Teacher Attributes

PersonPerson

al al QualitiQualiti

es es

ProfessiProfessional onal

UnderstUnderstandinganding

TecTec

hnichnical al

KnoKnow-w-

howhow

According to Marisa Constantinides, Teacher Educator at CELT Athens

Personal Qualities A knowledge of technology

Background Knowledge

Cultural Awareness

Academic Pursuits

Methods & Techniques

LanguageKnowledge

Being reflective

Hobbies & Interests

LanguagePerformance

Artistic Pursuits Ability to collaborate

According to Marisa Constantinides, Teacher Educator at CELT Athens

According to these two authors we need to have a knowledge base to be effective teachers:

The Craft Model

The Craft Model

Study with “master”practition

er:Demonstr

ation/Instructio

n

PracticeProfession

al competenc

e

How to Teach Adverbs of Frequency?

1. Use Percentages to Define Adverbs-It can be somewhat challenging to define all the adverbs of frequency at one time.

-One skillful way to introduce all the new vocabulary is to make a list of all the adverbs the class knows and then add in the ones they don’t. (Brainstorm vocabulary of adverbs of frequency)

-As you create the list with student input, write it out on the board in descending order from frequent to infrequent.

-In discussing the degrees, you can assign the adverbs a percentage of frequency to give more concrete definition to the words. Here is an example:

Level: Intermediate

Always, regularly90 to 100% of the time (every day or several days a week)Usually

Often 70 to 80 % of the time (one or two days a week)Frequently

Sometimes 50% of the time (twice a month)Occasionally

Rarely 20-40% of the time (three times a year)Hardly ever

Never0 to 10% of the time (once a year, if at all)-With this introduction, you can then determine the difference

between words like often and frequently, or sometimes and occasionally.

-This is a good time to introduce how frequently you do something.E.g. Teacher: I rarely visit my mom. I usually walk my dog.

2. Show Placement and Structure:-In presenting the placement of adverbs, you’ll want to show the students and then have them deduct from your examples, where the adverbs go. 

-There are three options, but the first two are the main ways to express frequency.

-Then you can have your students make a “chain drill” asking and answering questions about how often they do certain activities.

Q: How often do you go to the movies?A: I occasionally go to the movies. In between the subject

and the verbSometimes I go to the movies. At the very beginning

I go to the movies rarely. At the very end (never doesn’t fit here)

3. Truth or Lie Game:-The truth and lie game is a fun and fairly simple way to practice adverbs of frequency. 

-Tell students to think of three facts about their habits, with one fact being untrue.

-You can also inform students that the point of the game is to be a good liar.

-They want to fool the rest of the group.

-Once they have devised their 3 facts, they can be written on the board or stated aloud.

-The rest of the students ask 10 yes or no questions to try to determine which fact is untrue.

An example could be:

-I occasionally go shopping at Sears.

-I often go fishing on the weekends.

-Sometimes I like to go dancing.

NOTE: You can’t ask yes or no questions that will directly give you the answer. For example:

Do you go shopping at Sears? UnacceptableAt the end of the class, students learn the different vocabulary for adverbs of frequency. They learn how to use the adverbs in complete sentences, and they practice yes or no questions.

.

Scientific knowledge

Application of scientific

knowledge

Results conveyed to trainees by

experts

Practice Professional competence

- much depends on research base

- structured- easy to follow- has face validity

- may give credibility status to the profession

- recognizes changes- ( it’s not static)

- based on empirical evidence - a gap between

theory and practice

- may be atomistic

- assumes complex human issues can be solved by scientific solutions

- top-down (authoritarian)

REFERENCES

Constantinides, Marisa. Professional development-The Teacher I'd like to be. http://www.slideshare.net/MarisaConstantinides/professional-development-the-teacher-id-like-to-be

Fandiño, Yamith. Knowledge Base And EFL Teacher Education Programs: A Colombian Perspective. 2013.

http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewFile/12564/13252

Kojima, Hideo, Kojima, Yuko. Course Design for EFL Teacher Education. 2006. http://repository.ul.hirosaki-

u.ac.jp/dspace/bitstream/10129/545/1/AN00211590_95_103.pdf

Wright, Natalya. How do teachers learn. http://www.slideshare.net/enrite/how-do-teachers-learn

http://tanvirdhaka.blogspot.mx/2011/01/models-of-teacher-education.html

http://www.teachingenglish.org.uk/blogs/dario-banegas/theory-practice-language-teacher-education-part-3