
- Cecil Roki, a learning consultant from Uruguay, leads a session about diversity in EFL classrooms.
- Diversity is seen as an opportunity rather than a problem or exception.
- Problems in learning process are between learners and context.
- Three circles concept: Circle of concern (uncontrollable factors), circle of influence (things we can influence but not control outcomes), and circle of control (our actions and knowledge).
- We should focus on things within our circle of influence and control.
- Best teachers have a positive impact on students through high expectations and motivation.
- To plan for diversity, have a learning support team, thoughtful planning, and get to know students.
- Identify potential barriers to learning and plan accordingly.
- Use Universal Design for Learning to plan for individual students.
- Segment activities, use visual, auditory, and kinesthetic strategies to engage students.
- Anticipation and grouping strategies can help engagement.
- Feedback is crucial for student improvement.
- Teachers facilitate learning by combining different tools and strategies.
- Expectations towards students can make a difference in their learning.
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Description
Learn about inclusive teaching strategies in EFL classrooms presented by Cecil Roki, including the importance of diversity, the three circles concept, focusing on circle of influence, planning for diversity, barriers to learning, Universal Design for Learning, activity segmentation, engagement strategies, and the impact of teacher expectations.
