The Role of the Teacher

Summary
Inthismodule,wewillbuildonthetheoreticalbackgroundknowledgeaboutEnglishlanguage
teaching(ELT)discussedinModule1,toenableyoutodeveloppracticalteachingskillsand
techniquestobecomeaneffectiveELTteacher.
Wewillinitiallydiscusswhatbeingateacherinvolves,discussingtherangeofdifferentteachingroles
employedbyteachers.Wewillthenconsiderpracticalclassroommanagementtechniques,including
classroompresenceandvoice,usefulformanagingteachingandlearning.
ConsiderationofdifferentteachingtechniquesusedbyELTteachers,includinggivinginstructionsand
errorcorrection,willalsobeinvaluableasyouembarkonyourteachingcareer.Asteachingcontexts
vary,wewillalsoconsiderhowteachingtechniquescanbeadaptedtocaterfordifferentclasstypes.
Asteachingandlearningisatwowayprocess,wewillalsoconsiderwhatmakesagoodstudentand
howyou,asateacher,canassistlearnerstorealiseandreachtheirlearninggoalsandobjectives
throughaninitialNeedsAnalysis,regulartutorialsandIndividualLearningPlans(ILPs).Wewillalso
discusscateringfordifferentlearningstyles.

Objectives
Bytheendofthismodule,youwill:
HavegreaterawarenessofwhatisinvolvedinbeinganeffectiveELTteacher.
Learnarangeofpracticalclassroommanagementtechniques.
Learnandbegintodeveloparangeofteachingtechniques.
Havegreaterawarenessofhowtoadaptyourteachingtocaterfordifferentteachingcontexts.

Site: PremierTEFL
Course: 120hrHourAdvancedTEFLQualification(TeachingEnglishasaForeignLanguage)
Book: TheRoleoftheTeacher
Printedby: MesutYayla
Date: Wednesday,7September2016,9:08AM
Table of contents
1WhatMakesaGoodTeacher?
2AssumptionsaboutLearning
3DifferentTeachingRoles
4EstablishingRapport
5ClassroomManagement
6PhysicalPresence
7ClassroomRules
8Voice
9SeatingArrangements
10InteractionPatterns
11TeacherTalkingTime
12TeachingTechniques
13UsingGestures
14UsingaWhiteBoard
15GivingInstructions
16Eliciting
17ErrorCorrection
18TeachingContexts
19MixedAbilityClasses
20Mono/MultiLingualClasses
21WhatMakesaGoodStudent?
22AnalyzingLearnerNeeds
23SettingandMonitoringLearningObjectivesandGoals
24CateringforDifferentLearningStyles
25References
26FurtherReading
27UsefulWebsites
1 What Makes a Good Teacher?
Teaching and Learning

Reflective Task 1
Whatdoesateacherdo?Whatisyourpersonalimageofgoodteaching?Listanumberofbrief
answers.

Formany,theimagebelow(1)istheconventionalimageofaclassroomtheteacherstandingatthe
frontoftheclassteachingandthestudentssittinginrowslistening(2).Thisteachingstyleisbased
ontheassumptionthattheteacherknowseverythingaboutthesubjectandthestudentseithernothing
orverylittle.Theteachersroleis,therefore,toimparttheirknowledgetothestudentsandthe
studentsroletoreceivethisinformationpassively.Thisismainlydonebyteacherexplanationswith
occasionalquestionstoorfromthelearners.Thestudentswillthendosomepracticeexercisestotest
whethertheyhaveunderstoodwhattheyhavebeentold.Theteacherisfullyinchargeofthelearning,
doesmostofthetalkingandisthemostactivepersonintheclassroom.

WhatMakesAGood

Youwill,nodoubt,haveexperiencedsuchconventionalteachinganditmaybeanefficientmethodof
informingalargegroupofpeopleaboutatopic.However,ateachingmethodthatmainlyinvolvesa
teacherexplainingandstudentspassivelyreceivingknowledgecanbeproblematic.Itispossiblefora
teachertoputinalotofeffortbutfornoorlittlelearningtobetakingplace.Thisisbecausethe
learnersintheimageabovearenotactivelyinvolvedandmaybeswitchedoff,daydreamingor
listeningwithoutfullyunderstandingthelesson.
Bylookingoutsidetheclassroomandconsideringhowpeoplelearnthingsineverydaylife,it
becomesclearthatteachingandlearningisatwowayinteractionprocessinwhichlearnersneedtobe
activelyinvolvedinthelearningprocess.

Reflective Task 2
Howdopeoplelearnhowtodothefollowingineverydaylife?
Puttogetheraflatpackbookcase
Driveacar

Itisclearthatpeopleneedtodomorethansimplypassivelylistentoexplanationsinorderforthemto
effectivelylearnthepracticaltaskslistedabove.Toputtogetherabookcase,itwouldbeusefultoread
theinstructionmanual.Itwouldalsobeusefultoconsultanexpertandlookatapictureofthe
completedproduct.Puttingthebookcasetogethermaytakeacertainamountoftrialanderrorand
persistencetoo.Likewise,whenlearningtodrive,itisusefultoreadtheHighwayCodeandother
theoreticalresources.However,learningtodriveeffectivelytakespractice,practicalexperienceand
feedbackfromadrivinginstructorand/oranexperienceddriver.
Theprocessoflearninginvolvesfivesteps:(3)
Doingsomething
Recallingwhathappened
Reflectingonthat
Drawingconclusions
 Usingtheseconclusionstoinformandprepareforfurtherpracticalexperience
Thisisknownasanexperientiallearningcycleasillustratedbelow:(4)
Information,guidanceandsupportfromothersmaycomeinatanyofthefivestepsofthecyclebut
theessentiallearningexperienceisindoingthingsoneself.Theexperientiallearningcyclesuggestsa
numberofconclusionsforEnglishlanguageteaching,whichincludethefollowing:(5)
Itisimportanttogivestudentstheopportunitytodothingsthemselves.
Teachersshouldmaketheenablingoflearningtheirmainconcern.
Studentsneedpracticalexperienceofusingthelanguage,notjusthearingaboutlanguage.
Teacherscannotlearnfortheirstudents,butinstead,needtoallowmorespaceinthelessonfor
learnerstodothings.
Itisusefulforstudentstoreflectonhowtheyarelearningandhowtolearnmoreeffectively.
ItsOKforstudentstomakemistakesandlearnfromthem.
2 Assumptions about Learning
Fromourpreviousdiscussion,twoassumptionswecanmakeaboutlearningare:(6)
Peoplelearnmorebydoingthingsratherthanbeingtoldaboutthem.
Learnersareintelligent,fullyfunctioningparticipants,notjustreceptaclesforpassedon
knowledge.
RecentapproachestoELThaveincreasinglyacknowledgedtheimportanceofthewholepersonin
learning.Studentsdonotjustbringpensandpapertotheclassroom.Theybringlearnerneeds,wishes,
lifeexperience,backgroundandlifeskillsandgiventheopportunity,cantakeresponsibilityfortheir
learning.Teachingisfundamentallyaboutworkingwithpeopleratherthanperformance.Although
teachingtechniquesareimportant,ofgreaterimportanceisbeingsensitivetolearnerneedsand
findingwaystoenablelearningtotakeplace.

Reflective Task 3
LookbackatyouranswerstoReflectiveTask1.Howhasyourpersonalimageofagoodteacher
changed?
3 Different Teaching Roles
Broadlyspeaking,therearethreedifferentteachingstyles,summarisedbelow:(7)

The Explainer
Thisteacherknowstheirsubjectmatterverywellbutmayhavelimitedknowledgeofteaching
methodology.Thistypeofteacherreliesmainlyonexplainingorlecturingtoconveyinformationto
theirstudents.Donewithstyleorenthusiasm,theselessonscanbeentertaining,interestingand
informative.Learnersgetpracticebydoingindividualexercises.

The Involver
Thisteacheralsoknowstheirsubjectmatterwellbutisalsofamiliarwithteachingmethodology.This
teachercanthereforeusearangeofappropriateteachingandorganisationaltechniquesincluding
teacherexplanationstohelptheirstudentslearnaboutthesubjectmatter.Thisteacherinvolvesthe
studentsactivelyinappropriateandinterestingactivitieswhilestillretainingcontroloverthe
classroomandwhathappensinit.

The Enabler
Thisteacherknowstheirsubjectmatter,knowsaboutteachingmethodologybutalsounderstandsthat
teachingisessentiallyaboutworkingwithpeople.Thisteacherthereforehasanawarenessofhow
individualsandgroupsarethinkingwithinhis/herclass.Thisteacheralsoworksonbuildingeffective
workingrelationshipsandgoodclassroomatmosphere.Thisteacherisconfidentenoughtoshare
controlwiththelearners.Sometimes,thiswillinvolvelesstraditionalteaching,becomingaguide,
counselororresourcewhenneeded.Whentheclassisworkingwell,thisteachermayhardlybe
visible.

Reflective Task 4
Writedownthenamesofsometeacherswhotaughtyou.Whenyouhavealistofatleast68
names,gothroughitanddecidewhichoftheteachingstylesabovebestsuitseachone.Thiswill
giveyousomeideaoftheimagesofteachingyouhavebeenexposedto.

Thesethreedescriptionsarefairlybroadandteacherswillfindelementsofeachstylethataretruefor
them.Italsohelpsyoutoreflectonthekindofteachingyouhaveexperiencedinyourlifesofar.
MostELTteacherscanbedescribedasenablingteachers,whichmeansthattheyplaydifferentroles
withintheclassroomwhenappropriateatdifferentstages.Whenexplaininggrammaticalstructuresor
vocabularyitems,ateacherwillplaytheroleofexplainer.Anenablingteacherwillalsositbackand
allowthestudentstobeactiveparticipants,playingtheroleoffacilitatororresource,assisting
studentswhenrequired.Enablingteacherswillalsoorganize,assessandparticipateinpartsofthe
lesson.Asteachingisworkingwithpeople,thistypeofteacherwillalsoplaytheroleofcounselor,
adviserandevenentertainerattimes.
4 Establishing Rapport
Reflective Task 5
Thinkaboutateacheryoureallylikedatschool,collegeoruniversity.Whydidyoulikethis
teacher?Trytothinkofatleast6reasons.

Youmayhavethoughtaboutateacherwhohadgoodknowledgeabouttheirsubjectmatterandmade
thatsubjectcomealivethroughtheirknowledgeandenthusiasm.Itisverylikely,however,thatwhat
madeyourchosenteachermemorablewastheirattitudetowardstheirstudentsinclass.Itislikelythat
youfeltencouragedandlistenedtoandyourmemoriesareofwhatyoudidinclass,ratherthanthe
teachersteachingtechniques.
Teachersandtrainersoftendefinethepersonalatmosphereateachercreatesinclassasrapport.
Establishingrapportorcreatingapositive,personalclassroomatmosphereisoneofthemost
importantthingsyoucandoasateachertoensurelearningtakesplace.Anumberoffactorsthatmight
positivelyaffectthelearningatmospherearenotedbelow:(8)
Reallylisteningtostudents
Mutualrespect
Givingclear,positivefeedback
Havingagoodsenseofhumour
Patience
Goodsubjectknowledge
Inspiringconfidence
Trust
Empathywithstudentsproblems
Goodorganization
Wellpacedlessons
Notcomplicatingthingsunnecessarily
Enthusiasm
Authoritativebutnotdistant
Honest
Approachable
CarlRogers,anAmericanpsychologist,suggeststhatthethreecoreteachercharacteristicsthathelpto
createaneffectivelearningenvironmentare:(9)
Respect(beingpositiveandnonjudgemental)
Empathy(beingabletoseethingsfromanothersperspective)
Authenticity.Beingoneself
Whenateacherhasthesethreequalities,relationshipsarelikelytobestronger,communicationbe
moreopenandtheeducationalclimatemorepositiveandsupportive.Themostimportantteacher
characteristicisauthenticitybeingoneself.Teacherswhogenuinelycareabouttheirstudentsand
wantthemtoachievetheirlearninggoalsarelikelytobethemosteffective.

Reflective Task 6
Asafutureteacher,whichofthefactorsforeffectivelearningarealreadypresentinyou?Which
factorswouldyouliketoimprove?
5 Classroom Management
Reflective Task 7
Whatdoyouthinkisinvolvedineffectivelymanagingaclass?

Animportantteacherroleisthatoforganizer.Thisinvolvesplanningnotonlythecontentofyour
lesson,i.e.whatyouaregoingtoteach,buthowyouaregoingtoteachitandhowyouaregoingto
organizeyourstudents,classroomspaceandresourcestoensureeffectivelearningtakesplace.Allof
thesedecisionscomeundertheumbrellaofclassroommanagement.

Building confidence
Thoughitisnaturalfornewerteacherstofeelnervousbeforeandduringtheirlessons,goodplanning
andpreparationaswellasestablishingrapporthelptoinspireconfidenceinyourlearners.Tobuild
confidenceitisalwaysgoodtoremindyourselfthatalthoughyouarenewtoteaching,youareeithera
nativeornearnativespeakerofEnglish,andassuch,havetheessentialsubjectknowledgeand
qualificationstoassistlearnerstoimprovetheirlevelofEnglish.
Practice:
Youmayalsofinditusefultopracticeyourlessonsinfrontoffriendsandfamilybeforeteachingyour
firstgroupofteachers.Alternatively,youcouldreadthroughyourlessonplanwithamore
experiencedteacherandaskforfeedback.Thiscouldbeaninformalarrangementwithateacheryou
haveanaturalrapportwith.Alternatively,youcouldasktheDirectorofStudiesormanageratthe
centeryouareteachingattoassignyouamoreexperiencedteachertoactasyourmentororbuddy.
Manycentersandorganizationsmayalreadyhavesuchschemesinplace.
Beingprepared:
Anotherimportantwayofbuildingconfidenceistoensurethatyouarewellpreparedand
knowledgeableaboutyoursubjectmatter.Whenteachingagrammaticalstructure,besuretoclosely
analysethelanguageyouaregoingtoteachsoyoucananticipatepotentialproblemsstudentsmay
havewiththetargetlanguage.AgoodwayofdoingthisistopurchaseorborrowanUpper
IntermediateorAdvancedlevelcoursebookandworkthroughitasifyouwereastudent.Thiswill
helpyoubothimproveyourlanguageawarenessandalsounderstandsomeofthepotentiallearner
problemspresentedwithcertaingrammaticalstructuresandvocabularyitems.
Respondingtoquestions:
Ifyourlanguageawarenessissound,youwillbeabletorespondwelltostudentquestionsandprovide
goodexplanationsandclarificationsifneeded.However,itisalsogoodtorememberthatyouarenot
expectedtobeanexpertinallaspectsoftheEnglishlanguageatalltimes.Attimes,studentsmayask
aquestionthatyoucannotimmediatelyanswer.Insteadofguessingtheanswer,itisalwaysbestto
acknowledgethequestionandtellthestudentyouwillanswerthequestioninthefollowinglesson.
Thiswillgiveyoutimetodosomeresearchandprovideagoodresponsetothequestion.Another
goodtipistotakeadictionarywithyoutoclassandrefertoitifyouneedassistancewithspelling.
Observation:
Mostteachingcenterswillhaveformal,organizedclassroomobservationarrangements.Yourlessons
willlikelybeobservedbyaDirectorofStudiesoranexperiencedteacher.Itisalwaysgoodtoview
theseobservationsasopportunitiesfordevelopment.Itisnormaltobeselfcriticalsopositive
commentsaboutyourteachinginpostlessonobservationfeedbackcanbereallyhelpful.Observing
moreexperiencedteachers,especiallyteacherswhoarecurrentlyteachingsimilarclassestoyou,is
alsoagoodwayofgainingexperienceandnewteachingtips.
Preparationandplanning:
Preparationandplanningarekeytobuildingconfidenceandyoucanexpecttospendmoretime
planningasanewteacher.Thetimeneededtoplanwilldecreaseasyougainexperienceand
confidence.However,goodpreparationandplanningatthestartofyourteachingcareerwillleadtoa
solidfoundationtoyourteachingcareer.Toreducethetimeneededtoplan,itwouldbeworthasking
yourDirectorofStudiesormanagertoarrangethatyouteachclassesatthesamelearnerleveland
startbyteachingGeneralEnglishclasses.MostDirectorsofStudiesandmanagerswillbehappyto
accommodatesuchrequests,especiallyassuchrequestswillleadtowellplannedlessonsandhappy
students.

Reflective Task 7
Whichofthesuggestionsabovewouldyouliketotrytohelpyoubuildconfidencebeforeyou
startyourfirstteachingposition?
6 Physical Presence
Ateachersphysicalpresenceisimportanttoinspireconfidenceandtoensurethatactivitiesarewell
organizedandrunsmoothly.Manyteachingcenterswillhavedresscodesoradviceonappearanceand
grooming.Somecentersmayexpectteacherstodressformallywhileothersmayadoptasmartcasual
approach.Thoughitisimportanttobeyourselfanddressinastyleyouarecomfortablein,itmayalso
beimportanttoconsiderthelocalcultureandthestudentsyouareteachingtoo.Advicecanbesought
fromcolleagues,yourDirectorofStudiesormanagerduringyourinitialinterview.
Physicalpresenceinvolvesmuchmorethanjustappearance,however.Thewayateachermoves,their
positionintheclassroomandhowphysicallydemonstrativetheyareallplaytheirpartintheeffective
managementofaclass.Thereareanumberofissuestoconsiderwhichhaveabearingonthestudents
perceptionoftheirteacherasfollows:(10)

Proximity
Itisimportantforteacherstoconsiderhowclosetheywanttobetothestudentstheyareworking
with.Insomecultures,itmaybeinappropriatetobetooclosetoastudent.Otherstudentsmayfeel
thattoomuchdistanceisasignofcoldness.

Position
Attimes,itmaybeappropriateforateachertostandatthefrontoftheclass,i.e.whengiving
explanationsorwholeclassinstructions.However,whilestudentsareinvolvedinpairorgroupwork
activities,itmaybeappropriatetositwithorcrouchneargroupsoflearnerssoyouareatthesame
levelasyourlearners.Thisisoftenfriendlierandlessthreateningthanleaningoveryourlearnersor
standingatadistance.Whensettingminglingactivities,whenlearnersmovearoundtheroomto
completeanactivity,itmaybeappropriatetominglewithyourstudentssoyouareavailabletoassist
withthetaskifneeded.

Movement
Someteachersprefertospendmostoftheirclasstimeinoneplace,whileothersprefertomovefrom
sidetosideandaroundtheroom.Whilesomemovementisdowntopersonalpreference,itisgoodto
rememberthatamotionlessteachermayborestudentswhileateacherwhoconstantlypacesaround
theroomcanbeadistraction.Whenplanningyourlessons,itisoftenuseful,especiallyasanewer
teacher,tothinkaboutyourpositionintheroomatcertainstagesofthelesson.

Monitoring
Itisimportantforteacherstobeawareofwhatstudentsaredoingandhowtheyarefeeling.This
meanswatchingandlisteningascarefullyasteaching.Thisinvolvesmakingeyecontactwithlearners
aswellasmovingaroundtheroom,ormonitoring,duringstudentactivitiestogaugehowwell
studentsarecompletinganactivity.
7 Classroom Rules
ThoughEnglishlanguageteachingtendstobemoreinformalthanconventionalteaching,itisstill
importanttoestablishclassroomrulestoensureeffectivelearningtakesplace.Someteachingcenters
mayhaveestablishedclassroomrules,whichmayincludearrivingontimeandnotusingcellphones
inclass.Itwouldbegoodtofamiliarizeyourselfwiththeserulessoallstudentadheretothem.
Inadditiontoinstitutionalrules,itisalwaysgoodtoestablishclassroomrulesforyouandyour
students.Ofcourse,noone,especiallyadultlearners,enjoyshavingrulesimposeduponthem.
Therefore,itisgoodtoinvolveyourlearnersinsettingclassroomrules.Onewayofdoingthisisto
agreeasetofclassroomrulesatthestartofacourse,evenwritingtheseupandpostingtheseonthe
wallifpossible.Youcouldasklearnerswhattheyfeelagoodstudentneedstodo.Thiswillelicit
answerssuchasnotusingcellphonesinclass,arrivingontime,listeningtotheteacherandsoon.You
canthenremindlearnersoftheseagreedrulesandrespectfullyaskthemtofollowthem.Itisgoodto
alsorememberthatyourDirectorofStudies,managerorexperiencedteachersareoftenwillingtogive
practicalhelporadvicewithclassroommanagementissuesthatmayarise.
Inadditiontoclassroomrules,itisalsoimportanttohaveagreedsignalsandgesturestoindicatethe
startandendofalessonanddifferentstages.Atthestartofalesson,someteachersliketobriefly
explainthemainfocusofthelessonand/orwriteashortmenuonthewhiteboard.ManyELT
teachersliketostarttheirlessonwithawarmeractivitytoengagelearnersandendthelessonwith
feedbackandacoolertoreinforcelearning.Duringthelesson,differentgesturesorsignalsmaybe
usedtoindicateachangeoffocusoractivity.Toensurestudentsremainfocusedandstagesdonot
overrun,itisagoodideatosetcleartimelimitsandevenaskoneofthestudentsineachgroupto
monitorthetime.Whenanactivityhasfinished,ithelpsifteachersmakethisclearbythewaythey
behaveandthingstheysay.Someteachersindicatetheendofanactivitybyraisingtheirhand,
clappingorchanginglocation.Oncestudentsarefamiliarwiththisorothergestures,activitiesrun
smoothly.
8 Voice
Theteachersmostimportantinstrumentisthevoice.Whenconsideringtheuseofthevoiceinthe
managementofteaching,therearethreeissuestothinkabout.(11)

Audibility
Teachersneedtobeaudibletoensurestudentsatthebackoftheclasscanhearthemjustaswellas
thoseatthefront.However,teachersdonotneedtoshouttobeaudible.Itisimportanttogetthe
balancebetweenaudibilityandvolumejustright.

Variety
Teachersneedtovarythequalityandvolumeoftheirvoicedependingonthetypeoflessonand
activity.Thekindofvoiceneededtogiveclear,wholeclassinstructionsorintroduceanewactivity
willbedifferentfromthatusedinaninformalconversationormonitorlearnersinasmallgroup.
Thoughteacherssometimesfeeltheyneedtospeakexcessivelyloudlytotellstudentstobequiet,
speakingquietlyisoftenjustaseffectivetogetthestudentsattention.Forteacherswhoalmostnever
raisetheirvoices,theoccasionalloudinterjectioncanalsobeusefulfordramaticeffect.

Conservation
Likesingers,teachersneedtotakegreatcareoftheirvoices.Itisimportanttobreathecorrectlyfrom
thediaphragmsotheydonotstraintheirlarynx's.Varyingthevoiceandavoidingshoutingarevitalto
conservevocalenergy.
Managingyourvoicemaytakepracticebutimproveswithexperience.Beforeyoustartteaching,it
maybeusefulforyoutopracticeprojectingyourvoiceinalargeroom.Askafriendtositattheback
ofaroomtocheckwhethertheycanhearyou.

Activity 1
Chooseoneparagraphfromthismoduleandpracticereadingitaloudin
frontofthemirrorseveraltimes.Becarefultoenunciateeachword
clearly.Afteryouhavepracticedafewtimes,readtheparagraphina
loudvoiceinalargeroom.Askafriendorfamilymembertositatthe
backoftheroomandgiveyoufeedbackonhowwelltheycanhearyou.
Repeatthisactivityafewtimes.

9 Seating Arrangements
Inmanyclassroomsaroundtheworld,studentssitinorderlyrowswhileothersworkinsmallgroups
orinalargehorseshoearrangements.Someofthesedifferentseatingarrangementsareillustratedin
thediagrambelow(12).Differentseatingarrangementslendthemselvestodifferentactivitiesanditis
worthwhileconsideringseatingarrangementsaspartofclassroommanagement.Wewillconsiderthe
advantagesanddisadvantagesofdifferentseatingarrangementsbelow.

Orderly Rows
Sittinginrowscanappearrestrictive,butthereareadvantagestothisarrangement.Theteacherhasa
clearviewofallthestudentsandthestudentscanallseetheteacher,inwhosedirectiontheyare
facing.Theteachercanmaintaineyecontactwiththestudentsandeasilywalkupanddownaisles,
makingpersonalcontactwithindividualstudentsandwatchingwhattheyaredoing.Someactivities
areespeciallysuitedtothiskindoforganisation,suchasexplainingagrammarpoint,watchinga
DVDoraPowerPointpresentation,usingtheboardorshowingstudentwork.Inlargeclassesofover
40students,orderlyrowsmaybethebestoronlysolution.

Circles and Horseshoes

Insmallerclasses,manyteachersandstudentsprefercirclesorhorseshoes.Inacircle,theteacher's
positionislessdominating.Classesarrangedinacirclemakequiteastrongstatementaboutwhatthe
teacherandthestudentsbelievein.Witheveryonesittinginacircle,thereisafargreaterfeelingof
equalitythanwhentheteacherstaysoutatthefront.Ifteachersbelieveinloweringthebarriers
betweenthemselvesandtheirstudents,thiskindofseatingarrangementwillhelp.Otheradvantages
arethatthestudentscanseeeachother.Theclassroomisthusamoreintimateplaceandthepotential
forstudentstosharefeelingsandinformationisfargreater.Thisseatingarrangementworkswellfor
controlledandfreerspeakingactivities.

Separate Tables
Inclasseswherestudentsareseatedinsmallgroupsatindividualtables,youmightseetheteacher
walkingaroundcheckingthestudentsworkandhelpingoutiftheyarehavingdifficulties.Itismuch
easierfortheteachertoworkatonetablewhiletheothersgetonwiththeirownwork.Thisis
especiallyusefulinmixedabilityclasseswheredifferentgroupsofstudentscanbenefitconcentrateon
differenttasks.Separatetableseatingisalsoappropriateifstudentsareworkingaroundacomputer
screen,forexamplewherestudentsareengagedincollaborativewritingorwheretheyarelisteningto
differentaudiotracksinajigsawlisteningexercise.However,thisarrangementisnotwithoutitsown
problems.Studentsmaynotalwayswanttobewiththesamecolleaguesanditmakes'wholeclass'
teachingmoredifficult,sincethestudentsaremoreseparated.

Solowork
Thisseatingarrangementallowsstudentstoworkattheirownspeed,allowsthemthinkingtime,and
allowsthemtobeindividuals.Studentscanconsidertheirownindividualneedsandprogress.This
seatingarrangementisalsousefulifyouwanttocarryoutprogresstestsorassessments.

Empty Space
Forsomeclassroomactivities,itmaybeusefultohaveanemptyspacewherestudentscanwalk
aroundandcarryoutfreerspeakingactivitieswithdifferentspeakingpartners.Youmaywishto
considermovingthefurnituretocreateanopenspaceorasktouseanemptyhallorstudentlounge
area.Studentsgenerallylikethischangeofenvironmentandspace.

Field Trips
Attimes,itmaybeappropriatetotakeyourclassoutonafieldtripsotheycanpracticethelanguage
theyhavelearnedinarealworldenvironment.Forexample,iftheyarelearningtoorderfoodand
drinkinacaf,youmaywishtoarrangeafieldtriptoalocalcafsotheyareabletopracticethis
functionallanguage.Alternatively,youmaywantthemtowriteaboutalocalplaceofinterestsoit
maybeagoodideatovisitthatplacetogetinformationbeforecompletingthetask.Itisalwaysbest
tocheckwithyourteachingcenterbeforearrangingfieldtripsastheymayhavepoliciesorprocedures
youneedtofollowbeforetakingaclassoutofthebuilding.

Activity2
Whichseatingarrangementwouldworkbestforthefollowingactivities:
1.ShowingaDVD
2.Doingaprogresstest
3.Freerspeakingactivitieswithdifferentpartners
4.Grammarpresentation
5.Groupworktasks
6.Practicingfunctionallanguage
SuggestedAnswers
1.Orderlyinrows
2.Solowork
3.Emptyspace
4.Orderlyinrows
5.Separatetables
6.Fieldtrip
10 Interaction Patterns
Whatevertheseatingarrangementsinaclassroom,studentscanbeorganizedindifferentways.They
canworkasawholeclass,ingroups,inpairsorindividually.Itisbeneficialforstudentstochange
interactionpatternsfordifferentstagesandactivitiestogivelearnersachangeoffocusandprovide
variety.Wewilldiscussavarietyofdifferentinteractionpatternsbelow.(13)

WholeClass
Therearemanyoccasionswhenateacherworkingwiththeclassasawholeisthebesttypeof
classroomorganisation.Thisdoesnotmeanthattheclasshastositinorderlyrows.Theclasscan
simplybeencouragedtofocusontheteacherforaparticularactivityorstageofthelesson.Unlike
conventionalteaching,wholeclassteachingdoesnotmeanthattheteacheristheonlyactive
participant.Studentscanbeaskedquestionsandencouragedtoparticipatebyaskingtheiropinionson
aparticulartopic.Wholeclassteachingcanbedynamicandmotivatingand,bytreatingeveryoneas
partofthesamegroup,theclasscanbuildagreatsenseofbelonging.
Wholeclassactivitiesarealsousefultosetupgroupworkactivitiesandprovidefeedbackand
consolidationafterindividualandgroupworkactivities.However,whenaclassisworkingasawhole
group,individualstudentsgetfewerindividualopportunitieseithertospeakortoreflect.Wholeclass
teachingislesseffectiveifwewanttoencourageindividualcontributionsanddiscussion,since
speakingoutinfrontofawholeclassisoftenmoredemandingthanspeakinginsmallergroups.One
wayofencouragingindividualstocontributeisbynominatingstudentsbyname.Thisworkswellfor
lessvocalstudentsanddiscouragesmorevocalstudentsfromdominatingthediscussion.

Group Work and Pair Work

Thesehavebeenpopularinlanguageteachingformanyyearsandhavemanyadvantages.Students
workcollaborativelyandparticipatemoreactivelywithmoreindividualspeakingopportunities.
Studentshavemorechancestoexperimentwiththelanguagethanispossibleinawholeclass
arrangement.Manymorestudentswillbedoingtheactivitythaniftheteacherwasworkingwiththe
wholeclass,where,inmostcases,onlyonestudentcantalkatatime.Bothpairworkandgroupwork
givethestudentschancesforgreaterindependenceasthestudentsareworkingtogetherwithoutthe
teachercontrollingeverymove.Theycanworkwithoutthepressureofthewholeclasslisteningto
whattheyaredoing.Anothergreatadvantageisthattheseinteractionpatternsgivetheteachermore
opportunitytofocusattentiononparticularstudents.
However,therearealsosomedisadvantages.Studentsfrommoreconventionaleducational
backgroundsmayinitiallyfeeluncomfortableaboutpracticingtheirlanguagewithotherlearners.
Studentsmayalsoreverttoownlanguageandgoofftask.Therefore,teachersneedtomonitor
effectivelyandensuretheyspendtimewithindividuals,ensuringtheyfocusonerrorcorrectionand
givingpraiseforgoodlanguageproduction.Settingcleartimelimitsfortasksaswellashaving
additionalactivitiesinmindforgroupsthatworkfasterthanothersalsoworktokeepstudentsontask.
Individualworkallowsstudentstoworkattheirownspeedandprovideswelcomerelieffromthe
groupcenterednatureofmuchlanguageteaching.Forthetimethatsoloworktakesplace,students
canconsidertheirownindividualneedsandprogress.
Inadditiontothesethreemaininteractionpatterns,therearesomeothervariationswhichyoumaylike
toconsiderusingtocreatemorevariety:

Triads
Youmaywishtoreplacepairworkactivitieswithtriads,studentsworkinginsmallgroupsofthree.
Somestudentsfindituncomfortabletospeakallthetimeinpairworkactivitiesandenjoyhaving
morereflectivetimebyworkinginagroupofthree.Triadsarealsoagoodwayofencouraging
learnerstolistentoothersandfocusonaccuracy.Forexample,youcanaskstudentAandBto
completeaspeakingactivitywhilestudentClistensforgoodusesofthetargetlanguageorforerrors
andprovidesfeedbackattheendofthetask.StudentCthencompletesthetaskwithstudentAwhile
studentBlistensandsoon.
Thistypeofactivityisusefultoencouragelessvocalstudentstotakepartingroupworkactivitiesand
alsotoencouragestudentstogiveopinionsandnegotiate.Youstartwithanindividualtask,movetoa
pairworktaskthenfinishwithagrouptask.Forexample,youcouldgivestudentsalistof10waysof
makingmoney.Youthenaskindividualstudentstodecidethebest6waysofmakingmoney.Inpairs,
theythenagreeonthebest4waysofmarkingmoneyandingroupsthebest2waysofmakingmoney.
Thisgeneratesalotofspeakingpracticeinthefinalgroupworkstageasstudentshavehadalotof
rehearsaltimeinsmallerinteractionpatterns.

GroupSwapping
Thisinteractionpatternsreallyencouragesstudentstolistentootherstudentsintheirgroupand
practicesummarizinginformation.Studentsareorganizedingroupsoffourandaskedtocompletea
simpletasktogether.Forexample,tellingtheirgroupabouttheirlastholiday,favoritefilmoran
articletheyhaveread.Afterstudentshavecompletedthisactivity,eachgroupissplitwitheach
memberoftheoriginalgroupformingnewgroups.Theythenneedtosummarizetheinformationthey
heardintheiroriginalgroups.
Agoodwayofgeneratingideasaboutaparticulartopicortopracticegivingopinionsistosetupa
debateinclass.Theclassissplitintotwolargegroupsandgivenatopic,forexample,shouldsmoking
beillegal?Onegroupisinstructedtoagreewiththetopicandonegroupaskedtodisagree.Students
canbegiventimetoprepareandnominateaspokesperson.Thespokespersoncanvaryastheactivity
progressestoallowallstudentsthechancetospeak.

Mingles
Thisisawholeclassinteractionpatterninwhichstudentsareencouragedtospeaktomultiplepartners
inclass.Studentscouldbegivenalistofhobbiesoractivitiesandaskedtofindadifferentpersonwho
likestheseactivities.Studentsthenneedtospeaktomultiplepartnerstofindadifferentnameforeach
hobbyoractivity.

Back to Back
AgoodwayofpracticingtelephoneEnglishistoencouragelearnerstositbacktobacktocomplete
speakingactivities.Thisencouragesthemtoreallylistentowhattheirpartnerissaying.

Mill Drill (Speed Dating)

Thisactivityissimilartotheinteractionpatternusedforspeeddatingwherehalftheclassremain
seatedwhiletheotherhalfmoveinanagreeddirectiontospeaktodifferentpartners.Thisinteraction
patternisgoodforspeakingactivities.Itcanalsolivenupcontrolledpracticeofgrammatical
structureswiththeadvantagebeingthatstudentshaverepeatedpracticeofthetargetlanguagewith
differentspeakingpartners.
Thislistisbynomeansexhaustivebutdemonstratesthevarietyofdifferentinteractionpatterns
possibleintheclassroom.
Dependingontheteachingcenter,youmayfindthatstudentsoftensitinthesamepositioninclass
andwiththesamegroupofstudents.Whileyoumaysometimesbehappyforstudentstoworkwith
studentstheyaresittingwith,itisalsogoodtoencouragelearnerstospeakwithawidevarietyof
differentspeakingpartners.Therefore,attimes,youmaywanttochangestudentgroupingsfor
differentlessonsordifferentstagesofthelessons.Onewayofdoingthisistoaskstudentstositwith
studentstheyhavenotworkedwith.Studentsmaybereluctanttodothissohereareafewwaysof
quicklyorganizingstudentsintodifferentgroupings:

Nominate Students
Instructindividualstudentstoworkwithotherstudentsbyname.

Sequencing Activities
Agoodwayofmixingstudentsupisbyaskingthemtoinitiallystandinorderoftheirbirthdays,
heightorsoon,thenaskingstudentswithbirthdaysinJanuaryandFebruarytoworktogetherandso
on.Thisisagoodspeakingactivityinitselfandquicklymixesstudentsup.

Matching Halves
Youcouldgiveallstudentshalfofacommonexpressionoradifferentcoloredslipofpaper.Students
thenfindtheirpartner.Forexample,thetwostudentswithredslipsofpaperworktogether.

Numbering/Lettering
Goaroundtheroomgivingeachstudentsaletterornumber,forexample,A,B,C,Dor1,2,3,4.
TheninstructallstudentAstosittogetherandsoon.
Studentsusedtomoreconventionalteachingmethodsmayinitiallybereluctanttoworkwithdifferent
partnersfordifferentactivities.Itisalwaysgoodtoclearlyexplainwhyyouaremixingstudent
groupingsandusingdifferentinteractionpatterns,forexample,toensurestudentspracticetheir
Englishasmuchaspossiblewithasdiverseagroupofpeopleaspossible.

Activity3
Whichinteractionpatternswouldyouuseforthefollowingactivities?
1.Classtests
2.Grammarpresentation
3.Controlledspeakingpractice
4.Postreadingdiscussion
5.Freerspeakingpracticewithdifferentpartners
6.Controlledgrammarspeakingpractice
SuggestedAnswers
1.Solowork
2.Wholeclass
3.Pair/triads
4.Pair/group/debate
5.Mingle
6.Pair/milldrill
11 Teacher Talking Time
Inthissectionsofar,wehaveconsidereddifferentseatingarrangementsandgroupingsusedto
maximisestudenttalkingtime(STT)andminimizeteachertalkingtime(TTT).Whilestudentscan
learnalotfromlisteningtotheirteacher,thereisanemphasisinELTclassesonencouragingstudents
toparticipateasmuchaspossiblesotheycanactivelyusethelanguagetheyarelearning.(14)
Someideasformaximisingstudenttalkingtimearegivenbelow:
Encourageafriendly,relaxedlearningenvironmentwithsupportiverapportamongstlearnersso
studentsfeelcomfortabletospeakandexpresstheiropinions.
Takeaninterestinwhatyourstudentsareinterestedinandinvolvetheminnaturaldiscussions
aboutthingsthatinterestthem.Astudentwhoiskeenonfootballcouldbeaskedaboutamatch
theysawlastnight.Ifastudentmentionedinclasstheyweregoingtothecinemayesterday,ask
themhowthefilmwasandsoon.
Askquestionstoelicitfromyourstudentsratherthanjustgivingexplanations.
Askopenquestionsratherthanclosedquestionstoencouragediscussion.Forexample,insteadof
askingIssmokinginpublicabadthing?,whichencouragesayesornoresponse,youcould
askWhatdoyouthinkaboutsmokinginpublicplaces?.
Allowtimeforstudentstolisten,think,processtheiranswerandthenspeak.
Listentowhatstudentssayandrespondappropriatelyeveninactivitieswheretheaimis
controlledaccuracypractice.Forexample,ifastudentsaysYes,IvebeentoTurkey!in
responsetoacontrolledspeakingquestion,youcouldsayReally,whendidyougo?Didyoulike
it?.Suchresponsesgeneratenaturaldiscussionsaboutreallifeexperiences.
Usegesturestoreplaceteachertalktime.Forexample,insteadofsayingIdlikeMariaandJose
toworktogether,youcouldjustgesturetowardsMariaandJoseinsuchawaythatthey
understandtheyareworkingasapair.
Allowstudentstofinishsentenceswithoutpreemptingthem.Thistakespatiencewhilestudents
trytofindlanguage.
Encouragecooperationratherthancompletion.Itisalwaysusefultoencouragestudentsto
discusstheirideasafterareading,listeningorgrammarpracticeactivity.Thisprovidesan
opportunityforspeakinginpairsandalsoencouragesstudentstoparticipateinawholeclass
feedbacksessioni.e.oncetheyareconfidentthattheyandtheirpartnerhavetherightanswer.
Encouragequietspeakerstospeakloudersootherscanhear.
Inadditiontomaximizingstudenttalkingtime,therearewaysofminimisingunnecessaryteacher
talkingtimediscussedbelow:
Dontfeelyouneedtofillsilencewithunnecessarytalkingtime.Silencecanbeanindicationthat
studentsarethinkingorrehearsingwhattosay.
Avoidechoingstudentutterances,forexample,Student:Iwenttothecinema.Teacher:You
wenttothecinema.Good.Byrepeatingstudentcomments,studentssoonlearnthattheyonly
needtolistentotheteacherastheyknowyouwillrepeateverything.Insteadofechoing,askthe
studenttospeakmoreloudlyorrepeattheirresponseifneeded.
Donotcompletestudentsentencesbutallowthemtimetofinish.Ifstudentsneedhelptofinishthe
sentence,youcanassistbyprovidingwordsbutallowthemtimetothinkandformulatetheirown
sentences.
Avoidunplannedandunclearinstructions.Insteadsimplifytheseasmuchaspossible.
 Avoidbeingoverlypoliteasthisconfusesstudents.InsteadofsayingOK,soifyoudontmind,it
wouldbeniceforyoutostoptheactivitynow.youshouldsay,OK,stop.withauthorityand
withanagreedsignal.
Avoidlongwindedboringcommentariesonwhatyouaregoingtodo.Justtellstudentswhatthey
needtoknow.
Agoodwayofdevelopingtheskillofminimizingteachertalkingtimeistoaskacolleaguetoobserve
yourlessonandwritedownnotesofwhenyouspoke.Alternatively,youcouldfilmyourlessonanddo
thisactivityyourselforwithacolleague.
12 Teaching Techniques
ThefollowingareusefulteachingtechniquestohelpyouteacheffectivelyinanELTclassroom.You
arenotexpectedtobeabletomasterallofthesetechniquesperfectlywhenyoufirststartteachingso
itwouldbeagoodideatorefertothesetechniquestohelpyoudevelopfurtherinyourteaching
career.
13 Using Gestures
Agoodwayofminimizingteachertalkingtimeandconservingyourvoiceisbyusinggestures,
includingfacialexpressions,insteadofrepeatingbasicinstructionsorphrases.Forexample,to
indicatetimeofagrammaticalstructure,ateachercouldpointbehindthemtoindicatethepast,tothe
floortoindicatepresentandinfrontofthemtoindicatefuture.Studentswillneedtoknowthe
meaningofthisgesturesotheteachermayneedtosaytheoralinstructionafewtimeswhilegesturing
tostartwith.
Commonclassroominstructionscanbereplacedwithsimplegestures.Forexample,insteadofsaying
Listen,youcouldcupyourear.Youcouldmimewritingwithapentoshowstudentsyouwantthem
toparticipateinawritingactivity.Insteadofsayingapersonsname,youcouldpointtothem.Instead
ofaskingstudentstorepeatamodelsentence,youcouldraisebothhandsquicklyasifyouwere
conductinganorchestra.
Whenusinggestures,youdoneedtobecarefulnottooffendstudentsfromdifferentcountries.For
example,directlypointingatanindividualmaybeconsideredrudeandagesturemayhavedifferent
meaningsindifferentcountries.
Simplefacialexpressionslikeasmilecanbeusedtogivepraisewhileaconfusedexpressioncan
showthatastudenthasmadeanerror,promptingthestudenttoselfcorrect.
Youmayfindthatyouwilldevelopsuchgesturesandfacialexpressionsspontaneouslyandusethese
effectivelytocommunicatesimplemessagesandinstructions.

Activity4
WatchtheteacherdevelopmentvideobelowentitledClassroom
Management7:UsingGesturesandFacialExpressions(5minutes)
www.youtube.com/watch?v=1EcUbmulq8c
Whatgestureswouldyouuseforthefollowinginstructions:
1.Workinpairs.
2.Whatdoyouthink?
3.Standup.
4.Giveacompletesentence.
5.Fiveminutesleft.
6.Repeat.
SuggestedAnswers
1.Moveyourhandstogetherintoasilentclapgesture.
2.Aquestioningorpuzzledfacialexpression.
3.Raisebothhandsup.
4.Holdyourhandsabout30cmapartthenmovebothhands
furtherapart.
5.Pointtoyourwatchandput5fingersuptoindicatethenumber
ofminutes.
6.Moveyourhandinacirculargesturetoindicatearepetition.
14 Using a White Board
Itisusefultodevelopsomebasicdrawingskillstoenableyoutoquicklyexplainvocabularyitemsor
setacontext.Certainwordsareeasiertoexplainthroughasimplelinedrawingthanalengthy
explanation.Forexample,itiseasiertodrawasimplewardrobethanprovidealengthyexplanation
whichmaybeconfusingforlearners.
Simplestickfiguresaregoodbecausetheyaresosimpletodraw.Badlydrawnpicturescanalsobea
sourceoflanguageandhumourintheclassroomtoo.

Activity5
Watchtheshortvideobelowabouthowtodrawstickfigures(2mins)

How to Draw a Stick Figure (School of Y...

Drawquickpicturestoillustratesomeofthefollowing:
1.Swimmingpool
2.London
3.Happy
4.Music
5.Escalator

Thewhiteboardcanalsobeusedasaneffectiveresourceintheclassroomtowriteuptargetlanguage,
vocabularyandphonemicsymbolstohelpwithpronunciation.Clearwhiteboardwritingisimportant
asitactsasawrittenrecordofthelesson.Studentscanbeencouragedtowritenotesfromthewhite
boardintotheirexercisebooksandaclear,organisedwhiteboardleadstoclear,organisedstudent
notes.Itisagoodideatodivideyourboardintodifferentsectionsandtopractisedrawingonyour
whiteboardbeforeyourlesson.
Anothergooduseofwhiteboardistodrawtimelinesliketheexamplesbelow.(15)
UsingWhiteboard

Atimelineisavisualrepresentationoftherelationshipsthatexistbetweentenseandtime.Theyare
simpledrawingswhichcanillustratethemeaningofthese,sometimesrathercomplex,relationships.
Timelinescanillustratemeaninginamuchsimplerwaythanusingmetalanguagetodescribetenses,
suchas,Weusethistensetotalkaboutsomethingthatbeganinthepastandcontinuesuptothe
present..
15 Giving Instructions
GivinginstructionsinEnglishcansometimesbeproblematicbecauseofthequantityandover
complexityoflanguageused.

Activity6
Whydidstudentshaveproblemswiththefollowinginstruction?(16)
Okeverybody,wouldyou,Maria,sitdown.Nowwhatyouhavetodois,
whenyou,youtakethissheetofpaperthatImhandingoutnowandkeepit
secret,andsomeofyouareA,itswrittenatthetop,andsomearelabelled
B,OK,canyouseethat,dontshowyourpapertoanyoneandthenyou
havetodescribetoyourpartner,sitfacetoface,couldyoumoveyour
chairsaroundanddescribewhatsonyourpapersothatyourpartnercan
findoutwhatsdifferent,andyoumustagree,thenwhenyoufind
somethingyoudrawitonyourpaper.OK.Doyouunderstand?

Theaboveisquitetypicalofanunplannedinstruction.Itisveryhardforstudentstofollow.The
essentialinformationisthere,buttheinstructionissolongwindedthatthestudentswillfailto
understand,and,therefore,beunabletodoevenasimpleactivity.
Thefollowing5stepswillhelpyoudeliverclearinstructions:
Becomeawareofyourinstructiongiving.Trytogiveaninstructionwithoutplanning,record
yourselfandthenplayitback.
Preplaninstructionsbeforethelesson.Useclear,simplelanguagegradedonelevelbelowthe
studentlevelifpossible.Sequencetheinformationinalogicalorderusingshortsentences.Use
gesturesifpossible.
Separateinstructionsfromotherclassroomtalkbysignalingyouwanttotalktostudents.Createa
silencebeforehand,makeeyecontactanddeliveryourinstructionsclearly.
Demonstrateratherthanexplainifpossible.Youcouldchoosetodemonstratetheactivitywithone
studentsostudentscanclearlyseeanexampleofwhatyouwantthemtodo.
Checkstudentshaveunderstoodbyaskingthemtorepeatinstructionsback.
Activity7
LookbackattheinstructionsinActivity6andrewritethem:
Identifytheessentialinstructions.
Deleteunnecessarylanguage.
Writeouttheinstructionsinthecorrectorder.
SuggestedAnswer
SaySitoppositeyourpartner.
Waituntilstudentsmove.
SaySomeofyouareA(gesturetoletterAonhandout).
SomeareB(gesturetoletterB).
SayDontshowyourpapertoanyone(mimehiding).
Distributethehandout.
SaySomethingsinpictureAaredifferentfrompictureB.
SayDescribeyourpicture.
SayWhenyoufindsomethingdifferent,drawit(mimedrawing).
CheckunderstandingWhatareyougoingtodo?.
Studentsanswerbriefly.

Anotherimportantthingtorememberwhengivinginstructionsisnottooverloadstudentswithtoo
manydifferentinstructionsatthesametime.Itisalwaysbesttogiveoneinstruction,waituntil
studentshavecompletedthis,thenmoveontothenextinstruction.
Activity8
Thewrongway.
WatchthisshortvideoofJohnCleesedemonstratedthewrongwayof
givinginstructions.

Giving Instructions in the Classroom

Therightway.
Now,watchthisshortteacherdevelopmentvideoinwhichateacher
demonstrateshowtogiveclearinstructionsinanELTclassroom.

ESL video giving instructions

Thinkofaneverydayactivity,likemakingacupoftea.Planasetof
instructionstoinstructsomeonehowtodothissimpletask.Practise
givingtheseinstructionstoafriendorrelative.
16 Eliciting
Elicitingmeansdrawingoutinformation,languageorideasfromstudentsratherthangivingthis
information.Itisbasedontheprinciplethatstudentsknowmorethanwemaythink,startingwith
whatstudentsknowismoreproductive,andinvolvingpeopleinthelearningprocessismoreeffective
thansimplylecturingthem.
Withconstantlearnerinvolvement,youcanworkoutwhatthestudentsknow,workattheirownspeed
andfindoutwheretherealdifficultiesandproblemsare.
Therearethreestepstoeliciting:(17)
Teacherconveysaclearideatothestudents.
Studentssupplytheappropriatelanguage,informationandideas.
Teachergivesfeedback.
Anexampleofelicitingfromalessonisbelow:
Theteacher(T)isworkingonPresentSimpletensefordailyroutinesandwantstoelicitthesentence,
Hegetsupat7am..
Twritesthewordseverydayontheboard.
Tdrawsahouse,bedandstickman(inbed)ontheboardandgesturestostudentstoprovidethe
words.
Tdrawsaclockandwritesthetime7am.
Tmimesyawning,lookingattheclockandgettingoutofthebedandgesturestothestudents.
Onestudentsays,Hegetupat7am..
Tdoesnotrepeatthesentencebutrepeats,He,toelicitanaccuratesentence.
Anotherstudentsays,Hegetsupat7am..
Tsmiles,repeatsthetargetlanguageandasksstudentstorepeat.
Inthislesson,theteacherdidnotgivethelanguageinitiallybuttriedtodrawthelanguageoutofthe
students.Ofcourse,ifstudentsgenuinelydonotknowthelanguage,atthatpoint,youcanprovide
studentswiththelanguage.
Activity9
Watchthisshortvideoinwhichateacherdemonstrateshowtoelicit
vocabularyfromlearners.

ESL Eliciting

Theteacherinthevideomainlyusesmimetoelicitfromstudents.What
othermethodswouldyouusetoelicitsomeofthesewords?

Hereareafewtipsforelicitingeffectively:
Givesufficientinformation.Studentsarenotmindreaders.
Usehandgesturestoindicatewhoyouwanttorespond.
Giveclearacknowledgementofstudentcomments.
Dontoverstretcheliciting.Silenceorwronganswersmayindicateyouneedtogivesomeinput.
Whenyouhaveagoodanswer,clearlyestablishitbyrepeatingitandaskingstudentstorepeat
afteryou.
Useregularlyasabasictechnique.
17 Error Correction
Reflective Task 7
Whichofthesesentencesdoyoumostagreewith?
1.Studenterrorsareevidencethatlearninghasnottakenplace.
2.Studenterrorsareevidencethatlearningistakingplace.

Teacherattitudestoerrorshaschangedinrecentyears.Inthepast,errorswereoftenseeninanegative
way.However,asdiscussedearlier,peopleoftenlearnbytrialanderrorsomakingmistakescanshow
thatyouareexperimentingwiththelanguage.Fearofmakingmistakescansometimesprevent
studentsfromimproving.Therefore,itisimportanttoestablishaclassroomenvironmentinwhich
studentscanfeelconfidenttouselanguagewithoutworryingaboutmakingerrors.
Whenastudentmakesanerror,itisimportanttoanalyzewhaterrorhasbeenmadeandwhy.There
arethreetypesoferror:

An Error
Thisisafundamentallywrongutterance.Studentswillbeunlikelytoselfcorrectevenifprompted.

A Mistake
Studentknowsthatsomethingiswrongbutitdoesnotcomeoutwhenspeaking.Studentscanself
correctifprompted.

A Slip
Studentsknowthisiswrongandoftenselfcorrectwithoutprompting.

Therearedifferentreasonswhystudentsmakeerrorsandsomearelistedbelow:
Lackofknowledge.
Thestudentissoinvolvedincommunicatingmeaningthathe/sheconcentrateslessonaccuracy.
L1interference.ConfusioncausedbythestudentsfirstlanguagecomparedtoEnglish.
Affectivefactors.Theseincludefactorssuchasstressandlackofsleep.
Overgeneralisationfromarule.Forexample,sayinggoedinsteadofwent.
Poorteaching.
Naturalorderofacquisition.Thusabeginnerlevelstudentwillnotbeabletoformulatemore
advancedstructure.
Fossilizederrors.Pasterrorsthatremainuncorrectedandbecomepermanentfeatures.

Thereareanumberofdifferenttypesoferrorsillustratedinthetablebelow:

ErrorType Example ErrorMade

Grammatical Ishouldtogo Addingtobeforego
Lexical Iassistedthelesson Misuseofassistinsteadofattend
Phonological Therearetreepens Useoftinsteadofth
Punctuation Ispeakenglish NoncapitalisationofEnglish
Appropriacy Howdoyoudo? Overlyformallanguageused
Omission Anadvancedstudentnotusingadvancedlanguage

Whenapproachingerrorcorrection,askyourselfthefollowingthreequestions:
Whatdidthestudentintendtosay?
Whatistherulehe/shedoesntknow?
HowcanImakeitclear?
Forexample:

ErrorAnalysis Examples
Thepoliceaskedquestionsaboutthe
StudentError
accidenttothewitnesses.
Whatdidthestudentintendto Thepoliceaskedthewitnesses
say? questionsabouttheaccident.
Aftertheverbask,theindirectobject
Whatistherulehe/shedoesnt
(witnesses)comesbeforethedirect
know?
object(accident)
Useadiagramwithaskandgivemore
examplesentences.Ask+indirect
HowcanImakeitclear? object+directobject
Iaskedmyfriendabouthisweekend.

Activity10
Trytoapplythesamethreequestionstothefollowingsentences.
Iveforgottenmybookathome

SuggestedAnswer
Whatdidthestudentintendto
Iveleftmybookathome.
say?
Whatistherulehe/shedoesnt Wedontuseforgetwithobjects.
know? Weuseleave'.
Givefurtherexamplesentencesfor
HowcanImakeitclear?
theverbsforgetandleave.

Anotherimportantconsiderationistheaimoftheactivityasthiscanaffectwhentheerroris
corrected:
Iftheaimistoimproveaccuracy,itwouldbeappropriatetogiveimmediateorhotcorrection.
Iftheaimistoimprovefluency,itmaybemoreappropriatetogivedelayedorcoldcorrection.
Whengivingcoldordelayedcorrection,itisbettertodosoafteranactivityhasfinishedtoavoid
interruptingstudentsmidflow.Itisimportanttomonitorclosely,takingnotesoferrorsandthen
provideerrorcorrectionfeedbackattheendoftheactivity.Itisalsoagoodideatonoteexamplesof
goodlanguagetoosoyoucanofferpraiseaswellascorrectionfeedback.
Anotherdecisiontobemadeisaboutwhocorrectstheerror.Thefollowingoptionsareavailable:
 Selfcorrection
Peercorrection
Teachercorrection
Aserrorsareevidenceoflearning,itisappropriatetogivestudentstheopportunitytoselfcorrect
first.Ifthestudentcannotdothis,fellowstudentscanbegiventheopportunitytopeercorrect.Finally,
theteachercansupplytheanswerwhenneeded.
Toencourageselforpeercorrection,itisimportantfortheteachertoclearlyindicateanerrorhasbeen
madeandindicatethetypeoferror.Studentsaretheninvitedtocorrect,guidedbytheteacherif
needed.
Someideasforindicatingandcorrectingerrorsarebelow:(18)
Tellthestudents.Youmightsay,Theresanerrorinthatsentence..
Usefacialexpressions,suchasalookofsurprise,orafrown.
Gesturecombinedwithfacialexpressions,suchasaworriedlookandhandoutstretchedtohold
thesentence.
Fingercorrection.
Thisisusefultoindicatemissingwords,Forexample,Igoingswimming..Show4fingersassigning
onewordtoeachfingerbutleavingthe2ndfingerblank.Repeatthesentenceusingthefingersand
elicitthemissingwordfromthestudents.
Repeatsentenceuptotheerrorandelicitthecorrection.
Echothesentencewithchangedintonationorstress,questioningachoiceofwords.
Askaquestion.Forexample,IgotoTurkeylastsummer.Ask,Wasthatinthepast?.
AskaonewordquestionsuchasTense?,Past?.
Drawatimeline.
Writethesentenceontheboardwithablankforthemissingword.
Usethephonemicchartforpronunciationerrors.
Tellthemthecorrection.

Activity11
Lookatthefollowingexamplesoflearnererrorsanddecideonanefficient
wayofindicatingwhatiswrongorcorrectingit.
1.IgotothepartylastSaturday.
2.Iamboringwiththislesson!
3.Ienjoytoswim.
SuggestedAnswers
1.Useagesturetoindicatepasttime.
2.Repeatthesentenceusingintonationtoindicateboringis
incorrect.
3.Repeatthesentenceuptothewordenjoyandelicitswimming.
Activity12
Watchthefollowingvideoandnotedowndifferentexamplesoferror
correctionusedbytheteacher(14minutes)

ESL Lesson Demo: Intro and Lead In wit...

18 Teaching Contexts
Class Size
Inlargeclasses,itisdifficultfortheteachertomakecontactwiththestudentsatthebackanddifficult
forstudentstoaskforandreceivepersonalattention.Bigclassescanalsobeinitiallyintimidatingfor
lessexperiencedteachers.Hereareafewideastohelpyouteachlargerclasses:(19)

Use Worksheets
Handoutworksheetsforwholeclassactivitiesandusetheseinadditiontothewhiteboardtoensure
everyonecanfollow.

Use Pairwork and Groupwork

Makinggooduseofpairandgroupworkwillhelptomaximisestudentparticipation.

Use Chorus Reaction

Asitmaybemoredifficulttomonitorcontrolledpracticeactivities,youcanadaptthesetochoral
activities.Forexample,dividetheclassinhalfandaskhalfoftheclasstoreadthedialoguefor
StudentA,andtheotherhalfforStudentB.Studentsquiteenjoythisandithelpstokeepeveryone
involved.

Use Group Leaders

Teacherscanenliststudentstohelpgiveouthandouts,timekeepintheirgroupsandgivefeedback.

Think about Vision and Acoustics

Youneedtoensurethatwhatyoushowandwritecanbeseenbyeveryoneinthegroup.

Use Size to Your Advantage

Biggergroupscanbemoredynamicandfun.Itcanbemoreengagingforlearnersastheyhavea
widervarietyofstudentstotalkto.
19 Mixed Ability Classes
Thoughstudentsaregenerallyplacedindifferentgroupsaccordingtolevel,itisunlikelythatall
studentswillbeatexactlythesamelevel.Studentsareindividualsand,assuch,havedifferent
strengthsandweaknesses.Afluentspeakermaybeweakeratgrammarwhileanotherstudentmay
haveexcellentpassivegrammarknowledgebutbealessablespeaker.
Thefollowingsuggestionswillhelpyoutodealwiththissituation:
Usedifferentmaterials.
Teacherscanformdifferentgroupsofstrongerandweakerstudents.Whileonegroupcompletesa
languageexercise,theothergroupcouldbedoingareadingexerciseandsoon.

Do Different Tasks with the Same Materials

Teachersusethesamematerialsbutassigndifferenttaskstostrongerandweakerstudents.
Alternatively,youcangiveallstudentsthesametaskbutgivestrongerstudentsadditionaloptional
taskstocomplete.

Have Different Expectations of Different Learners

Whenstudentshaveacontrolledpracticeactivityof10questionstocomplete,expectthestronger
studentstocompleteall10,midlevelstudentstocomplete7andweakerstudents5.Waitingforall
studentstofinishcanbecomeboringforstrongerstudents,soavoidthinkingaboutthequantityof
workstudentscompletebutfocusonthequality.

Use the Students as a Resource

Strongerstudentscanbeusedtopeerhelpweakerstudentsinmixedabilitygroups.
20 Mono/MultiLingual Classes
Dependingonwhereyouareteaching,youmayteachgroupsofmonolingualclassesormultilingual
classes.Eachclasstypehasadvantagesanddisadvantages.
Monolingualclassesgenerallytakeplaceinthestudentsnativecountryandtheadvantagesareas
follows:
Studentsaregenerallysettledinaworkandhomeroutine,andhavechosentostudyEnglishin
theirfreetime.Astheyarefamiliarwiththeirsurroundings,theyaregenerallyrelaxedwithfew
factorsaffectingtheirlanguageuse.
Asstudentsspeakthesamelanguage,itmakesiteasierasateachertofocusonareasofthe
Englishthatmaybeproblematicfortheselearners.Forexample,inamonolingualArabicclass,
youcouldfocusmoreonpractisingtheLatinscript.InamonolingualSpanishclass,youcould
focusmoreonspecificareasofEnglishpronunciationthatSpaniardsfinddifficult.
Studentscanusetheirfirstlanguageattimestotranslatewordsandphrasestoassistotherlearners
orcheckcomprehension.
Asyoumaybenewtothestudentscultureorcountry,youcanasktheiradviceaboutwhereto
buycertainproductsorgoodplacestovisit.Thissharedinformationhelpsbuildrapport.
Possibledisadvantagesandsolutionsarebelow:
Therecansometimesbealackofvarietyforcertainactivitiesasstudentsfromthesameplace
mayhavesimilaropinionsaboutcertaintopicsandsimilarpasttimes.Agoodsolutionisto
encouragemoreroleplay.EncourageallstudentstotakeonaBritishorAmericanpersonalityand
answerasthatnewperson.
StudentsarenotimmersedinEnglishandsometimesonlyspeakEnglishtwiceaweekintheir
Englishclasses.ItisreallyimportanttocreateanEnglishonlyatmosphereinclassandagreater
emphasisonencouragingstudentstotakepartinEnglishonlyactivitiesoutsideofclass.
Studentscanbetemptedtospeakintheirownlanguage.WhilesomeL1maybetolerated,you
willneedtobemorevigilantinencouragingstudentstouseEnglishonly,possiblyhavinga
rewardsystemorpenaltysystemifthisisappropriate.
Theadvantagesofmultilingualclassesareasfollows:
TheyhavetravelledtoanEnglishspeakingcountrytofocusontheirlanguagesomaybe
extremelymotivatedtolearnEnglishassoonaspossible.
Itisoftenengagingforlearnerstospeaktostudentsfromdifferentcountriesandcultures.
ItiseasiertoimposeanEnglishonlyruleasthecommonlanguage.
Somedisadvantagesandsolutionsmaybe:
Theteacherneedstoconsiderarangeofdifferentpotentialproblemswithdifferentlanguages
whenteachinggrammaticalstructuresandvocabulary.
Studentsmayfeelhomesickorunsettledastheyareawayfromhome.Theseaffectivefactorscan
affectlearning.Teachersneedtobevigilantaboutstudentwelfare,listeningtostudentproblemsif
neededandreferringtoamemberofstaffdesignatedaswelfaresupportofficer.
21 What Makes a Good Student?
Being an Effective Learner

Reflective Task 8
Whatcharacteristicsdoesasuccessfullearnerpossess?

LearnersofEnglishcomefromallbackgroundsbutsuccessfullearnerssharethefollowing
characteristics:(20)

A Willingness to Listen
GoodlearnerslistentotheEnglishthatisbeingused,soakingitup.

A Willingness to Experiment
Successfullearnersarewillingtohaveago.Theyarepreparedtotakerisks,trythingsoutand
experimentwithlanguage.

A Willingness to Ask Questions

Goodlearnersareeagertoaskquestionstofigurethingsout.

A Willingness to Think About How to Learn

Goodlearnersdevelopstrategiestohelpthemlearnandretaininformation.Forexample,theymay
recordvocabularycarefullyandwatchEnglishfilmsintheirfreetime.

A Willingness to Accept Correction

Goodlearnersarepreparedtolistentoandlearnfromcorrection.

Itistheteachersresponsibilitytoencouragelearnerstoadoptthesecharacteristicsandcreatean
atmospherewhichshowsthatexperimentationandquestionsarewelcome.
22 Analyzing Learner Needs
AswelearnedinModule1,studentslearnEnglishforavarietyofdifferentreasons.Itisveryuseful,
therefore,tocarryoutaninitialNeedsAnalysiswithyourlearnerswhentheyjoinyourclass.Some
teachingcentresmayalreadyhavesuchproceduresinplace.Ifnot,youmaywishtodesignyourown
formalorinformalanalysistofindoutwhatstudentswanttofocusonorimproveinclass.An
exampleisbelow:

What kind of learner are you?

Pleasetickthenumberwhichistrueforyoutohelpusmeetyourlearnerneedsandpreferences.

5=stronglyagree,4=agree,3=OK,2=disagree,
1=stronglydisagree
InmyclassIlikelearning
5 4 3 2 1
by
discussionsinpairsorgroups
studyinglanguagefroma

textbook
listeningtoexplanationsfromthe

teacher
listeningtoCDsandwatching

DVDs
readingandworkingwithtexts
selfstudyinclassoron

computer
Outofclass,Iliketoimprove

myEnglishby
talkingwithnativespeakers
studyinggrammarand

vocabularybymyself
practisingEnglishwithfriends

andotherstudents
watchingTV,listeningtothe

radioandreadinginEnglish
tryingtouseEnglishinreallife

situations
ThetopicsIaminterestedin

are
travelandculture
businessandcurrentaffairs
foodanddrink
factualtopics(geography,

history,science)
Family,friendsandfeelings
Iamalsointerestedin

What are your learning needs?
WhyareyoulearningEnglish?Whatareyourgoals?Writeashortparagraph.

Whichskillsdoyouwanttoimprove?
5=stronglyagree,4=agree,3=OK,2=disagree,
1=stronglydisagree
Speaking 5 4 3 2 1
Presentations
Meetings
Generalconversation
Telephone
Listening
Generalconversation
Music/TV/radio
Academiclectures
Businesspresentations
Reading
Newspapers
Letters/emails
Reports
Books
Writing
Assignments
Formalletters/emails
Informalletters/emails
Reports

23 Setting and Monitoring Learning Objectives
and Goals
InModule1,wediscussedextrinsicandintrinsicmotivation.Manystudentswillhaveextrinsic
motivationalfactorsforlearningEnglish,includingparents,workandadesiretopursuehigherlevel
educationonacourseinwhichEnglishisusedasthemodeofinstruction.
However,researchhasshownthatstudentsprogressbetteriftheyhaveintrinsicmotivation.Students
willalreadyhavelongtermobjectivesbasedonextrinsicmotivationalfactorsbuttheseobjectives
mayseemveryfaraway.Forexample,abeginnerlevelstudentmayjoinanacademicyearcourse,
hopingtoreachIntermediatelevelbytheendofthecoursesotheycancompleteanentrance
examinationtoenterauniversityfoundationcourse.Inordertoreachthislongtermobjective,itis
usefultohelplearnerssetshortertermgoalsthattheycanreachafterafewweeks.Oncethesegoals
havebeenreached,moregoalscanbeset.
Aninitialstudenttutorial,inwhichtheteacherandstudentdiscusslearninggoals,followedbyregular
tutorialsisausefulproceduretoensurestudentsstaymotivated.Anexampletutorialformisbelow:

Doyoufeelhappyinthisclass?Why(not)?
Whatwouldyouliketodomoreofinclass?
Whichareasofyourlanguagelearningdoyouthinkyouneedto
workon?
(ifyes)
Reading
Writing
Listening
Speaking
Grammar
Vocabulary
Pronunciation

Howmuchextrastudy/practicedoyoudoathomeandoutsideof
class?
(ifyes)
Ireadbooks/magazines/newspapers
IwatchTVand/orDVDs
Ilistentotheradio
IkeepadiaryinEnglish
Ireviewmynotesafterlessons
Ireviewnewvocabulary
Ihavemyowngrammar/vocabularyexercisebook

ActionPlan(3coursesofactionthestudentshouldtakeinthenext
2weeks)
24 Catering for Different Learning Styles
InModule1,wediscussedhumanisticapproachestolanguagelearning,whichhighlightedthat
studentslearnindifferentways.Peopleexperiencetheworldthroughtheirfivesenses:
Visual(sight)
Auditory(hearing)
Kinaesthetic(movement,tactileandemotional)
Olfactory(smell)
Gustatatory(taste)
Whileonesenseoftendominateswhenaccessingexternalinformation,othersensesareusedtorecall
previouslystoredinformation.Forexample,learnersmayinputthephrasefishandchipsasavisual
imagebutrecallthephraseusingtheirolfactoryorgustatorysenses.
Itisusefulforbothteachersandstudentstodiscovertheirpreferredprimaryrepresentationalsystem
bymeansofalearningstylestest.Whileteaching,itisessentialthatteachersincorporateall
representationalsystemsintotheirlessonstocaterfordifferentlearningstyles.

Activity12
Trythefollowingquiztodiscoveryourpreferredlearningstyle.
www.educationplanner.org/students/selfassessments/learningstyles
quiz.shtml

Learningstylesisnotaboutpigeonholingpeoplebutraisingawarenessofthemosteffectivewaysof
learningEnglishforthem.Thereisagreatersenseofmemoryretentioniflanguageistaughtina
multisensoryway.Therefore,insteadofjustteachingthewordsaxophonebyusingapicture,it
wouldbehelpfultousemimeaswellasplayingthesoundsmadebyasaxophonetostimulateallyour
studentssenses.
VisualLearners
Visuallearnerslearnbyreadingorseeingpicturesaswellasrememberingthingsbysight.Learners
picturewhattheyarelearningintheirhead,andlearnbestbyusingmethodsthatareprimarilyvisual.
Visuallearnerscanlearnbetterbydoingthefollowing:
Sitnearthefrontoftheclassroom
Useflashcardstolearnnewwords
Visualizethingsheardandread
Writedownkeywords,ideasorinstructions
Drawpicturestohelpexplainnewconceptsandthenexplainthepictures
Colourcode
Avoiddistractionsduringstudytimes
AuditoryLearners
Auditorylearnerslearnbyhearingandlistening.Theyunderstandandrememberthingstheyhave
heard.Theystoreinformationbythewayitsounds,andhaveaneasiertimeunderstandingspoken
instructionsthanwrittenones.Theylearnbyreadingoutloudbecausetheyhavetohearitorspeakit
inordertoknowit.Herearesomethingsthatauditorylearnerscandotolearnbetter:
Sitwheretheycanhear
Useflashcardstolearnnewwordsandreadthemoutloud
Readstories,assignments,ordirectionsoutloud
Recordthemselvesspellingwordsandthenlistentotherecording
 Havingtestquestionsreadtothem
Studyingnewmaterialbyreadingitoutloud
KinaestheticLearners
Kinaestheticlearnerslearnbytouchinganddoing.Theyunderstandandrememberthingsthrough
physicalmovement.Theyarea"handson"learnerswhopreferstotouch,move,buildordrawwhat
theylearn,andtendtolearnbetterwhensometypeofphysicalactivityisinvolved.Theyneedtobe
activeandtakefrequentbreaks,oftenusegesturesandmayhavedifficultysittingstill.Herearesome
thingsthatkinaestheticlearnerscandotolearnbetter:
Participateinactivitiesthatinvolvetouching,building,movingordrawing
Dolotsofhandsonactivitieslikeactingoutstories
Walkaroundorfidgetwhilereadingorstudying
Useflashcardsandarrangethemingroupstoshowrelationshipsbetweenideas
Tracewordswiththeirfingerstolearnspelling(fingerspelling)
Takefrequentbreaks
Useacomputertoreinforcelearningthroughthesenseoftouch

Activity13
Thinkabouthowyouwouldteachthefollowingvocabularyitemstoappeal
tovisual,auditoryandkinaestheticlearners:
1.Trumpet
2.Nurse
3.Monkey
4.Tocry
5.Toclimbamountain
Answerswillvarybut,toappealtoalllearners,youcanexpecttouse
visualaids,drawing,gestures,mime,yourvoice,soundeffectsand
othertechniques.
25 References
1.ImagetakenfromCuban,C(2012)www.nepc.colorado.edu/blog
2.Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
3.Ibid
4.ImagetakenfromScrivener,J(2014)www.slideshare.net/MacTaiwan/macmillantearch
training2010
5.Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
6.Ibid
7.Ibid
8.Ibid
9.Ibid
10.Harmer,J(2001)HowtoTeachEnglish,Longman,Essex
11.Ibid
12.ImagetakenfromHarmer,J(2014)www.slideshare.net/ahm2/managingtheclassroom
31515965
13.Harmer,J(2001)HowtoTeachEnglish,Longman,Essex
14.Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
15.Imagetakenfromtheeditors(2014)www.eflrecipes.com/2014/06/22/timelines/
16.Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
17.Ibid
18.Ibid
19.Harmer,J(2001)HowtoTeachEnglish,Longman,Essex
20.ibid
26 Further Reading
Harmer,J(2001)HowtoTeachEnglish,Longman,Essex

Revell,J&Norman,S(1997)Inyourhands,SapphirePress
Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
Swan,M&Smith,B(2001)LearnerEnglish(2ndedition),CambridgeUniversityPress
Wingate,J(2000)KnowingMe,KnowingYou,DeltaPublishing
27 Useful Websites
ClassroomManagement7GesturesandFacialExpressions

Classroom Management 7: Using Gestur...

Howtodrawastickfigure(schoolofyoutube)

How to Draw a Stick Figure (School of Y...

Givinginstructionsintheclassroom,JohnCleese

Giving Instructions in the Classroom

ESLvideogivinginstructions

ESL video giving instructions

ESLeliciting,TheLanguageHouseTEFL

ESL Eliciting

ESLlessondemo:Introandleadinwitherrorcorrection,TheLanguageHouseTEFL

ESL Lesson Demo: Intro and Lead In wit...

LearningStylesquiz
www.educationplanner.org/students/selfassessments/learningstylesquiz.shtml