Unit 5

UNIT 5 WORKSHEET

When answering the tasks here please refer to any experience you have had in the classroom, or experiences you have noted while observing another teacher, as either a student or onlooker.

Task 1 –How can a teacher use his/her physical presence and voice in the classroom?

            A teacher can utilize his/her physical presence to get the students’ attention or restore order in the classroom. For example, good eye contact can convey messages and build a strong rapport with the students. Eye contact shows the students you are giving your attention to them, and they should be attentive as well. Also, various gestures could be used to add visual cues and covey the tacit meanings of the language. However, gestures should only be used if the meanings of those gestures are understood ahead of time.

            The teacher’s voice is another useful tool to apply in the classroom if used correctly. Clarity, range, variety, and projection are important aspects of voice that the teacher should keep in mind. The flow of the class can be influenced by the teacher’s volume since the students follow the teacher’s pace. Quieting and increasing voice levels can change the ambiance and pace of the class. The teacher should alter his/her voice according to the circumstances, such as size of room or number of students. However, the instructor should never be monotone since it creates boredom. The greater the variations of the voice, the more attentive students are.

Task 2 – Is there a best seating arrangement for a class?  What are the advantages and disadvantages of the various seating plans?

            No, each seating arrangement is ideal for different situations and should be adjusted accordingly to different factors, such as space availability and students’ personality.

1)      Orderly rows: The most traditional style of seating arrangements, orderly rows is best suited for large classes of 25 or more students. Not only can the teacher have a clear view of all the students, the students can see him/her as well. This makes lecturing and maintaining eye contact simpler. Also, it allowed the teacher easy accessibility to move around the room freely and check on each student’s progress. However, it reduces the amount of student interaction since the student will usually just interact with his/her neighbors around him/her.

2)      Circles and horseshoes: Mostly used in smaller classes, this seating arrangement facilitates pair work and allows students to have eye contact with the teacher and other pupils. It produces a more intimate and relaxing ambiance in the class. The teacher’s position is less dominating, which allows students to be more focused on the lesson. On the other hand, the teacher’s mobility is reduced and must stay in one position to teach since the students are all facing one direction.

3)      Separate tables: This seating arrangement is great for group work because the instructor can help one table while the other groups work without interruption. Since the students are placed at a small table together, the class becomes more informal. This can cause discipline problems because they feel that they are in their own group and not a part of the class as a whole. Also, since the teacher won’t be able to keep eye contact with all the students at once, some students may feel like they can do whatever they want.

Task 3 – List the different student groupings that a teacher can use and give advantages and disadvantages for each:

1)      Whole-class grouping: Students feel a sense of belonging with other, and it promotes camaraderie since it gives students the opportunity to interact with their fellow peers. Organization of the activity is quick and easy to manage. It is the ideal grouping for when the teacher needs the focus of the entire class or needs to be mainly in control of the activity. However, it’s harder to ensure that every student gets an equal amount of talking time since it reduces the chances for a student to speak. Furthermore, the more introverted students may be more unwilling to speak since they do not wish to do so in front of the class.

2)      Students working on their own: There is less pressure on the students since they can work at their own pace and do not have to contribute in front of the class. Also, students don’t have to worry about making mistakes publicly, thereby encouraging them to become more independent by solving problems on their own first. In general, it provides a stress-free environment for the students to learn in while providing an ideal setting for the teacher to respond to individual differences among the students’ learning process. However, it limits the opportunities for the students to interact among one another and gain that sense of belonging.

3)      Pair work: It is the ideal setting to allow the students to interact with their fellow peers and have student talking time. Since it is quick and easy to organize, the teacher can distribute his/her time equally between every pair and not disturb the other pairs. It encourages students to share the responsibility of the work and removes the burden from the individual, especially from the weaker students. However, some students may prefer to only speak with the instructor and hesitate to interact with other students, especially with students they particularly don’t like. In addition, it is harder for the teacher to keep an eye on the whole class in general if she/he is diverting her/his attention to one pair at a time.

4)      Group work: This grouping is good for increasing both student talking time and student interaction. Since there are more students working in a group, personal issues become less problematic and the dynamic of the group is more equal. With more heads thinking together, they can come up with more innovative ideas. But with so many differing ideas, it could lead to some conflicts and could actually be more time-consuming. Time is an issue with grouping since it takes a while to organize and start the activity, especially with all the students trying to talk. In addition, some stronger students may end up doing all the work while the more passive students don’t have a chance to participate.

Task 4 – How can the teacher make sure all students are equally involved in the lesson and give individual attention?

            Refrain from picking on just the students with the familiar names all the time. Memorize all the students’ names and use their names at the end of a question when you want to ask a specific student that question. Also, you shouldn’t teach exclusively to only the weak or strong students. Although, you should make sure that every student understand the materials. That means spending more time with students who are having difficulties with the task while trying to keep the other students busy with another task. Do not go in any order when checking homework or asking questions because that makes it very predictable and dull. Students will not pay attention until it’s their turn. Going in a random order will keep the students attentive. Most importantly, try to ensure that every student is involved equally in any activity. Don’t allow any individual student to hog all your attention. The only case in which you may not include all the students equally in an activity is when they don’t want to or cannot contribute to the activity. It may be better to let them remain silent. You can ask simple questions now and then to encourage contributing more to the class and boosting their self-confidence.

Task 5 – When is teacher talking time important?

TTT is important when the teacher is building rapport with the students because the teacher should take the initiative to get to know his/her students first. Also, TTT should be included before every activity since the teacher has to set up the activity and give instructions to the students. They have to direct them on how to do the activity. In addition, TTT is necessary when providing feedback and language input. The teacher can make slight improvements to the student’s speech. The teacher will have more TTT when she/he is presenting, checking, modeling, or clarifying problems, instructions, or answers.

Task 6 – How can the teacher reduce unnecessary teacher talking time?

Don’t over-elaborate concepts or instructions. Keep them simple. For example, don’t use TEFL language or any other jargon that the students would not understand. That way you don’t have to take time explaining unimportant things. Use mime, gestures, or other visual cues to really emphasize your point. Carefully choose your word choice for explanations, feedback, and directions. Once the students start an activity, don’t interrupt the flow. Overall, just keep the language simple and below the students’ English language level.

Task 7 – What can a teacher do to ensure that instructions are understood?

            First, make sure the students are paying attention to the teacher. The teacher should attract the attention of the class and make sure everyone is listening carefully, not distracted. Then use consistent, simple language when giving instructions. The teacher should repeat the same commands for the instructions and use language that is below the students’ language level. Using visual cues help as well since they really reinforce your instructions. Sometimes, some students are visual learners and prefer to see the instructions written instead of spoken. Keep the instructions short and simple as to not overload the students. In addition, the teacher should give a demonstration as an example since showing the activity can really clarify the instructions. Lastly, make sure the students comprehend all the instructions given. Have them repeat the instructions to you to see if they know what to do and monitor the class to check.

Task 8 – How exactly would you ‘explain’ to a group of elementary students how to complete a gap fill exercise?

            I would have the handout in my hand, get the attention of the students, and point to it. I would explain that on this paper, there’s 20 sentences (or how many sentences there are) that has one word missing from each sentence. On the right side of the paper, there are 20 words that will go to exactly one of these sentences on the left. You have to find which word completes each sentence the best and fill in the blank with that word. I would then do one for an example.

Task 9 – What can the teacher do to help establish rapport with the students?

            The teacher should try to make a stable, relaxed atmosphere in the class. Also, the teacher should project an image of wanting to be there in the class by smiling and being positive in everything you do. Students notice when a teacher does not particularly like his/her job.

            Not only should the teacher know their students’ names, but also the students should know their classmates’ names as well. A teacher should show some personal interest in their students and encourage other students to get to know one another. This could be done by student interaction in pair work or group work activities and ice breakers.  Also, allow the students to help one another by letting them correct each other. Refrain from doing everything by yourself in the class all the time. Elicit help and opinions from the students. Most students would love to get involved and make class more personal. When giving instructions, keep it simple and clear. Do not let individual students hog all the attention of the class.

Task 10 – List some of the reasons for problem behavior that you may experience in an EFL classroom.  How can/should the teacher prevent it?  How can the teacher deal with problem behavior should it arise?

            There are versatile factors that could lead to problem behavior from a student. Family problems can definitely influence problem behavior. If the home environment is unsafe or unstable, then that student could feel unsafe/out of place anywhere. Low self-esteem or boredom could cause a student to lash out and create problems. A student who is not challenged enough or too much can be bored. Peer pressure can lead to a lack of respect for the teacher if their peers don’t respect the instructor as well. Also, a large class size may make the student feel out of place and lonely. He/she might think that they need to cause trouble to get any attention at all.

            You can prevent problems if you’re punctual and well-prepared for class. It shows that you take your job seriously and that you’re genuinely enthusiastic about being there. Also, if you build a rapport with the students, they will trust you and learn to open up to you. If you’re consistent and fair, they know you will be just and unbiased. Most importantly, you must be patient, calm, and never lose your temper. You should not let your personal feelings interfere with class and never bluff about punishment you do not plan on carrying out. You should also show respect in order to get respect in return. It wouldn’t hurt to make classes varied and interesting as well.

            If problems do arise despite numerous prevention tactics, then the teacher should act immediately. The problem may worsen if it is not dealt with quickly. Make sure to focus on the problem itself, not the student. Sometimes the problem may be due to his/her peers. In that case, reseating could help resolve it. You should reprimand the problem student in private after class because doing so publicly may embarrass the student and cause further lashing out. Do not threaten to use punishment that is not within the school’s disciplinary code. If you cannot enforce it, the student will think you cannot punish them at all. Also, use the experience of your colleagues because they will have probably been in that situation before. Above all, keep calm because having a temper will not help the situation.