A good teacher should be calm instead yelling all the time. The most important trait a teacher should have is calm which that would make them more easier going with a bad student and it make the students more interested in having you as a teacher. The teacher should be calm because it will let them get through their day instead of making their students being mad. If a teacher is calm they can go through a situation more calm than another teacher would which won’t make the students hate you as much as one that not calm at all. If a teacher is calm the make the student feel like they are cared for.The claim is that if a teacher having calm as a trait would make them more liked by a student and they can be more easy going than a student make think you and you would be more likely to work with bad students.
Hopefully, the findings of this study would help teacher trainers and educators to prepare would-be teachers for their future jobs. Providing teachers with sufficient knowledge about what they are going to teach can facilitate both the teaching and learning processes. A linguistically aware teacher understands how language works, anticipates and understands the student’s problems with language, pays attention to errors and other interlanguage features, can promote language learning by designing appropriate tasks in his/her classes. The language achieved by the students can show the relationship between the L2 teacher’s language awareness and the effectiveness of that teacher (Andrews, 2007). The following research question was posed to conduct the current
My motivation to study this topic is to help teachers to use communicative activities in classroom teachings. My purpose is to enable young adult learners to acquire communicative ability using the techniques that will be handled in the writing. This study has two objectives. First is to provide various communicate language teachings to help teachers in terms of broadening their teaching techniques. Second is to explain how to apply these techniques, activities and tasks effectively in the classroom environment.
As mentioned above, my personal language teaching methodology may be described as a mixed method. At University of Technology, non-major students cannot learn and practice English well, especially they are not confident in English communication. Therefore, in my class, I always focus on speaking skills (combination of listening, reading, grammar and speaking), ask students to make up sentences using new vocabulary and structure in order to encourage students to "learn by doing" and "personalize" new language. For instance, I use a lot of fluency-based (role play, interviews, information gap, games, pair work, etc.) to help develop students’ confidence in English
The student who has an awareness of how he or she learns is better able to set goals, develop a variety of learning strategies, and control and evaluate his or her own learning process. The strategies are essential for the process of learning because they help students to adapt their learning to particular features of the task on which they are working. Schools have appointed holistic teachers to give more attention to students to manage and control their learning. This will help them to learn new aspects in their learning at school but also to help them with the tools to manage their learning later in life. Thus, the key role for teachers is to help children build confidence, and develop a variety of learning strategies and motivate them to
This author persuades teachers to appreciate the differences. He explains: There are some individual differences that teachers should not only tolerate but also put to their best advantage. For example, extraverted learners should be provided with an opportunity to discuss the material even if that is not the teacher’s normal style. Likewise, introverted students might need periodically to be sheltered from others so they can find the peace they need in order to learn.
However, in guiding students to become competent speakers of English, EFL teachers may need to explore further influence of other learner variables on the use of SCs by students. According to Huang (2010) there are five effects: gender, language proficiency, self-perceived oral proficiency, the frequency of speaking English outside the classroom, and motivation in speaking English, on students’ OCS(oral/spoken communication strategies) use. Hence, are these factors clearly happening in English Language and Literature department students? was also the focus of
Teacher has to adapt technology to teach English language. If schools and colleges don’t have e-equipotent, it will be difficult to teacher to follow E-teaching. 2. The teacher has to motivate student constantly to learn English language. Most of students are seeing English as examination point of view.
It is important that the teacher practice diagnostic assessment, formative assessment, summative assessment and informal assessment in the classroom so that it can be used throughout the learning process, so that the students are able to explore and use a wide range of assessment methods to monitor their learners’ learning and progress. Gibbs (2003) states that assessment has six main functions: 1. Capturing student’s time and attention. 2. Generating appropriate student learning activity.
Teacher is someone that give students knowledge, acquire information, ideas, skill, values, ways in the school. As a teacher, they should prepared many ways to solve the problem when their teaching English in classroom. When teacher cannot teach their students or they did not master the material, their students will difficult to follow the lesson activity. To solve the problem, the teacher should be creative and able to keep the students away from getting