10/9/2015Dr. Hanaa El-Baz1 EFL teacher’s roles and the different factors that influence teacher’s behavior in the classroom. Lecture 1 Methodology L7

04/21/23 Dr. Hanaa El-Baz 1

EFL teacher’s roles and the different factors that influenceEFL teacher’s roles and the different factors that influence

teacher’s behavior in the classroom. teacher’s behavior in the classroom.

Lecture 1

Methodology L7


What are the objectives of the What are the objectives of the present lecture?present lecture?By the end of this lecture students will be able to- Understand the relationship between teachers and students.- Recognize the different roles of a teacher.- Controller- Organizer- Assessor- Prompter- Participant- Resource- tutor- Observer- Understanding the role of the teacher as a teaching aid- Mime and gesture- Language model- Provider of comprehensible input

Teaching, Learning, and Teaching, Learning, and Instruction Instruction

WE ARE TEACHING AND OUR STUDENTS ARE LEARNING………..What are students learning????

There is more than one type of learning. Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)

These three domains are called KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of Instruction" That is, When students learn, they are supposed to acquire new skills, knowledge, and/or attitudes.



Understanding the relationship Understanding the relationship between teachers and students.between teachers and students.

What is teaching? To give someone knowledge or to train or instruct

someone OR To show someone how to do something or to change somebody’s ideas.-------- Teaching is all of this

Is teaching transmission of knowledge from teacher to student????????????

Is teaching creating conditions in which students learn for themselves under teacher's

guidance?????????????


Teacher- centred teaching and Teacher- centred teaching and Learner - centred teachingLearner - centred teaching

Teacher-Centred Teaching- teacher fronted class In this kind of teaching,The teacher is a giver of

knowledge- a controller and an authority. Learner – Centred Teaching- teaching which makes

the learners’ needs and experience central to the educational process. In this kind of teaching, Students’needs should drive the syllabus not some imposed list. The teacher is a facilitator and a resource for the students to draw on (Learner-Centred Teaching)

The measure of a good lesson is the student activity taking place not the performance of the teacher.


The roles of a teacherThe roles of a teacher

Within our teaching, our role may change from one activity to another, or from one stage of an activity to another. If we are fluent at making these changes our effectiveness as teachers is greatly enhanced.


FacilitatorFacilitator

Any role adopted or used by the teacher to help students learn is to some extent facilitative. All roles, aim to facilitate the students’ progress in some way or another.


ControllerController Controllers take the role, tell students things, organise drills,

read aloud…… Contollers exemplify the qualities of the teacher- fronted

classroom. Teachers who view their job as the transmission of knowledge

feel comfortable with the image of themselves as controllers. Transmission teaching - focuses every thing on the teacher. - reduces the opportunities of students' speak in class

(whole class activities) - lack of variety in class activity There are times when there is a need to be a controller in your

class. You need to be ready and welling to change your role at any time if there is a need.


OrganiserOrganiser

Orgnising students to do various activities-

engaging students giving instructions (demonstrations)Asking students to start or initiating

the activity.Giving feedback


AssessorAssessor

Offering feedback, correction and grading students in various ways (formal and informal assessment)

Students need to know how and for what they are being assessed. The criteria against which they are assessed

Fairness


PrompterPrompter

In role-play activity- writing tasks- working in groups, there is a need to guide our students what to do but not telling them exactly what to do.

Encouraging students to think creatively rather than leading them to do what we want them to do. (thinking skills)

We want to help but we don’t want. (eg. error correction strategies)


ParticipantParticipant

Teachers usually stand back from students' activities. However there is time when we need to join in our students’ activities not as teachers but as participants (group work activities)

The danger of teachers as participants is that they might dominate the activity because teacher is the teacher even if he is one of the participants in the activity.


ResourceResource

-We might be one of the important resources that our students can use during their activities. Indicate some of these situations.

- We need to encourage our students to use resource material themselves (dictionaries).

- The courage of saying I don’t know. - We are helping and guiding but not spoon-

feeding


TutorTutor

When students are involved in long activities, teacher needs to work as a tutor.

Tutor = prompter +resource It is difficult to be a tutor in a very large

group------------- intimate relationship It is essential for us to work as tutors from

time to time. Students feel supported and helped. The classroom atmosphere is enhanced.


ObserverObserver

Teachers do not only observe students in order to give feedback. They also watch in order to judge the success of the different materials and activities that they use in their lessons.

Don’t over observe your students by hanging on their every word. Getting very close to them and writing a lot about your students is not good.

Observe what students did both wrong and right and don't forget to praise your students for what they did right.


Which role?Which role?

We need to be able to switch between the different roles and to decide when it is appropriate to use one or another.


The teacher as a teaching aidThe teacher as a teaching aid We are a kind of teaching aid ourselves, a piece of teaching

equipment in our own right. We are especially useful when using mime, gestures,

language models and providers of comprehensible input. Gestures don’t have universal meanings, so we need to be

careful about using them in our classes. Language model-----students get models of language from

textbooks, reading materials, from radio and videotapes. But we can also model language ourselves.

Teacher works as a provider of comprehensible input------- that is language which students understand the meaning of, but which is slightly above their own production level.

student’ talking time STT and teacher’ talking time TTT.


factors that influence teacher’s behaviorfactors that influence teacher’s behavior and methodsand methods

There are many factors which may influence teacher’s behavior and methods used in teaching a foreign language.

1. The teacher's training- education. Teachers with limited or no training on TFL methodology find it rather difficult to vary their methods.

2. The teacher's load. If the teacher is over-loaded with an excessive number of teaching hours and other school activities, he naturally tends to use methods that require minimal effort and, most probably, at the expense of efficiency and teaching quality.


factors that influence teacher’s behaviorfactors that influence teacher’s behavior and methods cont.and methods cont.

3. The teacher's motivation. If the teacher is poorly motivated for one reason or another, his efficiency in teaching drops down.

4. The teacher's familiarity with the teaching methods. If a teacher has been accustomed to using a certain approach for several years, he usually resists the introduction of new methods unfamiliar to him (traditional teachers).

5. The teacher's personality. Some teachers discover, through personal experience, that some methods of teaching fit them better than other methods because they go better with their own personality structure.



6. The teacher's learning. A teacher normally tends to teach a foreign language In a way similar to how he him- herself learned that FL.

7. Students' interest. If the class is interested in learning the foreign language, this gives the teacher more freedom to vary his methods

8. Students' achievement. Studies have shown that there is a positive correlation between intelligence and FL learning. Therefore, teaching bright students certainly differs from teaching slow learning students.

9. Students' age. Teaching children differs from teaching adolescents or adults. As the child moves to adolescence and later to adulthood, his-her readiness for imitation gradually gives place to his preference for intellectualizing.



10. Students' expectations. What students expect from a FL course may affect the teacher's methods. These expectations are determined by their previous experience with former FL courses, their actual needs, study habits, and general learning strategies.

11. FL-NL relationship- interference. If the foreign language (FL) and the native language (NL) are different in all aspects, the problems are different from those in another situation where the two languages are different in some aspects only.



12. Facilities. FL teaching methods are Influenced by the existence or absence of facilities such as pictures, tapes, films, laboratories, and radio programs.

13. Tests. Teachers and students tend to emphasize what tests emphasize. If tests neglect a certain aspect of language, teachers and students usually neglect that aspect.



14. Class size. Methods successful with small classes may not be equally so with large classes.

One implication of these factors Is that the teacher should be psychologically and professionally prepared to vary or at least modify his methods to suit different educational situations. It will be exhausting, unfruitful, unfair Or even unwise if the teacher blindly Insists on utilizing one single method In all situations.

Thanks The End Dr Hanaa

Elbaz


Points mentioned during the lecturePoints mentioned during the lecture

- Hidden objectives eg.- Task-oriented teaching& skill-oriented teaching- How to write correct objective- Goals, Aims, learning objectives- specific

objectives or behavioral objective or just objectives.- How to write good objective. The verb should be

observable and measurable - - Using thinking - aloud protocols to demonstrate

language skills- The end

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10/9/2015Dr. Hanaa El-Baz1 EFL teacher’s roles and the different factors that influence teacher’s behavior in the classroom. Lecture 1 Methodology L7