There’s a certain amount of respect that students need to show in order to learn the subject that the teacher teaches. Respect has to evolve and discipline has to be enforced in each country in order for the education to affect the child and it has to be implemented in order to have a good environment and learning space. Respect also should be expected in a work area, meaning teachers should not look down on their fellow work members as they are at the same level at work. Respect has been a big issue when it comes to culture in classrooms. Respect is big in culture, because people do not give respect the different ethnicities and cultural differences throughout people.
It is believed that teachers’ metaphors on their professional identity are important guides and goals of teachers’ classroom behavior, which is directly related to cultures of communication in the classroom in terms of individual subject or discipline. The ‘performer’ metaphor allows us to predict the apprentice relation between students and teachers, and what might happen in the EFL classrooms: imitating the tones and accents of speaking English, role plays, iterative practice and rehearsal of the uses of English language items, teachers’ demonstration of English pronunciation and students’ following them. In the similar thinking pattern, we can also imagine what might happen in the classrooms of ‘authority’ metaphor, ‘supplier’ metaphor, ‘guardian’ metaphor, and ‘companion’ metaphor. The numeric favor in ‘performer’ metaphor indicates that ‘performer’ metaphor is specific to EFL professional teacher identity and may also index a change of emphasis. It might be in this sense, Palmer (1998, P. 66) intelligently argues that it is the “selfhood from which good teaching comes
Teacher educators and scholars of teacher education have raised questions such as what do teachers need to know, care about, and be able to do and guess some way out of the usual experiences (Feiman-Nemser, 2008). There is a definable body of knowledge, thought, and practice that teachers need to possess in their stay at the teacher education prior to their entry into actual teaching (Hess, 2008). In this regard, Feiman-Nemser (2008) identified four major dimensions (learning to think like a teacher, learning to know like a teacher, learning to feel like a teacher, and learning to act like a teacher) that student teachers should address well at the teacher education. These themes include teachers’ skills, strategies, routines and the judgments to figure out what to do, with whom to do, and when (Afe, 2006; Lee, 2008). Teacher education curriculum has to incorporate contents and learning experiences that ensure knowledge and skill about subject area contents, students, instructional methodologies and communication skills (Dunking & Michael, 1987; Borman,
Cross-cultural exchange and educational development An array of researchers dealing with the theme of educational development argued for the importance of intercultural and cross-cultural exchange as tools for pedagogical development. Logically, in order for the instructors/facilitators to be able to deal with diverse groups of students with different cultural backgrounds, it is critical that they acknowledge and recognize their own worldviews because this is the only way that the teacher/facilitator can identify with the worldviews and cultural views, norms, values and biases of his/her students. “Researchers assert that in order for teachers to interact effectively with their students they must confront their own racism and biases…learn about their students ' cultures, and
The Effect of Teachers’ Language Awareness on Their Reading Task Design Ability The importance of teachers’ role in educational systems is undeniable. An obvious parallel can be found between quality of teacher education courses and teachers’ act in their classes. It is a matter of concern in EFL contexts that so many teachers of English seem to have such limited knowledge of the language they are teaching (Thornbury, 1997). There are some reports in some parts of the world which claim that teachers are not well trained (Townsend & Bates, 2007). LA should be one of the main parts of pre-service and in-service courses’ content in order to train teachers with sufficient language awareness to do well in their classes.
The purpose of this study is to investigate the activities, tasks and the methods to promote students’ oral skills. In teaching, people who know a language are referred to as “speakers of that language so of all the four skills ( listening, speaking, reading and writing) speaking seems an important component of language classes. Speaking skill is important because it is basic for communication. There are many theories about language teaching but when it comes to practice, some teachers can’t decide the types of activities or tasks that are applicable for their learners. My motivation to study this topic is to help teachers to use communicative activities in classroom teachings.
In addition to that, the teacher may speak or read too fast for the level of the learner`s understanding. As a result learners suffer from lack of knowledge while all the due requirements at school are provided by the parents such as fees. It therefore implies that while interpersonal communication is vital to teachers, the competence of the teacher may determine the academic
As a teacher, I will be sharing my instructional materials with other teachers to help their students and also get their professional resources to help my students. Moreover, being a learning facilitator is an important role for teachers by which I can learn from and with other teachers to find out what most develops student learning. One more role is serving as a mentor which allows me to strengthen my leadership skills by working with individuals from distinct backgrounds and with different personality types. As a mentor, I have to consider the importance of developing and raising good
To provide a new approach, we propose that the teacher self-identification process is a metaphoric process. The corroboration of our proposal is found in the classic metaphors used to describe teachers: teacher as midwife, teacher as artist/scientist, teacher as technician, teacher as researcher. In addition to the classic metaphors, the corroboration of our proposal that teacher identification process is a metaphorical one is also found in recent studies. Brown (2001) understood teacher as authority figure, leader, knower, director, manager, counselor and guide. Moreover, he also pushed the notion further to the emotional aspect and considered EFL teacher as friend, confidante, and parent.
As teacher education systems exist today, there are pre-service teacher education programmers such as B.Ed./D.Ed./B.P.Ed. etc for preparing teachers at primary and secondary stages. Role of ICT to elevate teacher in at higher education to empowering teachers for abstract thinking, reference political thinking, self-study and of knowledge by adopting various project works and acquire skills. S. No. Different Teacher Education Stage Objective Role of ICT 1.