Prepared by Training Department

Module 1- Session 1
What is good teaching?

 The general image for many people that good teaching means that the teacher stands at the front of the class teaching and the students sit in rows listening. ............................................................................................................... ............................................................................................................... ............................................................................................................... This teaching style is often based on the assumption that the teacher is the Knower and has the task of passing over this knowledge to the students. ............................................................................................................... ............................................................................................................... ...............................................................................................................
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1- Doing something 2- Recalling what happened 3- Reflecting on that 4- Drawing conclusions 5- And using those conclusions to inform and prepare for future practical experience.

is a mnemonic device for remembering five of the major characteristics of the effective and good teaching as identified by the research of Bellon and Butefish, 2009 . the most effective teaching consciously and consistently should have the following:

F
Provide to students.

For whatever task has been assigned to students, effective teaching provides feedback.

- if they are doing what is expected of them. - how they are doing. - that the teacher is aware of their performance.

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Learning is not simply a one-dimension intellectual activity, but involves the whole persons.
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An Involver:

This teacher also knows the subject matter that is being dealt with. However S/he is also familiar with teaching methodology; S/he is able to use. This kind of teacher is trying to involve the students actively and puts a great deal of effort into finding appropriate and interesting activities that will do this. While still retaining clear control over the classroom and what happens in it.

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An Enabler:
As the teaching, learning process is about working with other human beings. This kind of teacher knows about subject matter and about methodology and S./he has an awareness of how individuals and groups are thinking and feeling within her / his class. S./ He actively responds to this in her / his planning and working methods and in building effective working relationships and a good classroom atmosphere. Her / His own personality and attitude are on active encouragement of learning. This kind of teacher is confident enough to share control with the learners, or to hand it over entirely to them. Decisions made in her / his classroom may often be shared or negotiated. In many cases S./ he takes her / his lead from the students, seeing her/ himself as someone whose job is to create the conditions that enable the students to learn for themselves. Sometimes this will involve her / him in less traditional teaching, S./ he may become a guide or a counselor or a resource of information when needed. 16

Carl Rogers, an American psychologist, suggested that there are three core teacher characteristics that help to create an effective learning environment. These are:
Respect ( a positive and nonjudgmental regard for another person) Empathy (being able to see things from the other persons perspective, as if looking through their eyes)

Authenticity ( being oneself without hiding behind job titles. Roles or masks)
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What other characteristics should an effective English teacher have? He should be:Controller: . . Organizer: . . Assessor: . . Prompter: . . Resource: . . Tutor: . .

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- Controller:
When teachers act as controllers, they are in charge of the class and of the activity taking place in a way that is substantially different from a situation where students are working on their own in groups. Controllers take the role, tell students things to do, organize drills, read aloud, and in various other ways exemplify the qualities of a teacher fronted in the classroom

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One of the most important roles that effective English teacher has to perform is that of organizing students to do various activities . This often involves giving the students information, telling them how they are going to do the activity, putting them into groups or pairs and finally closing things down where its time to stop. However, we have to remember that the first thing we need to do when organizing something is to get students involved and ready. In most cases this means making it clear that something new is going to happen and that the activity will be enjoyable or interesting or good for you. The role of the organizer is to:

~ engage ~ initiate

instruct (demonstrate) organize feedback

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One of the things that students expect from their English teachers is an indication of whether or not they are getting their English right. This is where we have to act as an assessor, offering feedback and correction and grading students in various ways. About being assessors, we can talk about some important points:- Students should know how and for what they are being assessed. We should tell them what we are looking for and what success looks like, so that they can measure themselves against this. We can say for example that in todays piece of writing, Ill be looking especially at punctuation or in this communication activity Im more interested in your fluency than your accuracy. Another critical issue is the one of fairness. When students are criticized or score poor grades, then they find that other students have suffered less criticism for an equally good or bad performance, they tend to be externally unhappy. In general, students should be fairly judged.
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Sometimes, when students are involved in a role play activity, for example, they lose the thread of what is going on, or they are lost for words (i.e. they may still have the thread but unable to proceed productivity for lack of vocabulary).

What should you do?

Hold back and let them work things out for themselves or, instead nudge them forward in a supportive way. If we opt for the latter, we are adopting some kind of (a promoting role).

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Students might ask how to say or write something or what a word or phrase means. They might want to know information in the middle of an activity or they might want information about where to look for something, a book or a website for example. This is where we can be one of the most important resources- We teachers are supposed to be helpful and available, but at this same time we have to resist the argue to spoon-feed our students that they become over-reliant on us.

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When students are working on longer projects, such as pieces of writing preparations for a talk or dealing with an exercise in small groups, we can act as a tutor, working with individuals or small groups, pointing them in directions they have not yet thought of taking. In such situations we are combining the roles of prompter and resource, acting as a tutor.

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