Nauczanie Języka Obcego
Chapter 4 „Describing teachers”
nauczyciel - porównanie do aktora, dyrygenta, ogrodnika
teaching - 1 - `to give knowledge or to instruct or train'
- 2 - `to show somebody how to do something' or `to change somebody's ideas'
`learner-centred' - makes the learners' needs and experience central to educational process;
learners are given tasks to work on - in the process of performing these
tasks ( with the teacher's help ) real learning takes place;
teacher is no longer the giver of knowledge but rather faciliator ( someone
who makes progress easier ) and a resource for the students to draw on;
teachers needs special qualities - maturity, intuition, educational skills and
openness to student input and greater tolerance of uncertainty;
disquiet ( niepokój ) - letting students do the learning on their own with teachers only intervening when needed - might amount to a form of neglect; tanatamount to abdication by the teacher of the knowledge-giving role;
`teacher-fronting' seems to work - many students feel more comfortable with it; teacher will
want to be at the front of the class to motivate, instruct or explain something to whole class;
roles of a teacher
faciliator
controller - in charge of the class and of the activity taking place
- tell student things, organise drills, read aloud etc.
- it can deny students access to their own experiental learning by focusing
everything on the teacher;
- it cuts down on opportunities for students to speak ( when class is acting as
a whole group, fewer individuals have a chance to say anything at all );
- lack of variety in activities;
- sometimes it's necessary - announcements, restor order, explanations;
organiser - organising students to do various activities;
- make students involved, engaged and ready - making clear that something
new is going to happen and that the activity will be enjoyable or `good
for you';
- give necessary instructions ( what students ahould do first )
- level of language is important !
- demonstration of what is going to happen;
- start to initiate the activity ( tell them how much time they have got )
- stop the activity - organise some kind of feedback;
assessor - offering feedback, correction and granding students in various ways;
- students needs to know how and for what they are being assessed ;
- students do not want to feel that they are being unfairly judged;
prompter - when students are `lost for words', help them in a discreet and supportive way
participant - taking part in discussion - teacher can enliven discussion from the inside;
resource - then students want to know information in the middle of an activity about the
activity or information about where to look for something;
- students will be more independent in their learning generally;
- resist that students become over-reliant on teacher;
tutor - working with individuals or in small groups, pointing directions
(combining the roles of prompter and resource );
observer - during obesrvation - be careful not to be too intrusive;
- useful to take notes on students' performance ( not only what wrong ! );
Teacher as a performer
team game - teacher should perform energetically, encouragingly, clearly, fairly
role-play - teacher should perform clearly,encouragagingly, retiringly, supportively
teacher reading aloud - commandingly, dramatically, interestingly
whole-class listening - efficiently,clearly, supportively
Teacher as teaching aid
mime and gesture
use gesture to express or demonstrate meaning
remember that gestures do not necessarily have universal meanings
language model
story-telling or story/poem-reading
reading pages aloud to students
provider of comprehensible input
distinction between student-talking time (STT) and teacher-talking time (TTT)
more STT than TTT
the best kind of language which students could be exposed to as `comprehensible input'
- language which students understand the meaning of but which is nevertheless slightly
above their own production level
they do not understand every word teachers say, but they do understand the meaning of
what is being said