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Teachers on their own

21. Readjust your life of teaching
There is a grate deal that teachers can do by themselves understand more about happens in their
classroom. Many years ago one of the teachers suggested that we can take control by making lists.
The ideas to write down a list we can do and hung it to the left of the board. On the right coloumn we
number activities and at least teachers focus on how our teaching lives are and how they could be
Sezgin Yalın in northern Cyprus decided to write statement about her students. For example: they are
always late, then she wrote her own reflections. Do I myself get to class on time? Am I setting a good
example? Have I set any rules regarded to this. Every teacher will have some student who always
complain about something. In this case we must try to get to the bottom what is going on. Both we
and the students can change it to make things better.

[26/5 09:24] 💫: . Open learning

One way of organizing open learning is to give the students a collection of exercises. But this is not
ceal open learning and soon the students realized how little freedom they have. Open learning is
suitable for primary teaching. The main thing is that students should be able to move around and
changes places. There is no reason why your students can’t use the playground, the library. Not all
teachers can allow their students to disappear in this way. Students as teachers become at the
beginning of the lesson. Because, individual student choose how to present material. The intention of
open learning students are also experts. And students teachers into encourage learners to adopt
agency willingly. Just because our students are not in the classroom. Is doesn’t mean that they can
not go on learning on their own. Students who are motivated can watch hours and hours YouTube
videos and English language TV programmes. Students who are lack of strong motivation our job is to
remind them constantly of things they can do a promising development out of the classroom call
adoptive learning. These have only successful when they use record tapes and true people.

[26/5 09:24] 💫: 3.Beware the comfort zone

Many people told about the comfort zone as a bad place. These are perhaps the teaching routines we
have always used. The dangerous that of course all we do becoming one of the teachers that students
recognized as being competent. Luke is one of the teachers who suffer from comfort zone syndrome.
Many years ago he decided to become a teacher and for the first time teach young learners. He
decided to break on rules and the best way finding out what can happen if I always stand at the front
of the classroom or move around all the time. Breaking rules risks. But risks create tension. It’s very
difficult to fell burned out and excited at the same time.

[26/5 09:25] 💫: . Identifying the functions of learner’s language

The functions of learner’s language are the perpasis for which learners use language in the classroom.
These purposes include taking part tasks and activities, interacting with teachers and each other.
Learners make use of wide ranger of language functions as they take part in different aspects of the
lesson. The functions learners use are often the same as teachers used. For example: clarifying,
giving, definition, checking information and instructions. Teachers must be more instructing than
learners. We teach our learners to use exponents which are appropriate for the context learners need
interactive lesson which is suitable both for teachers and students. In some learning process
sometimes student use formal language. Students can learn as language changes they don’t need to
understand the grammar of the utterance. For example: it’s my turn, it is your turn, I’m first after you
for reminding. Of we encourage learners they soon using English as a medium of interactions.
Elementary Learners may not have sufficient to be able to communicate they use L1. It’s important to
have a clear policy. Teacher can be modelling them.

Bıdı🐰:

[26/5 09:25] 💫: Using video and transcripts

One of the most effective ways of getting feedback to film our own lesson. This is sop hesticated
equipment. One of the Turkish students watch videos of her teaching and enabled critical,
perspective on their own teaching. Another possibility which can be useful is transcribe parts of a
lesson. But it takes a lot of time. We can see at once that all these methods must be choosen
appropriate student’s level. Undertaker action research is the name given to the kind of experiment
that teachers do for themselves make things efficiently. For example: If she wants to create a friendly
atmosphere she can decide putting the music as a background and observe students speak more
enthusiastically with or without music and action cycle teacher first identify a problem, think of
questions collect data, analyse and decide future action.

[26/5 09:25] 💫: .How to become a reflective teacher

Teachers reflect on what they are doing all the time when they are teaching. Sud reflections -action is
what helps us to decide what action to take in any given classroom situation. Sometimes because of
the pressure time because everyone needs a break. They don’t get a change the reflect events in the
classroom. For this reason teachers take notes, taking notes into their course books. Some teachers
keep a journal-adiary which they record their lives in teaching process.

10.Task based learning (TBL)

29. Using task in language teaching
TBL is sometimes refee task based instructions or task based language teaching. It is according to
David the realization of CLT. TBL makes the performance of meaningful tasks central to the learning
process. In a very example of TBL after a class performed some pre-task activities. Which involved
questions and vocabulary checking. The present simple make frequently be used in such an activity
the focus of the task wasn’t structure. Scientific suggested three basic stages:
1.The pre-task
2.The task language
3.The language focus stages.
In this stage the teacher exployed the topic with the class, highlight usefull verbs and phrases. Help
the students to understand the task. The task-impice and small groups. The students examing and
discuss. Specific futures of any listening. Another kind of tasks give a short presentation on the life of
a famous historical figure of the choices. We could start by getting them to look at some examples
biographies. In the end when the students performs meaning related. It’s good for language
processing. But a program based exclusively on tasks is appropriate is often to question.

12. Dealing with discipline problems

30. States of dealing with discipline problems
1. Careful planning ( when lesson carefully planned and organized you can keep students attention
doesn’t allow vacuum.)2. Clear instructions ( problem sometimes arrise due to student uncertainty
about the topic the necessary information needs to be communicated clearly and quickly)3. Keep in
touch ( you need to be constantly aware of what’s going on in the classroom keep in your eyes open.)
When the problem beings teacher can deal with it quietly. Don’t take things personally. This is difficult
instructions to obey in experienced teacher of adolescences are often upset by remark. A more
difficult piece of advice even if you are quite sure criticism was ment personally don’t late students
pull you into personal conflict.

. Syllabus and types

A syllabus is a document which consist essential of a list. The list specifics all the six that are to be
tought in the courses. The actual component of the list may be other content or process. This syllabus
generally has explicit objectives. Another character of the syllabus is a public document. There are
optional features displayed by some syllabus. Syllabus must be recommend materials.
Types of syllabus:
1. Grammatical: A list of grammatical structures such as presentens comparison of adjective relative
clauses.
2. Lexicology: A list of lexical items with associated collagiations and idioms
3. Situational: This syllabus take the real life context of language
4. Functional -national: Functions are things you can do with language. Example: identifying, denying,
promising

. Making a formal plan

A lesson plan is set of notes, that helps us to think what we are going to teach and how we are going
to teach. We can identify the most important component of a lesson plan, by thinking cearfully about
learners. Hear are some ways of a lesson plan that help teacher. Before the lesson, during the lesson,
after the lesson. Before the lesson we must write the aims and procedures for each stage of the
lesson. During the lesson the plan helps us to check time in and the lesson sequence. After the lesson
we can keep record of what happen. Making any changes if necessary. The compenents of lesson
plan:Class profile – who are we planning our lesson for.Timetable fet – what do we want from the
lesson and how the new lesson connected to the last lesson. Main aim- what can I achieve at the end
of lesson .Anticipated problems – what may learners find difficult in the lesson. Teaching aid’s –
technique we use. Interaction patterns- which way will learners work at different stages. ( Gorup
work, pair work, hall class)Home work- what further work will learners need to do.

32. Students and speaking

Getting students to speak in class can sometimes be extremely easy. In a good class atmosphere,
students who get on with each other, and whose English is at an appropriate level, will often
participate freely and enthusiastically if we give them a suitable topic and task. However, at other
times, it is not so easy to get students going. Maybe the class mix is not quite right. Perhaps we have
not chosen the right kind of topic. Sometimes it is the organization of the task is at fault. But a
problem that occurs more often than any of these is the natural reluctance of some students to speak
and to take part. In such situations the roles that teachers play will be crucial. Reluctant students: the
job of the teacher. Making students feel relaxed: because students do sometimes feel anxious about
speaking, we will do our best to create a relaxing environment when we ask them to speak. We want
to lower what has been called their affective filter. Matching level and task: one of the reasons,
perhaps, that students become nervous and reluctant is that we sometimes ask them to do more
than they are capable of. It is especially important with speaking activities to set tasks at a level that
the students are comfortable wit