Test 1.docx

LECTURE 1

1. The conventional image of a teacher:

·      standing in front of the class,

·      students sitting in rows listening,

·      the teacher is the knower,

·      his task is to pass knowledge over to students,

·      the assumption - having something explained or demonstrated to you will lead to learning,

·      the teacher decides about what work is needed,

·      the teacher does most of the talking and is the most active,

·      explanations with occasional questions to or from learners.

2. The teacher is teaching but is is unclear how much learning is taking place.

3. How can we create suitable conditions for learning? (modern approach to learning):

o     involve students,

o     enable them to work at their own speed,

o     do not give long explanations,

o     encourage them to participate, talk, interact, do things.

4. How do we learn things in everyday life?:

·      by trial and error,

·      reading following written instructions,

·      asking someone to tell you what to do,

·      getting feedback when you are doing OK.

5. Experimental learning cycle:

DO

                                          prepare                                                                                    recall

                                          conclude                                                                      reflect

6.

7. Conclusions for English language teachers: (modern teachers):

o     people learn more by doing things themselves rather than by being told about them,

o     learners are intelligent, fully-functioning humans; learning involves the whole person (needs, whishes, emotions, life experience, background, etc.) -> humanistic approach,

o     it is important for learners to become more aware about how they are learning.

8. The effective teacher:

·      really listens to his students,

·      shows respect,

·      gives clear, positive feedback,

·      is patient,

·      knows his subject,

·      empathy - understands students' problems,

·      is well-organized.

LECTURE 2 - Classroom management

1. Patterns of interaction:

o     lockstep (teacher <-> student),

o     pair work,

o     group work,

o     individual work.

2. Pair work:

·      fixed pairs (one partner for the whole activity),

·      open pairs (all students hear questions and answer them),

·      flexible pairs (going around the class to keep changing the person and asking questions).

3. Group work:

o     mixed ability groups (students with different abilities on different level),

o     same ability groups (the best students working with the best ones).

4. Problems with group work:

·      too many students in the classroom,

·      problem with organization (e.g.: we cannot  move the desks),

·      it takes a lot of time,

·      the best students will do all the work,

·      the students won't talk in English,

·      the students will make mistakes and the teacher won't be able to correct them,

·      the teacher doesn't know if students are learning anything.

5. Aim?:

o     FLUENCY - no errors, mistakes, using correct language:

Ø      open pairs,

Ø      lockstep,

Ø      controlled pair work,

Ø      drills (numerous repetitions),

o     ACCURECY - purpose: you have to be meaningful, communicative; mistakes are possible:

Ø    fixed pairs,

Ø    group work,

Ø    role play,

Ø    stimulation,

Ø    discussion.

6. Language games - advantages:

·      games provide an opportunity for students to use the language skills in a less formal situation; language learning can become fun,

·      they create a variety of communicative contexts in which the language is both useful and meaningful; motivating students in their language learning,

·      they reduce teacher domination; helping to break down teacher-student distance,

·      all four skills can be practised; giving "hidden" practice of specific language points,

·      since they provide feedback on the students' performance.

7. Activity management:

o     instructions (we give clear instructions),

o     organization,

o     checking (checking the results),

o     monitoring,

o     feedback (reaction how well students have done their activity/evaluation).

8. Management of resources:

·      course-book (using it correctly),

·      supplementary material (we should choose the most efficient ones),

·      time/space,

·      language ability and motivation.

LECTURE 3 - Discipline

1. DISCIPLINE - a code of conduct which binds a teacher and a group of students together so that learning can be more effective. The objective of it is not to take action when things get out of hand, but to ensure that things never reach that stage.

2. Causes of discipline problems:

o     the teacher,

Ø    don't break the code,

Ø    don't go to class unprepared,

Ø    don't be inconsistent,

Ø    don't issue threats,

Ø    don't raise your voice,

Ø    don't give boring classes,

Ø    don't be unfair,

Ø    don't have a negative attitude to teaching,

o     the student,

Ø    time of day,

Ø    student's attitude,

Ø    a desire to be noticed,

Ø    two's company,

o     the institution.

3. PUNISHMENT should not hurt the student physically or emotionally; it should be in line with the policy of the school.

4. Act immediately (when problems with discipline happens):

·      stop the class,

·      reseating,

·      change the activity,

·      after class (one person misbehaves, talk to this person after the class - nice conversation with the student),

·      using the institution (if there is no way to solve the problem).

5. Rules should be derived from principles.

LECTURE 4 - Syllabus design

1. OBEDIENCE - following blindly what other people tell you to do.

2. SYLLABUS - general plan of teaching (for the whole course). It reflects a certain philosophy of teaching.

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