Describing Learners and Teachers PDF

Напрям курсу: методика навчання іноземних мов і культур Розробник курсу: Подосиннікова Ганна Ігорівна, к.пед.н., доцент, в.о.зав.кафедри англійської філології та лінгводидактики Мова викладання: англійська Аудиторні заняття: лекції, практичні (семінарські) заняття – усього 46 год....

Напрям курсу: методика навчання іноземних мов і культур Розробник курсу: Подосиннікова Ганна Ігорівна, к.пед.н., доцент, в.о.зав.кафедри англійської філології та лінгводидактики Мова викладання: англійська Аудиторні заняття: лекції, практичні (семінарські) заняття – усього 46 год. Самостійна робота: індивідуальні методичні завдання Неформальна освіта: додаткова науково- методична робота Форма підсумкового контролю: залік (тестування, підсумкова оцінка роботи) Форми поточного контролю: тестування, усне опитування, виконання поточних завдань  Студентська наукова лабораторія методики навчання іноземних мов і культур  Регулярна участь у Всеукраїнському конкурсі студентських наукових робіт  Науково-практичні конференції: організація та участь  Наукові статі (фахові та нефахові видання), тези  Науково-методичні семінари, майстер-класи, тренінги  Методична майстерня «Future Приєднуйтеся до групи Лабораторії Teacher’s Film Club» методики у Facebook та Telegram!  Проєкт «Steps to Teaching»  Проєкт «Student-Led Lectorium»  Основна література до курсу Harmer, J. (2003) The Practice of English Language Teaching (the 4th Edition). Harlow: Pearson. https://www.academia.edu/43684275/The_Practice_of_Englis h_Language_Teaching_Jeremy_Harmer Harmer, J. (2011). How to Teach English. New edition. Harlow: Pearson. https://www.academia.edu/41587203/HOW_TO_TEACH_ENG LISH_JEREMY_HARMER Типова програма «Методика навчання англійської мови». Освітній ступінь бакалавра / Core Curriculum English Language Teaching Methodology. Bachelor’s Level (2020). Івано-Франківськ: НАІР. https://ngschoolteacher.wixsite.com/ngscht/guidelines-and-s upplements https://ngschoolteacher.wixsite.com/ngscht/ guidelines-and-supplements  Контроль та оцінювання 1. Тестові завдання (10 позицій з ключами) розробка з цифровим 20 балів інструментом та виконання тесту одногрупника, по 2 бали на пару тестів 2. Підсумковий тест (50 позицій) розробка та виконання 2 бали 3. Підсумкове тестове завдання з цифровим інструментом (20 позицій) 2 бали розробка та виконання 4. Розробка мікровчителювання за темою заняття курсу: дібрати 10 балів відеоматеріал 4-5 хв., розробити до нього блок завдань – 2 допереглядові, 1 для виконання у процесі перегляду, 2 післяпереглядові; форма подачі – у презентації, на дошці MIRO тощо для виконання на онлайн-занятті 5. Поточні практичні завдання, по 3 бали на заняття 30 балів 6. Лекція-презентація з методичної проблеми (тему дає викладач) 12 балів 7. Розробка інтерактивного заняття “workshop” за темою лекції з 12 балів використанням ІКТ 8. Розробка комплексного заняття-тренінгу «кіноклуб» (у парі) 12 балів Усього: 100 балів  Lectures 1-2 Introduction: Communicative language teaching Describing learners and teachers Lecturer: Hanna Podosynnikova, PhD in Education, Associate Professor The source: Harmer, J. (2003) The Practice of English Language Teaching (the 4th Edition). Harlow: Pearson.  Outline INTRODUCTION. Communicative language teaching 1. DESCRIBING LEARNERS 1.1. Age 1.2. Learner differences 1.3. Language levels 1.4. Motivation 2. DESCRIBING TEACHERS 2.1. The teacher in the classroom 2.2. Rapport 2.3. The teacher as teaching aid 3. DESCRIBING LEARNING CONTEXTS 3.1. The place and means of instruction 3.2. Class size 3.3. Managing mixed-ability 3.4. Monolingual, bilingual and multilingual Communicative Foreign Language Teaching Communicative foreign language teaching: Key characteristics Interaction is “the heart communication, it is what communication is all about” (Brown (2001: 165). Major components of communicative foreign language teaching Learners Reasons for Teachers learning The language Context for learned learning Managing learning DESCRIBING LEARNERS DESCRIBING LEARNERS Age Learner differences The Language Learner Individual differences affect L2 acquisition. These may include: (1) the rate of development and (2) their ultimate level of achievement. Learners differ with regard to variables relating to cognitive, affective and social aspects of a human being. Fixed factors such as age and language learning aptitude are beyond external control. Variable factors such as motivation are influenced by external factors such as social setting and by the actual course of L2 development. Cognitive style refers to the way people perceive, conceptualize, organize and recall information. Field dependent learners operate holistically. They like to work with others. Field independent learners are analytic and prefer to work alone.  DESCRIBING LEARNERS: Age The age of our students is Very young learners a major factor in our decisions 3-6 about how and what to teach. People of different ages have Young learners different needs, competences 7-12 and cognitive skills. We might expect children of primary age to acquire much of Adolescents 13-19 a foreign language through play, for example, whereas for adults we can reasonably expect a greater use of abstract thought. Adults 20+ Learner differences in age: areas to focus on  Myths and misconceptions about teaching FL to young learners Misconceptions in teaching approach to younger learners can lead to failure (Musthafa, 2000). To teach English to young To approach children as “a learners in the same way as adult blank sheet” a teachers learners (teaching process, can do what they want methods, techniques). with. In fact, up to the Actually, children have their ages of 9-10, kids own culture and learning learn differently from preferences. They learn by others. physical activities, they have a relatively short attention span, learn with the motive of meeting immediate goals (here and now principle).  AGE: Young children  They respond to meaning even if they do not understand individual words.  They often learn indirectly rather than directly – learning from everything around them rather than only focusing on the precise topic they are being taught.  Their understanding comes not just from explanation, but also from what they see and hear also have a chance to touch and interact with.  They find abstract concepts like grammar rules difficult to grasp.  Generally display enthusiasm for learning and a curiosity about the world around them.  They have a need for individual attention and approval from the teacher.  They are keen to talk about themselves and respond well to learning that uses themselves and their own lives as main topics in the classroom.  They have a limited attention span – easy to get bored unless the activities are appealing for them. The younger the better, brain plasticity (Steven Pinker).  Age: Adolescents Adolescence is a transition period between childhood and adulthood. It is a period of rapid development and changes (physical, mental, social, emotional, sexual etc.) 1. Transitional social status. 2. Change in physical, psychological and sociological aspects of an individual along with values, attitudes, interests and behavior. 3. Egocentrism; the try to achieve independence from parents and to establishe cooperative and workable relationships with peers, to prepare for a meaningful vocation. 4. Interest in physical attractiveness and good grooming. 5. Aspirations, thoughts and achievements are more idealistic rather than realistic. 6. Period of Hero-worship and sexual maturity. 7. High values; like to serve in fairs, festivals, social gatherings etc. and sacrifice their conveniences for social service due to their high moral feelings.  Age: Adolescents Why adolescent and teenage students may be disruptive in class? The search for individual identity provides the key challenge for this age group and sometimes leads to an identity crisis. Intensely emotional period, that often results in intense excitement and deep depression. The need for self-esteem and the peer approval may provoke being disruptive. Sometimes he/she may exhibit a ‘know-it-all’ attitude. The too difficult or too easy instruction. The boredom they feel in the irrelevant / non-communicative / monotonous classroom. Problems they bring into class from outside school. https://www.gov.nl.ca/education/files/ k12_curriculum_documents_adolescents_sec2.p df  Tips to teach adolescence From strategies to tactics 1. Get to know your students. Build relationships with them. 2. Become comfortable with your own authority. Be careful of the personal image that you project and a force to be reckoned with. 3. Engage critical thinking and interactivity, creativity. 4. Avoid boredom in the teaching learning process. 5. Keep actively engaged but not overworked. 6. Provide emotional balance and positive motivation. 1. Make use of classroom routines. Classroom routines that are well-crafted and consistently followed create a predictable and comfortable learning environment and a natural “flow” to your lesson. 2. Focus on problem-solving, project work, case study, etc. 3. Lesson plans for teenagers ought to be more activity-driven than anything else. 4. Differentiate instruction. Students who become bored by material that is too easy can get unruly quite quickly. Students who become frustrated or angered by difficult material can also lash out. 5. Creative well-planned teaching. When possible, stray from the classic “stick to the textbook” method. 6. Throughout lessons, allow time for group work. 7. Keep “relevancy” in mind. The materials you use and the topics you teach about should relate to the students’ lives. 8. Games for in-person and virtual classes. Balance work and fun. 9. Use rewards as motivation. J.Harmer: the ESA (engage, study and activate) algorithm based on critical thinking skills development stages in the lesson plan. ENGAGE - teacher increases students motivation at the beginning of the class so that learners can be acquainted with the topic that the teacher is going to develop STUDY - learners focus on the information of the language. The teacher explains grammar, vocabulary, structures, usage ACTIVATE - students produce the language through activities which stimulate communication, interaction, problem solving, creativity  Age: Adult learners  They come into classrooms with a rich range of experiences which allow teachers to use a wide range of activities with them.  Unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out of it.  They have expectations about the learning process, and may already have their own set patterns of learning.  They have growing awareness of real life issues.  Adults tend to be disciplined.  Crucially, they are often prepared to struggle on despite boredom.  They can engage with abstract thought. Adults are never entirely problem-free learners, and have a number of characteristics which can sometimes make learning and teaching problematic:  they can be critical of teaching methods; requests and demands; want to make the most of the time they spend in class;  they may have experienced failure or criticism at school which makes them anxious and under-confident about learning a language;  intellectual and creative powers may be diminishing with age, adults need time and practice to learn new. The strategies for adult foreign language learning: Problem-solving principles + first language knowledge + relevant contexts DESCRIBING LEARNERS: Age Is it true or false? One of the most common beliefs about age and language learning are: Young children learn faster and more effectively than any other age group. Adolescents are unmotivated, surly and uncooperative. Adults are problem-free learners, the easiest to teach. How Do Learners Acquire a Second Language? Learners acquire a second language by making use of existing knowledge of the native language, language aptitude, general learning strategies, or universal properties of language to internalize knowledge of the second language. These processes serve as a means by which the learner constructs an interlanguage (a transitional system reflecting the learner’s current L2 knowledge). Communication strategies are employed by the learner to make use of existing knowledge to cope with communication difficulties.  LEARNER DIFFERENCES: Aptitude Language aptitude is the ability to learn foreign languages. It is believed to be relatively stable throughout the life. Dr. Carroll’s 4 components of language aptitude 1. Phonemic coding ability - ability to perceive and remember distinct sounds associated with syllables 2. Grammatical sensitivity - ability to recognize the function of a lexical element in a sentence 3. Rote learning ability - ability to learn and retain associations between words in a new language and their meaning in English 4. Inductive learning ability - ability to infer or induce rules governing the structure of a language  Aptitude and intelligence Linguistic aptitude tests Intelligence  tests are especially suited to people who have Peter Skehan believes that little trouble doing grammar-focused tasks what distinguishes  whose analytical abilities are not so highly exceptional students from developed, and who receive and use language the rest is that they have in a more message-oriented way - tests are at unusual memories, a disadvantage particularly for the retention of things that they hear.  while tests may discriminate between the most and the least 'intelligent' students, they are less effective at distinguishing between the Learners with a wide variety majority of students who fall between these of intellectual abilities can be two extremes. successful language  tests influence the way in which both teachers learners. This is especially and students behave. It has been suggested true if the emphasis is on that students who score badly on aptitude oral communication skills tests will become demotivated and that this will rather than metalinguistic then contribute to precisely the failure that the knowledge. test predicted.  LEARNER DIFFERENCES: Aptitude This potential is often In the classroom evaluated using formal Language aptitude may be rather aptitude (IQ) tests, which fixed but there are many things predict the degree of success teachers can do in the area of the candidate will have with a learner training to improve the new language. learner's ability. These include: Aptitude tests vary but many helping learners identify their include evaluation of ability to preferences for learning; manage sounds, grammatical thinking about learning styles, structures, infer rules, and and then looking at how these memory. can be developed;  Problems with IQ tests that developing analytical thinking; favour analytic learners music, poetry, drama;  Disadvantage of IQ tests: developing learner autonomy by self-fulfilling prophecies. teaching learners how to study Students may become de- effectively. motivated.  LEARNER DIFFERENCES: learner strategies Learner strategies are defined as deliberate behaviors or actions that learners use to make language learning more successful, self-directed and enjoyable. Cognitive strategies relate new concepts to prior knowledge. Metacognitive strategies are those which help with organizing a personal timetable to facilitate an effective study of the L2. Social strategies include looking for opportunities to converse with native speakers. LEARNER DIFFERENCES: Good learner characteristics Does success in FL learning predetermined by aptitude? To Lightbown and Spada (1993), the good language learner: 1) is a willing and accurate guesser. 2) tries to get a message across even if specific language knowledge is lacking. 3) is willing to make mistakes. 4) constantly looks for patterns in the language. 5) practices as often as possible. 6) analyzes his/her own speech and the speech of others. 7) attends to whether his or her performance meets the standards he or she has learned. 8) enjoys grammar exercises. 9) begins learning in childhood. 10) has an above-average IQ. 11) has good academic skills. 12) has a good self-image and lots of confidence. http://www.academypublication.com/issues/past/tpls/vol02/08/08.pdf LEARNER DIFFERENCES: Good learner characteristics The characteristics Neil Naiman Joan Rubin and his and Irene can be classified in colleagues Thompson several categories: include include  motivation,  intellectual abilities, a tolerance of Students who are ambiguity creative  learning preferences, positive task who make intelligent  willing to make orientation guesses mistakes is considered a who make their own ego involvement personality opportunities for practice characteristic who make errors high aspirations, work for them not goal orientation and against them, and perseverance who use contextual clues LEARNER DIFFERENCES: Good learner characteristics Naiman et al. (1978) identify five major The most frequently used strategies for good language learning: techniques for FL learning: 1) active task approach (to actively involve  having contact with native themselves in the language learning speakers; listening to radio, task); T.V., records, movies, 2) realization of language as a system (to commercials etc.; develop or exploit an awareness of  reading anything: magazines, language as a system); newspapers, professional 3) practising language as a means of articles, comics, etc.; communication and interaction;  repeating aloud after teacher 4) management of affective demands (to and / or native speaker; realize initially or with time that they  making up bilingual must cope with the affective demands vocabulary charts and made upon them by language learning memorizing them; and succeed in doing so);  following the rules as given in 5) monitoring of performance in the target grammar books or text language. books;  having pen-pals. http://www.academypublication.com/issues/past/tpls/vol02/08/08.pdf LEARNER DIFFERENCES: Learner types and styles Every learner has a definite learner’s type and a learning style, which an English teacher should take into consideration while planning a lesson and choosing tasks and activities. Keith Willing (1987) suggested four language learner categories: A. Convergers: C. Concrete learners: Prefer solitary learning to Like conformists, but enjoy the social groups aspects of learning Independent Like to learn from direct experience, Confident in their own abilities Interested in language Analytic use/communication rather than system Cool and pragmatic Enjoy games and group work in class. B. Conformists: D. Communicative learners: Prefer to emphasise Interested in language use and learning ‘about language language as communication rather ‘over learning to use it than language as a system Dependent from comfortable out of class, degree of authoritative figures confidence, take risks, Perfectly happy to work in Interested in social interaction with non-communicative other speakers classrooms Perfectly happy to operate with no Prefer to see well- guidance of teacher organized teachers Enjoy games and group work in class The methodologist Tony Wright described four different learner styles within a group: The 'enthusiast' looks to the teacher as a point of reference and is concerned with the goals of the learning group. The 'oracular' focuses on the teacher but is more oriented towards the satisfaction of personal goals. The 'participator' tends to concentrate on group goals and group solidarity The 'rebel' is mainly concerned with the satisfaction of his or her own goals. LEARNER DIFFERENCES: What makes a successful language learner  LEARNER DIFFERENCES: Individual variations There are two theories which have tried to explain the individual variations but have never been proved experimentally. They are scientifically inaccurate and belong to FLT myths: a) Neuro-linguistic programming (NLP). According to its practitioners, we use a number of ‘primary representational systems’ to experience the world b) Multiple Intelligences Theory (MI Theory). It is a concept introduced by Harvard Psychologist Howard Gardner. In his book Frames of Mind, he suggested that we do not possess a single intelligence, but a range of intelligences, such as: Musical/ Rhythmic, Verbal/ Linguistic  There are two models which have tried to account for individual variation, and which teachers have attempted to use for the benefit of their learners Neuro-Linguistic Programming MI theory  NLP gives teachers the chance MI stands for Multiple Intelligences, a concept to offer students activities introduced by Howard Gardner. If we accept that which suit their primary different intelligences predominate in different preferred systems. people, it suggests that the same learning task  According to Radislav Millrood, may not be appropriate for all of our students. it shows how teachers can  While people with a strong operate in the C-Zone - the logical/mathematical intelligence might respond zone of congruence, where well to a complex grammar explanation, teachers and students interact  a different student might need the comfort of affectively - rather than in the diagrams and physical demonstration because R-Zone- the zone of student their strength is in the visual/spatial area. resistance, where students do  Other students who have a strong not appreciate how the teacher interpersonal intelligence may require a more tries to make them behave. interactive climate if their learning is to be effective.  What to do about individual differences Teachers might ask students what their Teachers might try to find out which learning preferences are in questionnaires preferred sensory system our students with items (perhaps in the students' first respond to language) such as the following: When answering comprehension questions about reading passages I prefer to work a. On my own b. With another student c. With a group of students Get students to do a test so that they can come up with a personal Multiple Intelligences (MI) profile which they can then share with the teacher. The students are led through a series of questions, as a result of which the software produces an MI profile for each student  LEARNER DIFFERENCES: Language levels The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. The CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2. It also defines three ‘plus’ levels (A2+, B1+, B2+) This scheme makes it possible: to establish learning and teaching objectives to review curricula to design teaching materials and to provide a basis for recognising language qualifications thus facilitating educational and occupational mobility. https://www.coe.int/en/web/common- european-framework-reference-language s/level-descriptions https://rm.coe.int/16802fc1bf https://www.coe.int/en/web/common- european-framework-reference- languages https://rm.coe.int/common-european-fr amework-of-reference-for-languages-lear ning-teaching/16809ea0d4 LEARNER DIFFERENCES: Language levels LEARNER DIFFERENCES: Language levels Problems to counteract Different methodology Different motivation Language Topics Different guided learning hours Different progress expectations (at intermediate levels success is less obvious, as you advance, Ss hit “Plateau effect”)  LEARNER DIFFERENCES: Motivation types At the most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something.  Intrinsic:  Extrinsic: comes from caused by within the outside individual factors (enjoyment of (passing an the learning exam, process itself, having desire to financial make reward) yourself better)  Language, task and topic Teachers have to adjust the language they use to the level of the students they are teaching:  At beginner and elementary levels, using words and phrases that are as clear as possible, avoiding some of the more opaque idioms which the language contains. At lower levels teachers do their best not to confuse their students by offering them too many different accents or varieties of English  Teachers also take special care at lower levels to moderate the speed they speak at and to make their instructions especially clear. There is a problem with beginner course book material  It is the way in which quite complex topics are reduced to banalities because the language available at that level makes it impossible to treat them in any depth. The result is a kind of 'dumbing-down', which sometimes makes English language learning material appear condescending and almost childish. Teachers should avoid this, matching topics to the level, and reserving complex issues for more advanced classes.  External sources of motivation The goal is the goal which students perceive themselves to be learning for (a forthcoming exam, a general desire to be able to converse in English, to be able to use English to get a better job or to understand English-language websites) The outside any classroom there are attitudes to language learning and the English society we language in particular. How important is the learning of English considered to be live in in the society the student lives in? Is the language learning part of the curriculum of high or low status? If school students were offered the choice of two languages to learn, which one would they choose and why? Are the cultural images associated with English positive or negative? The people  the attitude of parents and older siblings will be crucial. Do they approve of around us language learning, or do they think that maths and reading are what count, and clearly show that they are more concerned with those subjects than with the student's success in English?  the attitude of a student's peers is also crucial: if they are critical of the subject or activity, a student may well lose any enthusiasm they once had for learning English. Curiosity it is a student's natural curiosity. At the beginning of a term or semester, most students have at least a mild interest in who their new teacher is and what it will be like to be in his or her lessons. When students start English for the first time, most are interested to see what it is like.  By Harmer, building up motivation has 5 distinct stages Affect students are far more likely to stay motivated over a period of time if they think that the teacher cares about them. This can be done by building good teacher-student rapport, which in turn is dependent on listening to students' views and attempts with respect, and intervening in an appropriate and constructive way. Achievement nothing motivates like success. Nothing demotivates like continual failure. It is part of the teacher's art, therefore, to try to ensure that students are successful, because the longer their success continues, the more likely they are to stay motivated to learn. Attitude when students have confidence in the teacher, they are likely to remain engaged with what is going on. If they lose that confidence, it becomes difficult for them to sustain the motivation they might have started with. Activities students' motivation is far more likely to remain healthy if they are doing things they enjoy doing, and which they can see the point of. Our choice of what we ask them to do has an important role, therefore, in their continuing engagement with the learning process. Agency no one is suggesting that students should have complete control of what happens in lessons. But the more we empower them and give them agency, the more likely they are to stay motivated over a long period.  Solutions: Initiating and sustaining motivation  Goal and goal setting: we have said that motivation is closely bound up with a person’s desire to achieve a goal. A distinction needs to be made here between long- and short-term goals.  Learning environment: although we may not be able to choose our actual classrooms, we can still do a lot about their physical appearance and the emotional atmosphere of our lessons. Both of these can have a powerful effect on the initial and continuing motivation of students.  Interesting classes: if students are to continue to be intrinsically motivated they clearly need to be interested both in the subject they are studying and in the activities and topics they are presented with. We need to provide them with a variety of subjects and exercises to keep them engaged. The choice of material to take into class will be crucial too, but even more important than this will be the ways in which it is used in the lesson.  Responsibility for learning (Learner Autonomy)  Responsibility for learning Encourage responsibility Possible problem: and Learner Autonomy! Cultural backgrounds may Examples of Learner be against Learner Autonomy - encourage Ss Autonomy to:  Solve a reading puzzle on Possible Solution: their own VS explanation Gradually extend from T students’ role in learning  Use monolingual learners’ VS imposing Further links: dictionaries n Early https://www.teachingenglish.org.uk/article/li stages (ok to use zzie-pinard-fostering-learner-autonomy bilingual dictionaries https://www.teachingenglish.org.uk/article/p romoting-learner-autonomy-through-commu gradually merge nication-strategy-training independence from T) https://www.teachingenglish.org.uk/article/l earning-styles-discussion-forum  T give resources for individual research: Self- LEARNER DIFFERENCES: Sociocultural Background Possible Problems Range of cultural backgrounds Different expectations of teaching and what learning should involve Opinions of classroom topics / practices Teaching Methods: 1. Learning by rote (memorizing) 2.Learning by doing (Ss involvement) Possible Solutions T should be sensitive to different backgrounds T should offer topics and different teaching technique T be able to explain what and why materials and topics will be used without offending Ss  REASONS FOR LEARNING a FOREIGN LANGUAGE “I learn the foreign language because…”: Brainstorm possible reasons for learning a FL. The global / regional language. Useful for international communication. General English without any particular purpose; students have different reasons for learning a second/foreign language (prestige, reading books, watching films, blogging, gaming, etc.) Moved into a target-language community English for a Specific Purpose (ESP) Studies at universities or colleges abroad Example: Business English English for Academic Purposes (EAP)  Solutions: how can we adapt our teaching based on these learner differences in order to successfully promote language learning? Active role, co-designing Making conscious Connect lessons to their decisions about the lesson, everyday lives, their inclusiveness preferences and interests. Asking for opinions Reflecting on the lesson Commenting Different types of tasks, Using a wide variety of hands-on activities, group materials/activities/medi work and games a A certain predicted lesson structure + ‘expecting the unexpected’ https:// ioannanifli.wordpress.co Active knowledge, to m/2021/12/30/ foster language awareness Communicative tasks that individual-learner- promote learner involvement and boost their creativity differences-the- To negotiate meaning in the TL importance-of-age- learner-aptitude-and- Positive feedback different-learning-styles- in-sla/ DESCRIBING TEACHERS  DESCRIBING TEACHING: Teacher- and learner-centred classes TEACHER-CENTRED TEACHING: Teacher as the giver of the knowledge, the authority, the controller. Is teaching about the 'transmission' of knowledge from teacher to student, or is it about creating conditions in which students learn for themselves? LEARNER-CENTRED TEACHING: Learners’ needs and experience are centralto the educational process. Students’ needs should drive the syllabus, not some impose list. The heart of language course: students’ learning experiences and their responses to them. In a good lesson: the student activity taking place, not the teacher’s. Teachers are no longer the giver of knowledge, but the facilitator and the resource for the students to draw on. LEARNER-CENTRED TEACHING. Special qualities are required for teachers: Maturity, Openness to student input Intuition, Educational skills, Greater tolerance of uncertainty.  THE ROLES OF TEACHER (J. Harmer) controller organizer participant assessor prompter observer tutor resource performer teaching aid 1. The Teacher as Controller Teacher in charge of the class and of the activity Teacher-fronted classroom 2. The Teacher as Organizer Teacher should be able to organize students to do various activities. Engage Instruct Initiate Organize Feedback 3. The Teacher as Participant Teachers may want to join in activity not as teachers, but as participants in their own right. Students will enjoy having the teacher with them. 4. The Teacher as Assessor Teachers should be able to offer feedback, give correction and grades students in various ways.  5. The Teacher as Prompter THE ROLES OF TEACHER Teachers should be able to motivate their students 6. The Teacher as Resource Teacher will want to be helpful and available Teachers answer to some questions from the students Teachers can be one of the most important resources students have when they: a) ask how to say or write something, b) want to know what a word or phrase means 7. The Teachers as Tutor Teachers working with individuals or small groups Teacher will allow more personal contact, support and help. 8. The Teachers as Observer Observe what the students do Especially in oral activities To be able to give useful individual and group feedback. 9. The Teacher as Performer Going into “performance mode”, as actors, teachers report to become more energetic, humorous, creative in class.  DESCRIBING TEACHERS: how to play roles Teachers need to be able to switch between the various roles, judging when it is appropriate to use one or the other. Teachers need to be aware of how they carry out the selective role and how they perform it. Each teacher performs differently. Each teacher has many different performance styles depending on the situation. HOW THE TEACHER SHOULD PERFORM 1. Team game. Energetically, encouragingly, clearly, fairly 2. Role play. Clearly, encouragingly, retiringly, supportively 3. Teacher reading aloud. Commandingly, dramatically, interestingly 4. Whole-class listening. Efficiently, clearly, supportively  Special English teacher’s role and task 1: RAPPORT To develop a good learning environment we need to appropriate relationship with our students. We need to make sure that teacher-student rapport is positive and useful. Successful interaction with students depends on four key characteristics: Recognising students (learn the names of everyone in the class Listening to students Respecting students Being even-handed. Show an interest in learners' lives outside of the classroom https://www.britishcouncil.org/voices-magazine/build-rapport-english- language-classroom-eight-tips-for-new-teachers 1.Recognising students: Students want their teachers to know who they are. They would like their teachers to know their names, but they also appreciate it when teachers have some understanding of their characters. 2.Listening to students: Students respond very well to teachers who listen to them. We need to make ourselves as available as we can to listen to individual students' opinions and concerns, often outside the lessons themselves. we need to listen properly to students in lessons, too. And we need to show that we are interested in what they have to say. As far as possible, we also need to listen to the students' comments on how they are getting on, and winch activities and techniques they respond well or badly to. We need to show that we are listening and paying attention to our students, and this will mean approaching them, making eye contact and generally looking interested. 3.Respecting students: Correcting students is always a delicate event. If we are too critical, we risk demotivating them, yet if we are constantly praising them, we risk turning them into 'praise junkies', who begin to need approval all the time. Students need to know that we are treating them with respect, and not using mockery or sarcasm - or expressing despair at their efforts. Teachers who respect students do their best to see them in a positive light. They are not negative about their learners or in the way they deal with them in class. They do not react with anger or ridicule when students do unplanned things, but instead use a respectful 4. Being even-handed: Most teachers have some students that they warm to more than others. For example, many teachers react well to those who take part, are cheerful and cooperative, who take responsibility for their own learning, and do what is asked of them without complaint. Sometimes teachers are less enthusiastic about those who are less forthcoming, and who find learner autonomy, for example, more of a challenge. Yet, a good teacher should try to draw out the quiet ones and control the more talkative ones, and to asks the people who don t always put their hands up.' The reasons that some students are not forthcoming may be many and varied, ranging from shyness to their cultural or family backgrounds. Sometimes students are reluctant to take part overtly because of other stronger characters in the group. And these quiet students will only be negatively affected when they see far more attention being paid to their more robust classmates. At the same time, giving some students more attention than others may make those students more difficult to deal with later since they will come to expect special treatment, and may take our interest as a license to become over-dominant in the classroom. Moreover, it is not just teenage students who can suffer from being the 'teacher's pet'. Treating all students equally not only helps to establish and maintain rapport, but is also a mark of professionalism. Special role and task 2: The teacher as teaching aid The teacher as language model Dialogues Movement Draw on the board Use body Animate the performance language Appropriate speed, style, tone, volume Eye contact Reading circles (primary school) Gesture Story-telling, story-poem reading Mime (adults, the content and the way that it is Facial handled will be significally different) expression Reading passages aloud capture Speech students imagination. Student talk Names The teacher as provider the comprehensible input https://www.teachingenglish.org.uk/article/teacher-teaching-aid DESCRIBING TEACHERS: Teacher tasks Preparation. Effective teachers are well- prepared. To think in advance of what we are going to do and of learning outcomes Keeping records of how well things have gone. Self-reflection, analysis Being reliable (practicing what we preach)  DESCRIBING TEACHERS: Teacher skills and knowledge Destinations (objectives and The language system learning outcome) Methodology Managing classes Materials and Matching tasks and resources groups Classroom equipment (off-line, Variety (learner on-line) roles, tasks, activities, material, Keeping up-to-date context, aids  DESCRIBING TEACHERS: Characteristics of highly effective teachers of English The brainstorming session. List the qualities of a good teacher of English. 1.Imagination 1. Imagination 2.Innovativeness 2. Innovativeness 3.Interaction 3. Interaction 4.Independent thinking 4. Independent thinking 5.Interdependence 5. Interdependence 6.Creativity. 6. Imagination 7.Professional development. https:// www.theindependentbd.com/post/ https://www.teachingenglish.org.uk/characteristics-highly- 218611 effective-teachers-english%20stage. Professor Jack C. Richards - Creativity in language teaching https://www.youtube.com/watch?v=QKkO4RjEHYg Professor Jack C. Richards - Professional Development https://www.youtube.com/watch?v=Uiq_dVI1BMk  DESCRIBING TEACHERS: Stress and professional deformation frequent mood swings increased excitability lack of self-regulation tendency to affective response irritability the emotional exhaustion veiled and open cruelty towards people negativity in judgments about people grumbling destructive http://pubs.sciepub.com/education/1/11/7/index.html interpersonal relations https://www.researchgate.net/publication/331089756_STUDY_THE_ISSUE_OF_THE_PROFESSI ONAL_DEFORMATION_OF_TEACHERS CONTEXT FOR LEARNING  CONTEXT FOR LEARNING Examples Key points: Influence of schools; Size of class affects how we types of schools teach Class size: Large Different context – different classes VS one-to-one content – different student teaching actions – different teacher In-school VS In- instructions company teaching Realistic mixed-ability Real VS Virtual teaching learning environment School Curriculum/ Learner Mixed abilities classes Outcomes Monolingual, bilingual, Teach to the test multilingual classes DESCRIBING LEARNING CONTEXTS Class size Mixed-ability groups Monolingual, bilingual, multilingual Managing different class sizes Class size Teaching Large one-to-one classes  Teaching one-to-one A special teaching context is that of an individual student working alone with a teacher over a period of hours or weeks in what are often referred to as 'private classes'.  Recommendations for private teachers Make a good impression Be well-prepared Be flexible Adapt to the student Listen and watch Give explanations and guidelines Don’t be afraid to say no  Key elements in successful large-class teaching Be organised Establish routines Use different paces for activities Maximise individual work Use worksheets Use pair work and group work Use chorus reaction  Different student actions Give students different tasks Give students different roles Reward early finishers Encourage different student responses Identify student strengths (linguistic or non-linguistic)  Managing mixed ability groups Responding to students Being inclusive Flexible groupings  Monolingual, bilingual and multilingual How and when can we use (or allow the use of) the students' L1 in the classroom? Acknowledge it makes no sense to deny the importance of the students' L1 in their L3 the L1 learning. Even where we do not share the students' language or languages, we can show our understanding of the learning process and discuss L1 and L2 issues with the class. Use we can use sensible activities which maximise the benefits of using the appropriate students' Ll. These may include translation exercises of the kind we L1, L2 have mentioned, or specific contrasts between the two languages in activities areas of grammar, vocabulary, pronunciation or discourse. Differentiate while it may make sense to use the students' L1 for explanations and between rapport-enhancement at lower levels, this becomes less appropriate as levels the students' English improves. Agree clear students need to know when mother-tongue use is productive and when guidelines it is not. Use teachers all over the world spend a lot of their time going round to encourageme students, especially during speaking activities, saying things like, Please nt and speak English! or Why not try to stop using Ukrainian? etc. and it often persuasion works, especially if students have discussed the issue of L1 use with the teacher previously.  LITERATURE Harmer, J. (2003) The Practice of English Language Teaching (the 4th Edition). Harlow: Pearson. Harmer, J. (2011). How to Teach English. New edition. Harlow: Pearson. Типова програма «Методика навчання англійської мови». Освітній ступінь бакалавра / Core Curriculum English Language Teaching Methodology. Bachelor’s Level (2020). Івано-Франківськ: НАІР. https://ngschoolteacher.wixsite.com/ngscht/guidelines-an d-supplements School Experience Observation tasks Module 1 / Типова програма «Методика навчання англійської мови». Освітній ступінь бакалавра (2020). Івано-Франківськ: НАІР. https://1fd10c7a-6813-41b3-98e8-e5598ca6cc9b.filesusr. com/ugd/15b470_214ad66b0c0f4ec7aaa79fe629eb4c1a. pdf\  For further reading Borich, Gary D. (2017). Effective teaching methods : research- based practice. The 9th edition. Pearson. https://www.academia.edu/65137445/_2017_Effective_Teaching_Methods_Resear ch_Based_Practice Learner type Case study key A formal learner 1 An intuitive learner 2 An imaginative learner 3 A deliberate learner 4 An informal learner 5 A self-aware Learner 6 An active learner 7 DESCRIBING TEACHERS: Roles of teachers (Key: 1 - D, 2 - A, 3 - C, 4 - H, 5 - F, 6 - B, 7 - E, 8 - G, 9 - J, 10 - I)