Přednášky - topic 1,2,3 - souhrn

1. Organiser

• Organising students to various activities

• Giving information, instructions, putting students into pairs, groups, closing down activities

• An important role to prevent chaos and get the students to be involved, engaged and ready;

• Organizing and activity

• Lead-in → instruct (demonstrate) → initiate → organise feedback

• Timing – when starting the activity, give the time limit;

1. Prompter

• When the students ´lose the thread of what´s going on´ or when the students are ´lost for words´; • This covers occasional help, provided with discretion

• Most frequently – prompting students to speak English in class;

1. Participant

• To mutually enjoy the lesson, the teacher can sometimes participate in an activity

• Be careful – not to become dominant

1. Resource

• The role based on providing vocabulary support and other related information

• Resources should be provided if the teacher does not know the answer

1. Tutor

• When the students are working on longer projects, longer written tasks; preparation for a talk or debate •

• Working with individuals and small groups

• More personal contact, support, help

1. Observer

• When observing (oral communicative activities), avoid to draw attention to yourself

• Take notes on both what the students did wrong and what they did well

• Observe also the success/usefulness of the materials and activities involved;

Teacher‘s profession

• Transmission of knowledge

• Creating conditions for the learners to learn themselves;

• Teacher-centered x learner-centered teaching;

Learner-centered teaching

• Recent trend

• The syllabus adjusted to learners´ needs

• The measure of a good lesson – the students´ activity taking place

• Teacher – not the ´giver of knowledge´, the ´controller´, the authority, but a facilitator and a resource

Rapport

• It is the relationship teacher has with student and visa versa

• Good rapport = students are aware of Teacher’s, professionalism, teacher respects students, and students respect you.

• The lessons are always positive, enjoyable and respectful.

• According to Rogers good rapport is based on respect, empathy, authenticity

• Recognising students (knowing students´ names + knowing about students)

• Listening to students (make yourself available to listen to individual students)

• Respecting students (correcting students – not using mockery or sarcasm or expressing despair at their efforts, responding to indiscipline adequately)

• Being even-handed (show impartiality, draw out the quiet students and control the more talkative ones);

Discipline

• Having good rapports in the classroom

• Successful teachers x unsuccessful teachers

• 3 reasons for discipline problems: the teacher, the students, the institution

Discipline – the teacher

• Do not go to the class unprepared

• Do not be inconsistent

• Do not issue threats

• Do not raise your voice

• Do not give boring classes

• Do not be unfair

• Do not have a negative attitude to learning

• Do not break the code

Discipline – the students

• Time of day

• The student’s attitude

• A desire to be noticed

• Two’s company