ELT I 3rd WEEK –ÇANAKKALE-March/ 2009

ELT I 3rd WEEK –ÇANAKKALE-March/ 2009

How to be a good teacherHow to be a good teacherWhat criteria can you set What criteria can you set for being a good teacher?for being a good teacher?

LECTURE 3 Week: 2-3LECTURE 3 Week: 2-3

To be a good teacherTo be a good teacher

Makes the lessons interestingMakes the lessons interesting Must love her jobMust love her job Behaves not only as a teacher Behaves not only as a teacher

but as a human so that students but as a human so that students understand that he is not only a understand that he is not only a teacher but a person as wellteacher but a person as well

HoW TO be a GOOd TeacherHoW TO be a GOOd Teacher

Must have general knowledge Must have general knowledge besides field knowledge,besides field knowledge,

Should be entertainer Should be entertainer (edutaiment)(edutaiment)

Should be approachable. (When Should be approachable. (When you have a problem you can talk you have a problem you can talk to him)to him)


Should have affinity with the Should have affinity with the students (identify with the students (identify with the hopes, and difficulties of hopes, and difficulties of their students while teaching their students while teaching them)them)


Should try and draw out the Should try and draw out the silence students and control the silence students and control the more talkative ones (asks give more talkative ones (asks give chance to students who don’t chance to students who don’t always put their hands up),always put their hands up),

The ability to control the classThe ability to control the class


PersonablePersonable (Smiles, greets (Smiles, greets students, initiates conversations, students, initiates conversations, invites questions, responds invites questions, responds respectfully to student respectfully to student comments,comments,

AuthoritativeAuthoritative (Establishes clear (Establishes clear course rules; maintains course rules; maintains classroom order; speaks in a classroom order; speaks in a loud, strong voice)loud, strong voice)


Creative and InterestingCreative and Interesting (Experiments with teaching (Experiments with teaching methods; uses technological methods; uses technological devices to support and enhance devices to support and enhance lectures; uses interesting, lectures; uses interesting, relevant, and personal relevant, and personal examples; not monotone),examples; not monotone),


Encourages and Cares for Encourages and Cares for StudentsStudents (Provides praise for (Provides praise for good student work, helps good student work, helps students who need it, offers students who need it, offers bonus points and extra credit,bonus points and extra credit,


Effective CommunicatorEffective Communicator (Speaks clearly/loudly; uses (Speaks clearly/loudly; uses precise English; gives clear, precise English; gives clear, compelling examples),compelling examples),


Enthusiastic about Teaching Enthusiastic about Teaching and about Topicand about Topic (Smiles during (Smiles during class, class,

prepares interesting class prepares interesting class activities, activities,

Prepares/follows the syllabus Prepares/follows the syllabus and has goals for each class),and has goals for each class),


uses gestures and uses gestures and expressions of emotion to expressions of emotion to emphasize important points, emphasize important points, and arrives on time for and arrives on time for class),class),


Flexible/Open-MindedFlexible/Open-Minded (Changes (Changes calendar of course events when calendar of course events when necessary, will meet at hours necessary, will meet at hours outside of office hours,outside of office hours,


pays attention to students when pays attention to students when they state their opinions, they state their opinions, accepts criticism from others, accepts criticism from others, and allows students to do make-and allows students to do make-up work when appropriate)up work when appropriate)


Good ListenerGood Listener (Doesn’t interrupt (Doesn’t interrupt students while they are talking, students while they are talking, maintains eye contact, and asks maintains eye contact, and asks questions about points that questions about points that students are making)students are making)


Happy/Positive Happy/Positive Attitude/HumorousAttitude/Humorous, laughs , laughs with students)with students)

HumbleHumble (Admits mistakes, (Admits mistakes, never brags)never brags)


Knowledgeable About Knowledgeable About Subject MatterSubject Matter (Easily (Easily answers students’ questions, answers students’ questions, does not read straight from does not read straight from the book or notes, the book or notes,

uses clear and uses clear and understandable examplesunderstandable examples))

ProfessionalProfessional (Dresses (Dresses nicely- neat and clean nicely- neat and clean shoes- and no profanity)shoes- and no profanity)



RespectfulRespectful (Does not (Does not embarrass students in class,embarrass students in class,

is polite to students [says is polite to students [says thank you and please, etc.], thank you and please, etc.],


does not interrupt students does not interrupt students while they are talkingwhile they are talking


Strives to Be a Better Strives to Be a Better TeacherTeacher (Requests feedback (Requests feedback on his/her teaching ability on his/her teaching ability from students, from students,


continues learning [attends continues learning [attends workshops, conferences etc. workshops, conferences etc. on teaching], and uses new on teaching], and uses new teaching methods)teaching methods)


Technologically CompetentTechnologically Competent (Knows how to use a (Knows how to use a computer, knows how to use computer, knows how to use e-mail with students, knows e-mail with students, knows how to use overheads during how to use overheads during class,class,


feedback (appropriate feedback-feedback (appropriate feedback-error correction,error correction,

Uses effective questioning Uses effective questioning techniquestechniques

Have students summarize the Have students summarize the lessonlesson

Uses the classroom’s space Uses the classroom’s space appropriatelyappropriately


Gives instructions clearlyGives instructions clearly

Maintains eye contactMaintains eye contact

Uses target language effectivelyUses target language effectively

Uses mother tongue when is Uses mother tongue when is necessarynecessary

Monitors students during the Monitors students during the activitiesactivities

Uses the board effectivelyUses the board effectively

Considers multiple intelligence and Considers multiple intelligence and individual differencesindividual differences

Makes repetitionMakes repetition

brings interesting&different brings interesting&different materials to the class materials to the class appropriate to the target appropriate to the target groupgroup

Provides clear examplesProvides clear examples


Warm-up:Warm-up:Effective and Effective and enjoyable related to the topic (it enjoyable related to the topic (it is prefered) is prefered)

Uses tUses techniques in all echniques in all category:controlled:category:controlled:Dictation,RDictation,Repetition Drills etc.epetition Drills etc.

integrate four skills integrate four skills Listening,Speaking,Reading,writiListening,Speaking,Reading,writingng

PERSONAL PERSONAL CHARACTERISTICSCHARACTERISTICS

leadership leadership alertnessalertness initiative initiative originalityoriginality İndustryİndustry judgmentjudgment

Personal CharacteristicsPersonal Characteristics

cooperation cooperation AdaptabilityAdaptability courtesy courtesy voice qualityvoice quality poise tactpoise tact speech mannerismsspeech mannerisms

ATTENTION: 2ND ATTENTION: 2ND ASSIGNMENT:ASSIGNMENT:

Ask the same question to your friends Ask the same question to your friends from different branches (Language from different branches (Language departments geography, maths, departments geography, maths, chemistry, science, preschool, primary chemistry, science, preschool, primary and other fields)and other fields)

And then form a set of criteria And then form a set of criteria regarding their answers. Compare the regarding their answers. Compare the differences and similarities between differences and similarities between language department and other language department and other departments. Keep it in your portfolio departments. Keep it in your portfolio (individual study)(individual study)

How should teachers talk How should teachers talk to studentsto students

In a manner of interaction (it In a manner of interaction (it does not demand technical does not demand technical expertise) expertise)

Types of interaction:T-S,S-STypes of interaction:T-S,S-S

How Should Teacher Talk to How Should Teacher Talk to studentsstudents

Empathise with the people they Empathise with the people they are talking to.are talking to.

Adapt your language to childrenAdapt your language to children

How should teachers talk to How should teachers talk to studentsstudents

no complex grammatical no complex grammatical structuresstructures

Eye contact while speaking Eye contact while speaking (other physical contact) (BE (other physical contact) (BE CAREFUL!!!)CAREFUL!!!)

How should teachers talk to How should teachers talk to studentsstudents

ROUGH-TUNE (Unconscious ROUGH-TUNE (Unconscious simplificationsimplification Which Both Which Both Parents And Teachers Make)Parents And Teachers Make)

For effective use of voice:For effective use of voice: physical movement, physical movement, gestures,gestures, expressions expressions mimemime

How should teachers give How should teachers give instructioninstruction

There shouldn’t be a waste There shouldn’t be a waste of time,of time,

Students should understand Students should understand what they are supposed to what they are supposed to dodo


First try to give the First try to give the instruction in the TL,instruction in the TL,

If still something remains If still something remains vague then use MT,vague then use MT,


instruction must be clear,instruction must be clear, Simple as possible,Simple as possible, Be logical, (to teach Be logical, (to teach

something),something),


Teachers should ask Teachers should ask themselves questions as;themselves questions as;

What is the important What is the important information I am trying to information I am trying to convey?convey?

After giving instruction:After giving instruction:

Check whether students Check whether students have understood what they have understood what they are being asked to do. (ask are being asked to do. (ask them is there any)them is there any)

After giving instruction:After giving instruction:

Have a student/students Have a student/students verify your instructionverify your instruction

İnsruction can be explained İnsruction can be explained in MT.in MT.


What must the students What must the students know if they are to complete know if they are to complete this activity successfully? this activity successfully? (aims&outcomes),(aims&outcomes),


Which information do they Which information do they need first? need first?

What should come next?What should come next?

Who should talk in classWho should talk in class

Not too much TTT (talking time),Not too much TTT (talking time), But STTBut STT Students should be exposed to Students should be exposed to

language language given chances to use it,given chances to use it,

Who should talk in classWho should talk in class

Even if you do not find any Even if you do not find any opportunity for speaking have opportunity for speaking have your students read in the your students read in the classroom,classroom,

KEEP IN MIND!!!KEEP IN MIND!!!

Students need practice, Students need practice, NOT NOT YOUYOU

Maximise STTMaximise STT

Minimise TTTMinimise TTT

Relaxed and unthreatening voice,Relaxed and unthreatening voice,

How should teacher talk How should teacher talk

When teacher speaks she/he When teacher speaks she/he should give a chance to hear should give a chance to hear language above the students’ language above the students’ productive level, but more or productive level, but more or lessless

How should teacher talk How should teacher talk

understandable,understandable,(comprehensible input SK)(comprehensible input SK)

I+0I+0 Teacher’s voice should not Teacher’s voice should not

drone,drone, Should be heard even from the Should be heard even from the

back rows,back rows,

What are the best kinds of What are the best kinds of lesson?lesson?

Violate your own behaviour Violate your own behaviour patterns, as:patterns, as:

Change your casual clothes,Change your casual clothes, if you usually sit then stand up,if you usually sit then stand up, Go among the desks,Go among the desks, if you are talkative always then if you are talkative always then

try to be silent one day.try to be silent one day.

What are the best kinds of lessonWhat are the best kinds of lesson

Do not have your students Do not have your students spend all of the course hour spend all of the course hour to do the same activity,to do the same activity,

Number of different tasks Number of different tasks especially with primary and especially with primary and secondary levels and even secondary levels and even adults,adults,

What are the best kinds of lessonWhat are the best kinds of lesson

DO NOT CREATE ANARCHY, TO DO NOT CREATE ANARCHY, TO DO THIS:DO THIS:

DO NOT LEAVE THEM ALONE!DO NOT LEAVE THEM ALONE! MONITOR STUDENTS!MONITOR STUDENTS!

Consider the anticipated problems Consider the anticipated problems during during

activities and find solutions to activities and find solutions to

themthem!!!!!!

Is it important to follow a pre-Is it important to follow a pre-arranged plan?arranged plan?

Do you have to follow and Do you have to follow and be rigid about the lesson be rigid about the lesson plan?plan?

In what cases flexibility?In what cases flexibility?

Pre-arranged planPre-arranged plan

A balance has to be struck A balance has to be struck between teachers attempting between teachers attempting to achieve what you set out to achieve what you set out and responding to what and responding to what students are saying or doing students are saying or doing on the other.on the other.


you planned your lesson to you planned your lesson to teach a dialogue and you act it teach a dialogue and you act it out then you ask students to out then you ask students to prepare a dialogue and allow prepare a dialogue and allow 20 minutes.20 minutes.


They need more time so you They need more time so you should discover that they should discover that they need 30 mnts. Abandon the need 30 mnts. Abandon the original plan go with their original plan go with their wisheswishes

Problems faced during your Problems faced during your plan:plan:

Tape recorder suddenly Tape recorder suddenly stops or you forget to bring stops or you forget to bring the CD!the CD!

Incase of the first two groups Incase of the first two groups have finished earlier?have finished earlier?

Problems faced during your Problems faced during your planplan

What would you do? What would you do? Students say we’ve done Students say we’ve done

that before!that before! FLEXIBILITY!FLEXIBILITY!

The Teacher should ask questions The Teacher should ask questions of TO WHOM, WHAT and WHof TO WHOM, WHAT and WH

What:The input (the language)What:The input (the language) What is language?What is language?

Principles of language learning Principles of language learning (interactive principles as well)(interactive principles as well)

Language learning principles Language learning principles are generally sorted into three are generally sorted into three sub-groupings: sub-groupings:

Cognitive PrinciplesCognitive Principles, , Affective Affective PrincipalsPrincipals and and Linguistic Linguistic PrinciplesPrinciples. .

Principles of language Principles of language learninglearning

Principles are seen as theory Principles are seen as theory derived from research, to which derived from research, to which teachers need to match teachers need to match classroom practices.classroom practices.

Here are some brief Here are some brief summaries of the principles that summaries of the principles that fall into each grouping:fall into each grouping:

Cognitive PrinciplesCognitive Principles

Automaticity: Subconcious Automaticity: Subconcious processing of language with processing of language with peripheral attention to meaning and peripheral attention to meaning and messages not on grammar messages not on grammar

Free from controlled modeFree from controlled mode

Meaningful Learning: This can be Meaningful Learning: This can be contrasted to contrasted to Rote LearningRote Learning, and is , and is thought to lead to better long term thought to lead to better long term retention;retention;


Anticipation of Rewards: Anticipation of Rewards: Learners are driven to act by the Learners are driven to act by the anticipation of rewards, tangible anticipation of rewards, tangible or intangible;or intangible;

Appreciation of their own Appreciation of their own competence to usecompetence to use


Intrinsic Motivation: The most Intrinsic Motivation: The most potent learning "rewards" are potent learning "rewards" are intrinsically motivated within the intrinsically motivated within the learner;learner;

Strategic Investment: The time Strategic Investment: The time and learning strategies learners and learning strategies learners invest into the language learning invest into the language learning process.process.

Affective PrinciplesAffective Principles

Language Ego: Learning a new Language Ego: Learning a new language involves developing a language involves developing a new mode of thinking - a new new mode of thinking - a new language "ego";language "ego";

Self-Confidence: Success in Self-Confidence: Success in learning something can be learning something can be equated to the belief in learners equated to the belief in learners that they that they cancan learn it; learn it;

Affective PrinciplesAffective Principles

Risk-Taking: Taking risks and Risk-Taking: Taking risks and experimenting "beyond" what is experimenting "beyond" what is certain creates better long-term certain creates better long-term retention;retention;

Language-Culture Connection: Language-Culture Connection: Learning a language also Learning a language also involves learning about cultural involves learning about cultural values and thinking.values and thinking.

Linguistic PrinciplesLinguistic Principles

Native Language Effect: A Native Language Effect: A learner's native language learner's native language creates both facilitating and creates both facilitating and interfering effects on learning;interfering effects on learning;

Linguistic principlesLinguistic principles

Interlanguage: At least some of Interlanguage: At least some of the learner's development in a the learner's development in a new language can be seen as new language can be seen as systematic; (numerous errors)systematic; (numerous errors)

Linguistic PrinciplesLinguistic Principles

Communicative Competence: Communicative Competence: Fluency and Fluency and

pragmatic and pragmatic and strategic ,grammatical structures, strategic ,grammatical structures, discourse,discourse,

competence as well as competence as well as psychomotor skills.psychomotor skills.

All these are involved in All these are involved in interactioninteraction

What is interactionWhat is interaction

The slides will continue next The slides will continue next weekweek

the roles of teacher in the roles of teacher in interactioninteraction

LOOK AT THE BOARD LOOK AT THE BOARD NOWNOW

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ELT I 3rd WEEK –ÇANAKKALE-March/ 2009

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