Teacher's role

Instructor: Ms. Nguyen Song Huyen Chau
Group 5:
1. Nguyen Ngoc Thuy Tien
2. Truong Thi Thuy Lien
3. Pham Thi Xieu
4. Tran Thi Hai

A good language teacher
and teacher’s role
A GOOD LANGUAGE TEACHER
.
CONTENT
TEACHER’S ROLES
Have the ability to organize, explain and clarify.

Have a sense of humor.

Have a command of the content they teach.

Have knowledge and love of the subject.

Are good managers of time.

Motivate students.

Characteristics of teacher:

A good language teacher
Use technology in teaching.

Be tolerant, patient, kinds, flexible, open minded.

Integrate lesson based on student background and preparing effective lesson plans.

Be fluent, accurate and knowledgeable on target culture.

Respond to student’s need

Characteristics of teacher:

A good language teacher
What makes a good teacher?
Answers of the students:

They should make their lessons interesting so you don’t fall asleep in them.

A teacher must love her job. If she really enjoys her job that’ll make the lesson more interesting.
A good language teacher
What makes a good teacher?
I like a teacher who has his own personality and doesn’t hide it from the students so that he is not only a teacher but a person as well - and it comes through the lessons.

I like a teacher who has lots of knowledge ,not only of his subject.

A good teacher is an entertainer and I mean that in a positive sense, not a negative sense.
A good language teacher
It’s important that you can talk to the teacher when you have problems and you get along with subject.

A good teacher is somebody who has an affinity with the students that they are teaching.

A good teacher should try and draw out the quiets ones and control the more talkative ones.

A good language teacher
He should be able to correct people without offending them.

A good teacher is some one who helps rather than shouts.

A good teacher is someone who knows our names.

A good language teacher
A good language teacher

parents
A. They use more exaggerated tones of voice.
B. They speak with less complex grammatical structures.
C. They restrict their vocabulary.
D. They make more eye contact.
E. they use more body languages.
experienced teachers
A. Ability to “ rough-tune” the language. They adapt their language to the level of the students.
B. They use physical movement.
C. They naturally show their happiness and sadness.
How to teacher talks to students?
How should teachers give instructions?
There are two general rules for giving instructions:

They must be kept as simple as possible.

They must be logical.
A good language teacher
How should teacher give instructions?
1.Before giving instruction:
What is the importance information I’m trying to convey?
What must the students know if they are to complete this activity successfully?
Which information do they need first?
Which should come next?

2.While giving instructions:
Check whether you are understood or not?
A good language teacher
A good language teacher
TEACHER TALKING TIME (TTT)
VS
STUDENT TALKING TIME (STT)
It is the amount of time that student spends talking in class
What is the teacher talking time (TTT)?
It is the amount of time teacher should spend talking in class
What is the student talking time(STT)?
A good language teacher
In your opinion, how many percent of time for TTT and STT in class? Why?
A good language teacher
STT must be maximized in the classroom

A good language teacher
the chance student have to practice their English.
the time teacher :30%

students 70%.
However, Hammer (1998) and Hall (2001) state that there will be moments that the teacher has to explain complex lessons or activities that will require more time talking in the class.

Besides, the learners need language input and comprehension that only the teacher can provide them in the classroom. Just in these cases, TTT will work!
A good language teacher
A good language teacher
What are the best kinds of lesson?
A good language teacher
Situation:
In a class, there are a teacher and 35 students. The class’s atmosphere’s very quiet and boring. Teacher keeps her daily teaching method and students know what they will study.

 What do students feel about this lesson? What will teacher do to make class more exciting? Should she change the whole of lesson’s structure?
A good language teacher
Some recommended methods for the best lesson:

Communicative method
Activities: natural, authentic and diversified: warm-up, games, competition, feedback, revision, homework...
Accessible and understandable input: wisely adapted textbook and reasonably skilled teacher talk in English
Encouraging responsibility for students’ learning
A thing new or interesting in a lesson
A good language teacher
How important is it to follow a pre-arranged plan?
A good language teacher
Situation 1:
The teacher has planed that student should prepare a dialogue and then role-play, and this activity take 20 minutes. However, students clearly need more time. And teacher realizes that role-play stage which make students more enjoyable and exciting takes at least half the lesson.
In this situation, what should teacher do? Abandon the original plan and go along with students’ wishes or press ahead regardless?
A good language teacher
Situation 2:
All the student are still making dialogue but there are two pairs who have already finished.
A good language teacher
Tell them to wait for the others (maybe make them bored and upset) or stop the rest of class?
What should teacher do?
Teacher have to balance between what they present to follow a pre-arranged plan and what they respond students’ problem.

Good teacher are flexible enough to deal with these situations.
A good language teacher
A GOOD LANGUAGE TEACHER
.
CONTENT
TEACHER’S ROLES
5
3
8
assessor
investigator
participant
Completely in charge of the class and the activities
T controls what the Ss do, when Ss speak and what language Ss use
All attention is focused on the front of the class
All Ss work to the same beat


1. The teacher as controller
Definition

When?
Introduction
Accurate reproduction
Be useful to make announcements, give instructions and restore order
Disadvantages
Denies Ss access to their own experiential learning by focusing everything on the teacher.
Cuts down on opportunities for Ss to speak.
Lacks of variety in activities and classroom atmosphere.
Denies T and Ss many other possibilities and models of learning.
Advantages
1. The teacher as controller
5
3
8
assessor
investigator
participant
When?
offers feedback and correction.
grade students.
indicates whether or not students are getting their English right.
2. The teacher as assessor
Definition
Assessing Ss’ work or seeing how well Ss perform
2. The teacher as assessor
Ways of recording errors and organising feedback:

Pen and paper: vocabulary, pronunciation, style, appropriacy
Tape-recorder
Video
Feedback also means telling students what went right.
2. The teacher as assessor
1. Misuse of fairness
when facing a poor performance and constructive criticism is not offered => Students’ unhappiness.
2. Students need to know how and for what they are being assessed
what we are looking for and what success looks like
=> students measure themselves against this.
=> a clear of what they have a clear idea of what they need to concentrate on.
2. The teacher as assessor
5
3
8
assessor
investigator
participant
Organising something to get Ss involved, engaged and ready
Giving Ss information
Getting the activity going
Guiding Ss
Group Ss
Closing things down when it is time to stop
Organising feedback
3. The teacher as organiser
Definition
Get Ss involved, engaged
Ensure participation
Help T give lecture and S understand the main message more easily
Disadvantages
Spend lost of time
Advantages
3. The teacher as organiser


The teacher needs:
To be specific on his instructios of the activity
To plan exactly what information the students will need
To be careful about when they get students look at the material
3. The teacher as organiser
The organization of an activitiy
3. The teacher as organiser



Introduce of the activity
T: Good afternoon, class.
Ss: Good afternoon, teacher.
T: Are you okay today?
Ss: Yes, we’re fine. Thanks
T: Ok. Nice to hear that. Today we continue unit 1 “Home life” with part B Speaking. Now, open your book on page 15, please.
You are going to ask and answer some questions about family, and the ideas of this task is to see how well you can talk about your own family life.
3. The teacher as organiser


E.g:
T: OK. Nice to hear that. Today we continue unit 1 “Home life” with part B Speaking. Now, open your book on page 15, please.
You are going to ask and answer some questions about family, and the ideas of this task is to see how well you can talk about your own family life.
OK. So I would like you to work in pairs and discuss the questions in your book. After 15 minutes, I will invite some pairs to present your discussion in front of class.
OK. Will you work individual or in pairs?
3. The teacher as organiser
Tell the Ss what they should do, make sure they have understood
E.g:
T: How many people are there in your family?
S: There are four people in my family.
T:Who works in your family?
S: Well, both my parents works in my family, they are farmers.
T: Whom do you share your secrets with?
S: I often share my thoughts and secret with my elder sister.
3. The teacher as organiser
Make first example before student’s practicing time.
T: “Nguyet’s presentation is very good, she talked about her family, her parents, her siblings and herself. I appreciate her sharing about her family’s activities at the weekend.
This is a good point for you that you can add more detailed information in your presentation. This makes it more interesting, more informative and not so boring.
Also, you should pay attention to ending sounds (“parents” – plural noun)”
3. The teacher as organiser
5
3
8
assessor
investigator
participant
Encouraging Ss to participate
Making suggestions about how Ss may proceed in an activity


4. The teacher as prompter
Definition
When?
There is a silence
Ss are confused about what to do next
4. The teacher as prompter
5
3
8
assessor
investigator
participant
5. The teacher as participant
Do things better from inside
instead of always having to
prompt or organize from
outside the group.
Give the students a chance to practice
English which someone who speaks
it better than they do.
Improve the atmosphere in the class.
Teacher as a participant
Definition
The teacher participates as an equal in an activity
5. The teacher as participant
When do the teacher act as a participant?
Students have discussions, role-play or group decision-making activities.

E.g 1:
S: My family has 4 people.
My parents are farmers, my sister and I are students.
T: Oh, there are also 4 people in my family, and my parents are also farmers too.

E.g 2 : T has a word in her mind and asks Ss to guess by asking only Y/N questions until they make the correct guess.

5
3
8
assessor
investigator
participant
6. The teacher as a resource
The teacher as a walking dictionary, grammar book, giving advice, etc.
Definition
6. The teacher as a resource
The teacher should not intervene in any communicative activity taken place in the class.
6. The teacher as a resource
E.g:
S: “Teacher, what does “responsibility “mean?”
T: It just like what you have to do, in your family like wash the dishes, or look after your younger sister. It means “Trách nhiệm” in Vietnamese.
T should always be ready to offer help if it is needed
E.g:
Students may need of their teacher as a resource to ask:
+ how to say or write something
+ what a word or phrase means
5
3
8
assessor
investigator
participant
7. The teacher as tutor
The teacher as a tutor who acts a coach and a resource
The T gives Ss the advices and guidance where Ss are involved in self-study or where they are doing work of their own choosing.
Often appropriate at intermediate and advanced levels.
7. The teacher as tutor
5
3
8
assessor
investigator
participant
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Teacher as investigator
Develop their own skills
Enrich their understanding of what learning is all about and what work well.
8. The teacher as investigator
8. The teacher as investigator
going to courses, seminars, references, discussing ideas with colleagues
observing what went well in classes
trying new techniques or activities.
Conclusion:

Qualities of a good teacher:
An ability to give interesting class
Treating them all equally
Knowing all Ss’ names
TTT – STT
The teacher’s ability to respond to what happens in class

teacher’s role:
8 the roles of the teacher:
Controller
Assessor
Organiser
Prompter
Participant
Resource
Tutor
Investigator