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Questions and Answers
A good language teacher is solely focused on what the student learns rather than how they learn.
A good language teacher is solely focused on what the student learns rather than how they learn.
False
An effective English teacher should admit their mistakes.
An effective English teacher should admit their mistakes.
True
A teacher should have expectations based on a student's past performance.
A teacher should have expectations based on a student's past performance.
False
Understanding a student's feelings is considered an important trait for a language teacher.
Understanding a student's feelings is considered an important trait for a language teacher.
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A language teacher should create an environment that makes students feel anxious and afraid.
A language teacher should create an environment that makes students feel anxious and afraid.
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A teacher who listens to pairs doing pair work is acting as a participant.
A teacher who listens to pairs doing pair work is acting as a participant.
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In a whole class activity, correcting a student and prompting them to repeat the correct form indicates a controlling role.
In a whole class activity, correcting a student and prompting them to repeat the correct form indicates a controlling role.
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A good language teacher does not need to know the names of their students.
A good language teacher does not need to know the names of their students.
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When a student asks for help in Vietnamese, the teacher responding in English does not demonstrate an assessment role.
When a student asks for help in Vietnamese, the teacher responding in English does not demonstrate an assessment role.
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Interactive decision-making involves teachers drawing on skills, knowledge, and experience during lessons.
Interactive decision-making involves teachers drawing on skills, knowledge, and experience during lessons.
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Maximizing student talking time (STT) is less important than maximizing teacher talking time (TTT).
Maximizing student talking time (STT) is less important than maximizing teacher talking time (TTT).
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Giving feedback about mistakes after pair work shows the teacher is taking a facilitative role.
Giving feedback about mistakes after pair work shows the teacher is taking a facilitative role.
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Encouraging students to think of animals they see in the zoo indicates the teacher is taking a controlling role.
Encouraging students to think of animals they see in the zoo indicates the teacher is taking a controlling role.
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The role of a teacher as a controller is only relevant during communicative activities.
The role of a teacher as a controller is only relevant during communicative activities.
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Teachers should provide complex and lengthy instructions to ensure students understand.
Teachers should provide complex and lengthy instructions to ensure students understand.
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Announcing a group work activity about families indicates the teacher's facilitator role.
Announcing a group work activity about families indicates the teacher's facilitator role.
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Using physical movement such as gestures and expressions is an effective way for teachers to communicate.
Using physical movement such as gestures and expressions is an effective way for teachers to communicate.
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Joining in a group activity with students is typical of a controlling teacher role.
Joining in a group activity with students is typical of a controlling teacher role.
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The statement emphasizes the importance of planned and improvisational elements in effective pedagogy.
The statement emphasizes the importance of planned and improvisational elements in effective pedagogy.
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A good language teacher should only act as a controller and not take on other roles.
A good language teacher should only act as a controller and not take on other roles.
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The use of 'eyes talk' refers to the non-verbal communication that helps build rapport with students.
The use of 'eyes talk' refers to the non-verbal communication that helps build rapport with students.
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Correction occurs primarily during the reproduction stage of an activity.
Correction occurs primarily during the reproduction stage of an activity.
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Form feedback focuses on how well students performed the activity rather than their linguistic accuracy.
Form feedback focuses on how well students performed the activity rather than their linguistic accuracy.
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The teacher as a prompter encourages students to participate but should never take over their activities.
The teacher as a prompter encourages students to participate but should never take over their activities.
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Feedback should only consist of corrections without acknowledging any positive aspects of students' work.
Feedback should only consist of corrections without acknowledging any positive aspects of students' work.
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The teacher should dominate classroom activities to ensure success and order.
The teacher should dominate classroom activities to ensure success and order.
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A teacher acts as both a resource and a guide when students are engaged in their work.
A teacher acts as both a resource and a guide when students are engaged in their work.
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Organizing feedback is not a necessary function of the teacher during classroom activities.
Organizing feedback is not a necessary function of the teacher during classroom activities.
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A teacher's role as an assessor includes recording errors through various methods, such as pen and paper or video.
A teacher's role as an assessor includes recording errors through various methods, such as pen and paper or video.
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Study Notes
Language Teacher Roles
- Various roles a language teacher can take
- Different roles have varying degrees of control and facilitation
- Specific actions for each role
- Teacher as controller (controlling the lesson)
- Introduces new language, drills
- Instruct-cue-nominate cycle
- Teacher does a lot of talking, affecting student's talking time
- Teacher talks at student level
- Important for roughly-tuned comprehensible input.
- Relaxes control during communicative activities
- Teacher as assessor (assessing student performance)
- Assess student work/tasks
- Provide correction, organized feedback
- Correction happens during reproduction stage
- Correct errors immediately
- Help students see where errors are and how to fix them
- Gentle correction, teachers show the mistake without overreaction
- Organizing feedback regarding student's success/failure and solution ideas
- Content feedback for activity performance
- Form feedback on linguistic performance/accuracy
- Feedback also includes what "went right"
- Methods to record errors and organize feedback
- Pen and paper
- Tape recorder
- Video
- Teacher as organizer (organizing classroom activities)
- Organizes classroom activities
- Gives clear instructions (checks if students understand)
- Gets the activity going
- Organizes feedback
- Steps involved can include lead in, instruct, initiates (demonstrates), and organizes feedback
- Teacher as prompter
- Encourages student participation
- Gives suggestions about how to proceed
- Helpful in lulls/confusion to guide students
- Should help students, but not dominate
- Teacher as participant (actively involved)
- Participates equally in activities
- Precludes teacher dominance
- Teacher as resource
- Offers help/information like a resource
- Teacher as tutor (coaches and supports)
- Acts as a coach/resource
- Give students advice and guidance
- Support for students' own work
- Teacher as investigator (investigating what works)
- Investigates what works/doesn't in class
- Tries new techniques/activities
- Evaluates the appropriateness of them
Additional Notes
- Teacher Roles: Practice
- Group activities and roles for practice
- Various Roles
- Additional roles a language teacher might perform
- Included are challenges related to performing roles
- Good Language Teacher (student perspective)
- Various aspects defining a good teacher as viewed from students' perspective
- Providing choices and letting students teach themselves
- Explaining things clearly for the student to understand
- Letting mistakes be made and admitted, acknowledging emotions, letting students show emotions too
- Evaluating students' own work
- Various aspects defining a good teacher as viewed from students' perspective
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Description
Explore the various roles a language teacher can adopt in the classroom. Understand how the teacher's control and facilitation strategies impact student learning and engagement. Learn about the specific actions taken in roles such as controller and assessor, along with their significance in language teaching.
