Key traits & characteristics of a competent & effective instructor:
1. Adheres to a code of practice for teachers at all times.
2. Establishes good
... [Show More] rapport & relationships with all learners at all times.
3. Fosters a constructive learning experience
4. Adjusts own level of English to suit the class
5. Always gives clear, precise instructions
6. Chooses appropriate moments for correcting the learners' language
7. Understands the need to use a range of relevant and suitable materials and resources
8. Works successfully with learners at different levels
9. Enables leaners to feel a sense of progress
10. Assesses fairly and frequently, and plans on the basis of assessment
11. Recognizes and understands the range of backgrounds and experiences within the adult learners group
12. Employs a range of teaching styles and approaches at different stages and in different contexts.
13. Understands the broad range of learner needs including the needs of learners with learning difficulties
14. Reduces teacher talking time (TTT) and maximises student talking time (STT)
15. Reflects and self-appraises continuously
16. Facilitates language learning and acquisition both inside and outside the classroom
ACCREDITAT Code of Practice for Teachers
a conviction that excellence is achieved via competence
a belief in the worth, individuality & dignity of each person
a commitment to truth, excellence & democratic principles
an allegiance to freedom to learn and teach
a dedication to the principle of equal opportunity for all
Values and ideals for TEFL/TESOL teaching:
Honesty & integrity
Dignity & diversity
Respect & trust
Responsibility & accountability
Care & protection
Fairness & justice
What additional attribute do we think should be included within the definition of the word 'competent'?
Habits
When we encourage the development of international, multicultural, gender, and indigenous & other perspectives, we are fostering the value of:
Diversity
In relation to language learning & acquisition outside the classroom, which of the following is incorrect?
Outside-world activities should be restricted to intermediate and advanced students.
T/F:When building rapport, it's important to emphasize the differences between you & the other person.
F
T/F:When a student is in full flow and is communicating, you should interrupt to clarify & explain any mistake made.
F
T/F: You should employ a range of teaching styles & approaches in different contexts & stages.
T
KASH
Knowledge, Ability, Skill and Habits you require to deliver a successful lesson
Additional roles & activities you'll be involved in & responsible for:
Assessor
Controller
Facilitator
Guide
Manager
Materials producer
Monitor
Motivator
Needs analyst
Planner/ organiser
T/F:You can assume that your expectations of the classroom will be the same as the learners' expectations.
F
T/F: Don't judge the students on the basis of your own cultural background and educational experiences.
T
T/F: In Japan, students are generally expected to be silent and passive learners.
T
T/F: Being a controller is one of the roles of a teacher.
T
T/F: Being a needs analyst is primary identifying the social needs of your learners.
F
T/F: The role of manager entails stepping back and allowing students to find their way along the language journey.
F
Co-teaching
where you will work with a local teacher in the classroom. The relationship can differ, depending on the local teacher.
Key challenges of co-teaching
1. Failure to recognize that the ounus is on you re fitting in
2. Difficulty in building a strong rapport and relationship with the co-teacher
3. Difficulty in collaborating well
4. Difficulty in communicating well
5. Difficulty in planning well
Rapport exists when:
two people develop a felling of harmony, well-being and security
Ways to build rapport:
body language
speech
attitude
building a strong relationship for the future
How to overcome difficulty in collaborating:
listen actively and respectfully
demonstrate reliability and consistency
share information without restrictions
communicate freely and constructively
function as an active participant
be co-operative, not competitive
be flexible and adaptable to change
be a good negotiator
show commitment to the team
treat others in a respectful and supportive manner
work as a problem solver
be optimistic and happy
A syllabus:
is a document which consists of a series of topics prescribed for an entire course of study.
Structural Syllabus:
Items are structured around a collection of teh forms and structures, usually grammatical, of the language being taught.
Lexical Syllabus:
Lexis is used to signify both the teaching of vocab and certain areas of grammar together
Situational Syllabus:
Items are structured around a collection of real or imaginary situations in which language occurs or is used. The purpose is to teach the language that occurs in the situations
Topic-based Syllabus:
The headings are broadly topic-based, including things like food or the family, these usually indicate a fairly clear set of vocab items.
Syllabus v Lesson Plan
Syllabus: outline and summary of topics to be covered; will contain specific information abotu the course, a schedule of test dates/ assignments, grading policy, class rules
Lesson plan: is your detailed description of the course of instruction you plan for an individual lesson
Why to stick to a syllabus:
It will keep you on track as to what you should cover and by when
It decreases the number of problems which arise in the course.
It increases the likelihood of students success in your class.
It provides pertinent information about your course to your colleagues and department.
In relation to the possible challenges you may face in co-teaching, which of the following is incorrect?
Possible difficulty in your co-teacher not realizing that the onus is on them to fit in
Which of the following is unlikely to help you build a strong relationship with your co-teacher?
Tell more than you ask.
In relation to the main features of a syllabus, which of the following statements is correct?
there is a universal structure.
T/F: Pre-thinking, pre-planning and research are the key elements for overcoming potential co-teaching challenges.
T
T/F: A syllabus may establish a learning contract with students.
T [Show Less]