What if …..Teacher:

Silviana Maricela Madrid González

 

Student:

Carmen Judith Bazurto Palma

TEACHING PRACTICUM I

What if students are all atdifferent levels

Teachers can divide and apply different activities focused on their levels if the classroom has the facilities.

Teachers use the same material with different activities and difficulty based on knowledge.

Teachers can work homogeneously, but learners with more knowledge can get bored quickly; so it is necessary to have additional material or make them to help others in work group.

Teachers must walk around in order that each member work and avoid anxiety without inferior or superior attitude to create an inspiring environment to learn.

What if the class is very big?

Teachers must be in front in the class to be accessible for learners.

Using active and recreation activities as: WorksheetPair and group workDrill or repetitionClass division for question and answerName a leader in each group.Provide an enjoyable environment.Using the technology to communicate, post

information, evaluate , and leave assignments.

What if students keep usingtheir own language?

Teachers must explain which are the benefit to practice the English in class and disadvantage to improve the learning skills.

Establish norms about the mother tongue and encourage to avoid especially when students are speaking; because student lose opportunity to feedback and rehearsal.

Teachers should only respond when students speak English.

Teachers must speak English most of the time and use material in order to expose students with the real language.

Motivate students to speak and acquire the second language.

What if students don't dohomework?

Make agreements with students about homework and leave assignments accorder their interesting and lesson objectives.

Using diverse type and unexpected task to motivate students to do something new, fun, creative which active their knowledge

Teacher must stimulate, score and make feedback from students´ homework with respect.

It is important encouraged students to correct their mistakes and learn from them and give opportunities to express; even students should correct each other’s homework by support and cooperative knowledge.

What if students areuncooperative?

Teacher must calm down and be professionally and avoid to react emotionally.

It is important to find out what cause the problem and act as friend instead of authorities to try to help students; also explain sanction for bad behaviour as the last resources.

Explain for the whole class the norms at the beginning of the year to do something according that when the problem happens and remind the language-learning contract.

Motivate students to change their behaviour in the future.

Use individual dialogue to have an approach with students by email, letter or set meeting.

Talk to colleges and the higher authority about discipline policy.

What if students don't wantto talk?

It is not a good idea to force students, but it is better to use different techniques as:oUse pair work and group work to make students to

feel comfortable with small among students.oCreate activity where the progress is slowly by steps

in order to make student to gain self-assured.oTeacher must encourage students to act out dialogues

by rise and fall their voice to speak more naturally.oUse role play make student to speak more freely

when they pretend to be someone else.oUse recording as homework by students where

teachers have to listen with the objective to give advice, recommendation and feedback. This help to avoid the embarrassment (for them) of making mistakes.

What if students don'tunderstand the audio track?

Teachers can use:

◦ Preview interview questions about what students will listen that help them to have predictive power.

◦ Jigsaw listening by dividing the listening in different groups and provide an audio scripts them listen the whole class and guess the correct order.

◦ Apply an easy task which does not require comprehension excessively.

◦ Play the first segment or play the listening into different parts to make students predict what is going to happen next

◦ Use audio script for help student with weak listening skills. Another use is divide the script and to put it together. Beside, read audio script before, during and after they listen; also complete the space

◦ Provide a vocabulary based on the audio to help students to understand as a clue.

◦ Persuade students to listen as much as possible the target language to acquire the language and improve their understanding.

What if some students finishbefore everybody else?

When students or group finish first teachers can give worksheet or have a plan extension to the original task.

Teachers must be creative to solve this situation by different spare activities that include:

Worksheets,Puzzles,JeopardyReadingsGamesWritingE-books and so on…