Name : Devi Andriyani (1405110735)

Class : TEFL B

TEFL ASSIGNMENT

1. Please mention some qualities and competencies of a good English teacher!

1. An Engaging Personality and Teaching Style
A great teacher is very engaging and holds the attention of students in all discussions.

2. Clear Objectives for Lessons

A great teacher establishes clear objectives for each lesson and works to meet those
specific objectives during each class.

3. Effective Discipline Skills

A great teacher has effective discipline skills and can promote positive behaviors and
change in the classroom.

4. Good Classroom Management Skills

A great teacher has good classroom management skills and can ensure good student
behavior, effective study and work habits, and an overall sense of respect in the
classroom.

5. Good Communication with Parents

A great teacher maintains open communication with parents and keeps them informed
of what is going on in the classroom as far as curriculum, discipline, and other issues.
They make themselves available for phone calls, meetings, and email.

6. High Expectations
A great teacher has high expectations of their students and encourages everyone to
always work at their best level.

7. Knowledge of Curriculum and Standards

A great teacher has thorough knowledge of the school's curriculum and other
standards they must uphold in the classroom. They ensure their teaching meets those
standards.

8. Knowledge of Subject Matter

This may seem obvious, but is sometimes overlooked. A great teacher has incredible
knowledge of and enthusiasm for the subject matter they are teaching. They are
prepared to answer questions and keep the material interesting for the students.

9. Passion for Children and Teaching

Name : Devi Andriyani (1405110735)
Class : TEFL B
A great teacher is passionate about teaching and working with children. They are
excited about influencing students' lives and understand the impact they have.

10. Strong Rapport with Students

A great teacher develops a strong rapport with students and establishes trusting
relationships.

2. Please explain the following terms:

a. Approaches
An approach is a theory about language learning or even a philosophy of how
people learn in general. They can be psychologically focused such
as behaviorism or cognitivism. They can also be based on older philosophies such
as idealism or realism.

Approaches are fuzzy and hard to define because they are broad in nature. An
example of an approach that leads to a method would be the philosophies of
scholasticism, faculty of psychology, or even perennialism. Each of these
philosophies encouraged the development of the mind in the way of a muscle.
Train the brain and a person would be able to do many different things. These
philosophies have impacted some methods of language teaching as we will see
below.

b. Method
A method is an application of an approach in the context of language teaching. An
example of a method is the grammar-translation method. This method employs
the memorization of various grammar rules and the translation of second language
material to the students native language. Students were able to develop the
intellectual capacity to understand the new language through a deductive process
of acquiring the rules of the language.The purpose is not to critique this method
but to show how it was derive from the approach that the mind needs to be trained
through intellectual exercises to be able to accomplish something.

c. Procedures
Procedures are the step-by-step measures to execute a method. These step-by-step
measures are called techniques and will be discussed next. Common procedures
for the grammar-translation method includes the following…

 The class reads a text written in the second language.

 Student translate the passage from the second language to their mother tongue.
 Student translate new words from the second language to their mother tongue.
 Student are given a grammar rule and derived from the example they apply
the rule by using the new words.
 Student memorize the vocabulary of the second language.
 Student memorize grammar rules.
Name : Devi Andriyani (1405110735)
Class : TEFL B
 Errors made by the student are corrected by providing the right answers.

This is the process (with variation) that is used when employing the grammar-
translation method.

d. Techniques
A technique is a single activity that comes from a procedure. Any one of the steps
of the procedure list above qualifies as a technique. Naturally, various methods
employ various techniques.

3. Explain the classification of language learning strategies below:

a. Metacognitive strategies

Metacognitive strategies, which involved thinking about (or knowledge of) the
learning process, planning for learning, monitoring learning while it is taking
place, or self-evaluation of learning after the task had been completed.

Metacognitive strategies refers to methods used to help students understand the

way they learn; in other words, it means processes designed for students to ‘think’
about their ‘thinking’.

Teachers who use metacognitive strategies can positively impact students who
have learning disabilities by helping them to develop an appropriate plan for
learning information, which can be memorized and eventually routine. As
students become aware of how they learn, they will use these processes to
efficiently acquire new information, and consequently, become more of an
independent thinker. Below are three metacognitive strategies, which all include
related resources that can be implemented in the classroom:

 Think Aloud
Great for reading comprehension and problem solving. Think-alouds help
students to consciously monitor and reflect upon what they are learning.
This strategy works well when teachers read a story or problem out loud
and periodically stop to verbalize their thoughts. This allows students to
follow the teacher’s thinking process, which gives them the foundation
they need for creating their own strategies and processes that can be useful
for understanding what they are trying to comprehend.
Name : Devi Andriyani (1405110735)
Class : TEFL B

 Checklist, Rubrics and Organizers

Great for solving word problems. These organizational tools support
students in the decision-making process because they serve as an aid for
planning and self-evaluation. Typically they ask what students know and
need to know to arrive at an answer, and emphasize the need to reread the
problem and self-check responses.

 Explicit Teacher Modeling

Great for math instruction. Explicit teacher modeling helps students
understand what is expected of them through a clear example/model of a
skill or concept. When a teacher provides a easy to follow procedure for
solving a problem, students have a memorable strategy to use for
approaching a problem on their own.

 Reading Comprehension
Truly comprehending reading involves students actively engaging with a
text and accurately deciphering the layers of meaning. It is very important
for students to develop solid reading comprehension skills because
statistics show that people who have low reading comprehension ability
suffer in academic, professional, and personal pursuits. The resources in
this guide from supersummary.com are effective strategies for promoting
reading comprehension.

b. Cognitive strategies

Cognitive strategies, which involved mental manipulation or transformation of

materials or tasks, intended to enhance comprehension, acquisition, or retention.

Cognitive strategies are one type of learning strategy that learners use in order to
learn more successfully. These include repetition, organising new language,
summarising meaning, guessing meaning from context, using imagery for
memorisation. All of these strategies involve deliberate manipulation of language
to improve learning. Classifications of learning strategies distinguish between
cognitive strategies and two other types, metacognitive strategies (organising
learning), and social/ affective strategies (which enable interaction).
Name : Devi Andriyani (1405110735)
Class : TEFL B
Example 
A learner remembers new words by visualising them represented in a memorable
or ridiculous situation. This makes it easier and faster to recall these words.

In the classroom

Activities which can be described as cognitive strategies include making mind

maps, visualisation, association, mnemonics, using clues in reading
comprehension, underlining key words, scanning and self-testing and monitoring.

c. Social/affective strategies

Social/affective strategies, which consisted of using social interactions to assist in

the comprehension, learning or retention of information. As well as the mental
control over personal affect that interfered with learning.

Affective strategies are learning strategies concerned with managing emotions,

both negative and positive. The relationship between affective strategies and
learning is not clear, but a positive affective environment helps learning in
general.

Example
Lowering anxiety levels with relaxation techniques is one kind of affective
strategy.

In the classroom

The teacher can play an active role in developing and exploiting affective
strategies by building a generally positive atmosphere in the class. This can
happen by encouraging and counselling learners, by helping them identify
achievable aims and work towards autonomous learning, through personalising
activities, and through pair and group work.