UNIT 30: TEACHER ROLES

 What are the teacher roles?

 Teacher roles are the attitudes that teacher takes according to the stages. This is because we as a teachers we have to approach the way of teaching.

So, we can be:

 Planner when we prepare our class.

Manager when we  arrange the class.

Monitor to observe the development of our students.

Facilitator helps students in some problems.

Diagnostician to see student problems

Assessor to assess formal or informal

 

The classroom management and successful depends from the appropriate use of this roles because teacher have to show that he or she has the power over pupils, however we have to be flexible and change the roles when it is necessary . If you are new in teaching world you can start from very basic roles until you can use the all roles in class.

As a result, we can use the roles in indistinct way. 

UNIT 29: CATEGORIZE LEARNERS MISTAKES.

 

How do we categorize learner’s mistakes?We have to know that mistakes are error or slips that a second language learner do for fossilization or because for the lack of knowledge. They can be written or oral. But it is necessary to notice what kind of mistake is. We have categories like: inaccuracy in: pronunciation, grammar, inappropriate register, spelling and punctuation. In written, there are other mistakes which are: incorrect us of intensifier, spelling, lexical and inappropriate register. If students use them inappropriately they can degenerate the meaning of the statements that students are creating.
 However, teachers must to be intelligent for correcting mistakes because it is not good to sign them as the worst. In contrast we have to use a correction code. Also, we have to focus our attention   in all kind of mistakes. And do not forget that learners are the key of good learning.

see this as more support 

   

UNIT 28: IDENTIFYING THE FUNCTIONS OF LEARNER'S LANGUAGE.

Functions  of  learner´s language is the purpose  for  communicate , then we have to use appropriate use of  language  functions in classroom development. For that, teacher and student have to be aware what it is their correct application. So,  our priority in teaching should be the teaching of the  LANGUAGE FUNCTIONS such as: Greeting, Apologizing, Explaining, Checking answers, Expressing surprise and doubt,: suggesting, giving reasons, etc.
The language function of student could be the same that teacher uses, however this will differ in that teacher language is for giving instructions. Also, the exponent that is the language is used by students in different way, for that teacher have to model this language as better as possible.As a result, the teaching of functions is a key to improve our students English kownledge.Further information  check this link:http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/b5e0815b-802e-490b-ba61-533bcc2f003c/Academic-Language-Functions-toolkit.pdf

UNIT 27: USING LANGUAGE APPROPRIATEDLY FOR A RANGE OF CLASSROOM FUNCTIONS

The use of different  exponents should be  according to the context of the lesson,  needs, age and level. So, this will help as to understand in which context a certain context should be used and avoid expression mistakes.

 Some uses can be
-GETTING ATTENTION to get learner's attention  in a class activity.-INSTRUCTING  to give instructions using imperatives that help students to understand the language easily.-MODELING to model language in written or oral way  -ENCOURAGING to motivate students make them to feel free.-NOMINATING  to allow students t participate in class or to catch their attention.-PROMTING to prompt, phrases, ideas that are useful in language. Besides, this help us to control our class. For this reason, it sometimes is useful to use native language when we have problems like: discipline, dangers, clarifying instructions, or check this. 

UNIT 26: SELECTION AND USE OF TEACHING AIDS

Knowing the necessities of our learners in order to see what kind of Visual Aids we can use in class. Some examples of visual aids are: charts, board, overhead projector, computer or dvd players.

So this support the learning because we avoid the monotone  use of the book, and also we can take advantage of this resources because this brings more opportunities for learn. If you want to learn more about it click in this link:

Also, we could  consider that aids  have some objectives like:Construct new vocabulary and use of grammar.
Get students attention.Make an interactive class.Improve students’ outcomes.
Be in contact with realia.Furthermore, we can use other sources like: puppets, gestures, facial expressions to increase vocabulary and pronunciation.The most important is to know how to use them because you should be creative. This will give the class a natural environment for acquisition. 

Unit 25: SELECTION AND USE OF SUPPLEMENTARY MATERIALS AND ACTIVITIES

Choosing supplementary activities  focuses in activities that help the book´s content learning specially if this is not suitable because they offer material to support interests  and get variation in class. For that we have to find the best materials.  So we can see some advantage and disadvantages of supplementary materials 

 

-Class library helps to get a reading abbit, but the level should be  ranged- Worksheets give more practice, but are not according with the lessons.-Websites variation in lesson plans, but learners sometimes do not know how to use computers .-Electronic motivate the use of technology, but little or no context.-Games: enjoy language practice, but old learners have problems. We have to adapt these materials according to the coursebook. The extra activities sometimes can be graded to encourage students to learn and avoid that students do not do the exercises.

UNIT 24: SELECTION AND USE OF COURSEBOOK MATERIALS

How do we select and use a course book? Into the selection of the books for any course  we have to also consider the coursebook package which usually include a teacher's book, student´s book, Cds, and sometimes workbooks. They make classes interactive and fruitful. to choose coursebook package we have to  analyze  learner´s level, needs and interests. If you cannot get the package you can use some materials from this.But before to use them we have to make the following questions:Is it cultural appropriate?
How is it organized?
Is it suitable for our students?Are the topics motivating?

 

Because the bad selection of the materials can bring you troubles. These must provide help to support classes provide context or situation for teaching. If you teach children the book should catch the attention of them and helps the correct learning of second language.                         

UNIT 23: CONSULTING REFERENCE RESOURCES TO HELP IN LESSONS

Many times as a teacher we are in the dilemma of knowing which the best resources to support our lesson plans are.  Therefore, TKT book recommends some sources like grammar books, bilingual and monolingual dictionaries, books to help teachers with the use of language, articles to overcome students’ problems and supplementary materials.
Those materials can represent a big help for teaching because the act of follow a simple book is not enough for our pupils. Each material mentioned before let develop to develop skills. For instance, some books come with other sources like Cds, workbooks or recommend some web sites to increase students´ development. Then, we can take advantages of every material that we have in our hands.
As a result, we as a teacher should be aware of which would be the best tools to support our teaching.  So for be more informed, you can visit this link: