Happy to send all the best I have done to date and have you take a look.
Have not enought funds to do with tutor and would realy appreciate input, critisisms, corrections etc. Up against the clock and must sit in two days. How can I contact you to explain further.
All you have to do is repost here with what you have done. As you have seen there are a number of really great English teachers here who will help you. I will be checking back to see what you have posted and give you suggestions or corrections.
Ok Guru
I been working hard on this so lets see if this little engine here can handle all this text. Following if the system allows are all the questions accompanied by answers and notes of what I have so far.
I will say the shortcut try was because extenuating curcumstances not so cheat, and sometime people do have some valid ones.
Enough justifications and on with the task. Lets see what this little box here can take in terms of text.
Please Guru, comment critisize, correct and assist if you can with anything that may be helpfull.
WORKSHEET – UNIT 1
Task 1 – List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?
A passion for the work
A good teacher will have a deep knowledge of the subject. A teacher needs to be seen to be confident in all aspects of the work. A teacher should also have a passion for the work. Simply being able to do the work is not good enough if you wish to convey the language with any success. Teachers should be able to explain complicated and confusing problems in a way that is understandable for students. Having the ability to modulate with ease and confidence between the different rolls performed while teaching gives the teacher far greater effectiveness. A sound knowledge of the subject is most important.
Insight/Empathy.
Never to belittle, intimidate, alienate or otherwise offend a students. Good teachers are caring, empathetic and respond to people on a feeling level. Open with personal thoughts and feelings, encouraging others to do likewise. Encouraging students to experiment with the language and always have a positive attitude. A good teacher understands that errors will be made and students may be embarrassed or feel somewhat less capable than others who do it easier. A good teacher has the ability to spot weaknesses in student learning and assist in overcoming these difficulties. Understanding the intrinsic motivations of individuals, and knowing what motivates students. Being alert to the necessities of students and providing proper solutions. Keeping up on specialty area, and has the insight to integrate new knowledge. Using many different methods to encourage students, and create in them, a sense of accomplishment, confidence and knowledge of the subject. Knowing when to lead, when to participate, when to listen, when to dictate, when to be the observer, when to be the parent and when to be just part of the team.
Positive sense of humour.
A good teacher should think positively and enthusiastically about people and what they are capable of becoming. See the good in any situation and move forward to make the most of difficult situations when confronted with obstacles. Encourage others to be positive. Know how to take the tension out of tight situations with a sense of humour. Use humour, spontaneously, in a tasteful manner. Build togetherness in the classroom, through the use of humour. Establish and maintain positive mutual working relationships. Getting to know students as persons while building trust and appreciation through personal interaction and involvement. A good teacher will be entertaining.
Dependable/ Committed
Honest and authentic in working with others. An effective teacher demonstrates commitment to students and the profession. Self-confidence, poise and personal control of situations shows dependability. A healthy self-image while encouraging students to look at them selves in a positive manner, careful to honour the self-respect of the students, while encouraging them to develop a positive self-concept. Consistently lives up to commitments to others. Has a constant quest for knowledge.
Patience
An effective teacher will be patient with a frustrated student coaching them to come up with the solution to a problem or complete a task or assignment. Challenge them without exceeding their comfort level. Spot weaknesses in student learning and assist in overcoming these difficulties. An effective teacher will be honest and authentic in working with others and willing to alter plans and directions in a manner which assists students to move toward their goals. Provides knowledge and translates it to students in a way which is understandable to them, but also retains its originality. Deliberate in coming to conclusions, looking at all aspects of situations and remaining fair calm and objective under the most difficult circumstances. Believes problems will be resolved with enough attention and input given.
Task 2 – State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important.
The qualities of a teacher also reflect on the roles.
Manager controller, organiser, resource provider, prompter, participant, tutor, resource facilitator, model, observer, monitor,
Information provider. Role Model.
Clinical or practical teacher. On the job role model.
Lecturer. Teaching role model.
Facilitator. Planner
Mentor. Curriculum planner.
Learning facilitator. Course organiser.
Resource developer. Assessor.
Resource material creator. Student assessor.
Study guide producer. Curriculum evaluator.
a) To gain the trust and interest of students. To be accessible.
Without the trust you can hardly expect students to follow your lead. Without the interest of the students you should not expect them to stay too involved in the lessons. If the teacher is not accessible the student could feel somewhat intimidated. Become a role modal. Lead by example.
b) To be organised. Without the ability to organize teaching may result in chaos. To be organised and
organise others is a skill definitely needed to fulfil the role of teacher. Using time efficiently, working in a planned, systematic fashion, knowing how to help students with their own organization and planning. Thinking about how organization can be beneficial to those served. Being the resource material provider, producing study guides, and activating students in pairs or groups requires clear and concise organisation to maintain flow in the lessons.
c) The ability to lead with empathy and compassion. Understanding the strengths and shortcomings of
others. Knowing who needs more time on issues and who is more the more capable. Notice weak areas in student learning and assist them in overcoming these difficulties. Often needing to be the leader of the class, empathy in the role of a teacher creates a more balanced approach.
d) Apply pressure to the learning and know when to ease back.
While some time can be fun and games in the learning space, other times need to be periods of studious listening and learning. The timing can be everything. Control and skill to modulate between the many different roles is essential if you wish to be good.
e) Entertain and motivate others bringing out their desire to succeed.
If you teach monotone, day in day out, same old same old, your students may very quickly become bored and switch off to the subject. It could be extremely hard to regain the interest of the individuals. If the subject is taught in a lively, structured, entertaining and interesting fashion then the student will be far more inclined to remain engaged.
Task 3 – List 5 qualities you would expect to find in a ‘good’ learner. Which of these qualities do you consider to be more important, and why?
Desire to learn and commitment to the learning process.
Understanding of the lesson.
Interrogative skills
Listening skills.
Motivation to succeed and the desire to experiment with the language.
Acceptance of error correction.
Without desire and motivation to acquire the knowledge the student would simply not be expected to retain much information, let alone to study and do well with all aspects of the subject. Without motivation, the student will be less likely to experiment and consequently progress at a slower pace.
Good students are willing to put the time and effort into it. Study regularly and frequently. Questioning and gaining answers and clearer understanding while broadening vocabulary. If they miss a lesson, a good student will actively work to catch up before the next class by speaking to the teacher or group members, or work from the text books by themselves. Good students don't just do the homework given, but will also review work done in earlier classes. Arriving in class, knowing what was taught in the last lesson and ready to progress. Committed and willing to experiments with different learning strategies suggested to them by the teacher, the course books etc. Understanding and working out successful methods and processes of learning. Taking every opportunity to practise, including talking to themselves or the TV. A good student will listen and study subtleties in the tones, phrasing and overall langue structure giving them far greater speaking ability. Good students will have a determined schedule and manage their time well. They don’t want to complain about the process; they just keep on with the learning. Last but not least, good students gain their interests in the learning. Subsequently they enjoy it and increase self confidence enabling them to be better. To sum up, an excellent learner with the above qualities will be a far more efficient learner.
Task 4 – What are some of the major differences you would expect to find between adult and young learners?
Children from ages 5-12 are very much focussed in their minds on the "here and now" and the directly visible, obvious or understandable. Young students have a much shorter attention span than adults and need lessons and activities that immediately grab their attention. They also require much "sensory input", they need to have many if not all their five senses stimulated at the one time. Generally less inhibited than adults in when experimenting with new language. Young learners are quicker at picking up and remembering. Often they have more acceptance that things are as they are, rather than focusing on the why. The very young ones can be difficult to hold the attention of, but more open to the new sounds of a different language.
12-18 year olds are going through a time of rapid transition and change, both mentally and physically. As teenagers develop more understanding, they can be exposed to learning methods requiring a more logical and or abstract approach. Attention span is longer in this demographic, but distractions of an emotional nature occur more often. Teachers need find ways to draw on and develop interrogative, analytical and logic skills, whilst being constantly mindful of evaluation, appraisal and confidence building.
Issues to do with pride ego and self-esteem are at maximum height, with teenagers. They can be extremely sensitive to how piers may view their, emotional physical and mental development.
Older learners can be more motivated but also more nervous. They may not be as willing to take risks with the language and generally like to feel respected and like to think they have a "choice-making" role in the classroom. Adults have a longer attention span and can take on learning that requires more understanding and abstract thinking. Adults have more experience with life in the real world. This leads to less disciplinary measures needed and often it’s easier to build a good rapport. Older students can at times be inclined to switch off during difficult or slower phases of a lessons, therefore may need more stimulation from say, visual or audio aids such as movies, computer language programs, flash cards, games or group exercises. Adults can be fixed in there view of how to be taught, whereas the young are more accepting. Older students tend to question ‘why’ more. Now while questioning is good it can be at times counter productive to the task at hand. Young learners can be harder to control but easier to entertain. It is essential to balance control and entertainment with all age groups of students and assess the right formula is for each age group.
It is also pertinent to think about factors such as culture, and native linguistics. Often important in the nature of the student and the style in which they speak and approach learning the language regardless of age.
Task 5 – List the levels of language ability that learners are often grouped into and give a brief summation of each level:
Beginner:
Zero to Knowing the alphabet. A person with little more ability than to grasp hello, my name is. This is a book. This is a pen. Much guidance and patients is needed with these students. Day one beginners have no real communicational ability and, because of low pronunciation ability it may be difficult for the listener to understand. With enough time and given familiar cues, they might be able to give their name, or express greetings, even name a few objects found in their surroundings. Unable to engage in topics of Intermediate level, they cannot join in on a conversational exchange. Using a series of memorised words and phrases limited by the context in which the language has been acquired. Responding to direct questions, they may speak only a few words at a time, staling as they try to think of learned vocabulary or remember phrases. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, beginner students can be difficult to understand even by teachers used to teaching non-natives.
Elementary.
Students capable of putting together simple sentences but unable to communicate on a variety of topics. Elementary level students are able to cope with tasks but are unable to sustain performance. They are able to engage successfully in simple communicative tasks in social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a very limited number of activities, preferences and needs.
Low/Pre intermediate.
Students capable of stringing sentences together on a various subjects, (Items or functions in the work place or school room for example, ways of doing things etc.) but still can not form sentences correctly or speak with any real fluidity. One that somebody can understand but also feels the need to constantly prompt or correct. Able to express personal meaning by drawing heavily on learned phrases. Since these sentences are frequently only expansions of learned vocabulary and stock phrases, students of this level can sometimes appear surprisingly fluent and accurate. Other times the mistakes are so obvious.
I go book shop now. I ask she if she happy.
This bag me not you. I not want do that.
Intermediate: Students with a wider vocabulary than the previous two categories, but often limited by the accuracy with which they speak. Conversation is restricted to concrete exchanges and predictable topics A real need is for them to increase the words in their repertoire. Able to ask a variety of questions when necessary to gather simple information to satisfy basic needs, such as prices locations directions, times etc.
Able to communicate on a wide range of topics, issues, subjects and yet still unable to deliver conversation with adequate flow. A serious effort to increase fluency along with accuracy is required.
Upper intermediate:
A large vocabulary and able to communicate on any subject, but still in need of correction and refinement in the way they speak. These students should be able to converse easily and confidently while dealing with many routine tasks or social situations of intermediate level. They are able to deal with many uncomplicated tasks and situations requiring exchanges of basic information relating to school, work, hobbies, interests etc.
and can generally be understood by native speakers not used to communicating with non-natives, although the dominant language is still evident. While being able to understand a student at this level there is often much polishing of the language still needed. Hesitation and errors may be evident.
Advanced: A student with a fairly extensive vocabulary (although primarily generic in nature) good command of the language and substantial flow, but is still in need of understanding the finer points of grammar possibly? A broader understanding of areas such as idioms or slang may be required. Also still in need of refining some but not all sentences spoken. Advanced students are able to handle with confidence a large number of communicative tasks. Able to engage in most informal and some formal exchanges on a variety of topics relating to school, home, work, and leisure activities, as well as current events, public, and personal interest, point of view, relevance to self interests, etc. and able to contribute to conversation with clarity, accuracy, and precision and delivering their intended message without misunderstanding or confusion, adapting flexibly to the demands of the conversation.
The advanced student is not to be confused with a foreigner fluent in English. (Most of whom I have met could teach a native speaker a thing or two)
Task 6 – Give as many reasons as possible why students are motivated to study English. The reasons that you give do not have to be in the unit reading material.
1. The desire to communicate in another language.
2. Self improvement to open greater opportunities in life.
3. Pressure from parents or the workplace.
4. Promotion in the workplace.
5. The desire to communicate more easily. (for foreigners living in an English speaking country).
6. To attain citizenship (for foreigners residing in some English speaking countries).
7. To be able to pick up an English speaking boyfriend or girlfriend.
8. To communicate with an English speaking partner.
9. To personally improve oneself just for the sake of it.
10. Due to wishing to attend higher education in an English speaking country.
11. To pass the language on to others (such as children in out of touch regions like the Hill Tribes people of Laos, Thailand and Burma) where schools are non existent. Learn and take it back to your village.
12. People such as myself, improving my knowledge so as to be able to teach others with confidence.
13. To increase the market base and efficiency of your own small business in non English speaking countries.
14. Artistic reasons such as song writing, acting.
15. The ability to watch and understand more English TV programming.
16. Because somebody is paying you too.
17. Because its part of your curriculum.
18. The realisation that English is becoming the world language.
19. To understand and operate software not written in your native tongue.
20. Because you are going to holiday in an English speaking cou
And the next posting will be called unit to Guru Blue
I don't think you want to use the word "modulate" in this context. The rest of the paragraph is great.
Having the ability to modulate with ease and confidence between the different rolls performed while teaching gives the teacher far greater effectiveness.
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This sentence needs a subject... and "to" between never and belittle is not needed. Also it is absolutely impossible not to alienate students in some way. I have had students have a fit because I told them an essay needed proof reading before I graded it so that they would get a better grade... so maybe rethink that part.
Never to belittle, intimidate, alienate or otherwise offend a students
Incomplete sentences:
"Open with personal thoughts and feelings, encouraging others to do likewise. Encouraging students to experiment with the language and always have a positive attitude. Understanding the intrinsic motivations of individuals, and knowing what motivates students. Being alert to the necessities of students and providing proper solutions. Keeping up on specialty area, and has the insight to integrate new knowledge. Using many different methods to encourage students, and create in them, a sense of accomplishment, confidence and knowledge of the subject. Knowing when to lead, when to participate, when to listen, when to dictate, when to be the observer, when to be the parent and when to be just part of the team.
Not needed:
who do it easier
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Proof read the rest for complete sentences. You have a tendency to write in clauses...
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