Am I teaching well?

Chapter 1 On the road to Excellence

Confucius said Give a man a fish and he eats for a day. Teach him how to fish and
he eats a for a lifetime. Teachers must know what they teach, how to teach and
why they teach.
Self-evaluation plays important role in teaching fields. Teachers have to reflect
after teaching by writing dairies or journal writing, classroom task and action
plans, checklists or questionaries, audio or video recording of lessons.
Professional portfolios are also a kind of self-evaluation of teachers’ skill. It means
at the end of the academic’s teacher give back students’ summaries that they
have done throughout year. Another self-evolution is teacher play role of
learners. Peer observation and professional development plans can call self-
evolution too. The advantages of programs and department can enhance
collegiality. Moreover, teachers must what their strengthen and weakness.

Chapter 2 Your School and Professional Community

It is true that not only teacher but also most worker like to appreciate from their
boss. Sharing knowledge, caring each other, partnership and good sprit can
convey good working field. Cooperation is one of the personal growths. In this
way, we are able to build up to get smart learners.
Chapter 3 Your classroom, Your Students and You
Classroom must have these things such as spacious and clean, whiteboard and
marker, good lighting and ventilation, notice board, window that can open, desks
must be clean and good climate control, and locker that can put teacher and
students’ stuff. Moreover, seating arrangement is one of the classroom
decorations. It can be in pairs, individually with small desk, group work seating
plan, horse shoes arrangement.
Teachers need to behave in different way at different stages of a lesson to
manage the classroom. There are some teacher roles. Planner- prepare and
reflect the lesson before teaching. Manager- organize the learning space and to
get good interaction with students. Monitor- to observer the classroom.
Facilitator- to help students to get learner autonomy. Diagnostician- solve
students’ difficulties. Language provider- give new language. Assessor- evaluate
the language level and attitude learners. Rapport Builder- getting relationship
with learners.
Chapter 4 Program Goal
To summarize this chapter, there are a need analysis, defining goals of the
program, creating a long rang plan, undertaking a systematic work and refection
on daily lesson plan.
As a need analysis, teacher has to notice students interests, needs, expectations
and preferences. For defining goals is to help students get achievement, subject
discipline and improve communicative skill.
Curricula, course outlines and long-rang plans- to prepare this teacher needs to
think about for long term. If teachers make wrong decisions, students can get
negative attitude about your class.
Planning for Task- Based Instruction
Task- based instructional approach is Firstly Teacher gives a task regarding today’s
topic to student before teaching. After that teacher starts to teach and do
practice and finally teacher gives the task again.
Chapter 5 Daily Lesson Planning
There are tools such as content, context, techniques, materials, sequencing and
timing and design in a lesson plan. There are many differences between well-
prepared lesson plan and unplanned lesson. Moreover, teachers need to consider
real - world communication for students when they make lesson plan. In First step
“what teacher teach” Health, in this step there must have regarding health
vocabulary, structure, function, pronunciation. Next step, how to present, with
deductive presentation or inductive presentation. Then practice stage, controlled
practice or less controlled practice or free practice. The last stage is production
stage. As an extension task is giving homework.
Chapter 6 Resources and Chapter 7 Resources in language Classroom
There are many resources for example students text book, workbook, teacher
resource book, authentic material, chalkboard, whiteboard, projector, computer,
blue tool, television, audio aid, realia thing, puppet. When teachers teach, they
use newspaper, magazine and so on.
Chapter 8 Elements of a Lesson
There are regarding preparation, delivery of instructions, classroom language,
presentation techniques, pacing and reflection. In presentation stage, there are
inductive and deductive approach. In addition, there are choice of language and
manner speaking, the use of teaching aids, and teacher physical position in the
classroom. Moreover, teachers need to give clear instruction according to
students’ level. To improve teaching skill teachers must do self- evaluation. For
types of activities, teachers need to put activities in lesson plan. For pacing,
teachers need to adjust pacing according to students’ attention to lesson.
Chapter 9 Elements of a language lesson
To summarize this chapter, it assumes that communicative approach is one of the
things in language lesson. It is based on teacher center classroom and student
center classroom. Moreover, it is true that skills must be balanced. Teaching
grammar, there are top- down and bottom- up approach.
Chapter 10 Classroom Communication
It believes that students need to communicate with their friends by doing pair
work, group work and whole class activities. For group work, it can lead student -
students interaction. Therefore, students can be independent learners. Teachers
must deal with different learners therefore he or she uses different teaching
approaches. Dealing with discipline problems, teachers need to practice same
rules for all students, there is no bias. When teachers set the discipline, there
must be firm. Use firm voice, not to yell or scream at all. Teachers is not ok at
home; this time do not bring this unfeeling to school. There is another important
thing, classroom confidence and trust.
Chapter 11 Questions and Responses
“A great deal of interaction in the classroom is imitated through questions and
answers.” It is true that while teacher is teaching, he/she needs to check students
by asking questions. We can ask Yes or No questions, short-answer questions,
Long-answer questions. Teachers have to give a few time students to response
this question. In addition to there are students like nosier and more talkative than
the others as well as students with low self-esteem for that one teacher need to
draw into the discussion. When students are asking questions to teacher, if
teacher doesn’t know answer, teachers need to honest by saying I am not sure for
this question but don’t worry I will find and reply to you as possible as quick.
Chapter 12 Feedback and Correction
There are many feedback ways body language, gestures, facial expression such as
smile, look serious, frown and shake head. There are two types of feedbacks:
positive and negative feedbacks. When teacher is giving negative feedback,
teacher has to choose suitable words for students like constructive criticism. It is
important to recognize between an error and a mistake as a teacher.
Chapter 13 Motivation and attitude
It assumes that every student need to motivation from teacher as well as from
their peer. Effective teachers should have these abilities warmth, empathy,
genuineness, negotiating, listening skill and positive attitude.
Chapter 14 Assessment, Testing and Marking, Chapter 15 Program Evaluation
There are assessment, evaluation and testing for students. There are two
assessments: qualitive and quantitative assessment. For test, before students
attend class, they must take placement test. For diagnostic assessment, after
joining class two weeks teachers do this assessment. Formative assessment is
testing unit after unit. Summative assessment is like final test. At the end of the
school year, teachers give portfolio assessment to parents and students.
Chapter 16 Professional Development
Firstly, teachers need to expect their subject matter. Secondly, it is important
language skills. Thirdly, teachers need to fulfil this knowledge: Linguistic
knowledge, Pedagogical knowledge, psychological knowledge, Cross-cultural
knowledge and Technological knowledge.