اردني انجلش
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أهلا وسهلا بك اردني انجلش.
أهلا وسهلا بك زائرنا الكريم، إذا كانت هذه زيارتك الأولى للمنتدى، فيرجى التكرم بزيارة صفحة التعليمـــات، بالضغط هنا.كما يشرفنا أن تقوم بالتسجيل بالضغط هنا إذا رغبت بالمشاركة في المنتدى، أما إذا رغبت بقراءة المواضيع والإطلاع فتفضل بزيارة القسم الذي ترغب أدناه.




 

اردني انجلش :: التعليم العام :: التعليم العام :: دورات اعداد معلمين ومعلمات الانجليزي الجدد

شاطر
الخميس 3 فبراير 2011 - 1:12
المشاركة رقم: #
المعلومات
الكاتب:
اللقب:
مؤسسين الشبكة
الرتبه:
مؤسسين الشبكة
الصورة الرمزية


البيانات
انثى
عدد المساهمات : 7166
نقاط : 23065
السٌّمعَة : 59
تاريخ التسجيل : 11/01/2011
الموقع : Jordan
تعاليق : TO BE OR NOT TO BE THAT``S THE QUESTION
التوقيت

الإتصالات
الحالة:
وسائل الإتصال:
معاينة صفحة البيانات الشخصي للعضو http://jordan-english.yoo7.com


مُساهمةموضوع: How To Be A Better Teacher



How To Be A Better Teacher

How To Be A Better Teacher













Qualities of a good teacher - what are they? This
article attempts to look into the practical side of being a good teacher
by reviewing the various aspects of a 'successful teacher' strategy
that contains both internal and external teaching tools. Happy teaching,
and we hope after reading the article you'll be one step closer to
becoming the teacher of your learners' dream!




How Can You Be A Good Teacher?

Voice – Speak in a normal native speed. Do
not slow further for understanding when giving key directions. Use of
language clarification.
Attitude – Natural, attentive, exigent, assertive, challenging, energetic, personable, at times uses humor.
Lesson Preparation – Announce objectives
topically/functionally. Have a lesson outline on the board. Lesson
should proceed from presentation/checking for understanding to practice
to application stages. Summarize lesson at the end. No hesitations.
Material selection is appropriate.
Classroom management – Set time limits. Use
pairs. Monitor and modify behavior. Call on students randomly. Switch
partners, Create accountability. Hurry students along. Take charge of
seating. Efficient switching of partners i.e. student on one end has to
move to the other end.





Materials management – Give directives
clearly, efficiently and concretely. Modify text lesson to improve
communication and relevance. Use writing as a springboard for
production. Use brainstorming as a prelude to presentation.
Break management – Assign mingling. Check on a few students after the break to create accountability.
Vocabulary/Grammar Presentation – Present grammar inductively. Pre-teach
and brainstorm needed vocabulary. Explain vocabulary through context,
paraphrase, gestures etc. Lead students with cues, hints, silent pauses.
Challenge students.
Pacing/Variety –Activities may include
pair/writing/review/grammar awareness/info gap/grammar correction
/presentation/fluency. Aim for a good variety.
Student speaking time –60% of class time in pairs is ideal.
Lesson relevance – lesson is consistently applied to the student’s world.
Error correction – Correct directly/anonymous indirect teacher correction. Use peer/self correction.





Student empowerment – Allow the students the
opportunity for using language clarification. Students should cooperate
and peer correct. Compliment students for desirable SE behaviors.
Behavior modification – Compliment for correct responses/emphatic behavior modification.
Props/Visual aids - gestures/handouts/mime/student’s imagination/facial expressions etc.
What About Special Teaching Situations?

A ‘good teacher’ should focus on particular needs:

1) Young Learners – It is important to
consider how children learn, so classes should be child-initiated,
creating a need to learn and then filling it. To get a child involved
emotionally and psychologically requires skilled judgment and
imagination.
2) Senior Learners – You must pace the
lesson according to the students and appreciate that knowledge may not
be retained or quickly forgotten. Patience and understanding and
sometimes socially therapeutic talents are called into play.
3) Large Classes – This is so challenging
as you must cater for individual learning styles, different levels and
interests, activate quieter students, delegate responsibilities and
manipulate group activities to ensure maximum potential.
4) Limited Resources – This really tests your
resourcefulness without the dependence upon technical equipment or
supporting materials, as you communicate and interact directly and
creatively by generating your own ideas as situations demand.
5) One-to-One – This requires the
ability to ‘tailor-make’ lessons based on a preliminary needs analysis
and then streamline or modify your course as necessary, whilst
performing a variety of roles including participation as a fellow
student.
6) Business English – Commerciality
necessitates a high level of focus on customer service and
personalization of course design and delivery to client needs. Language
trainers should desirably bring their own corporate background to class
and be able to understand, analyze and produce results in a highly
demanding environment, to ensure repeat contracts. Sensitivity,
negotiation skills and a genuine interest in business are also
important.
8) On-line teaching – this may be the
future format for many teachers and you really need to be up-to-date
with the latest developments-and creative in composing materials.
Follow this simple formula:

Be presentable and professional in your approach.
Always have a lesson plan, but be flexible as required.
Be enthusiastic, positive, challenging and motivating.
Create fun and give that added value to ensure economic survival in these recessionary times.
What makes a ‘good teacher? You do.







الموضوعالأصلي : How To Be A Better Teacher // المصدر : اردني انجلش // الكاتب: GNASSORA



توقيع : GNASSORA






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