The Roles of the Teacher and Learner

Teaching for the future

Teaching as Art

Teaching: in constant change Teaching methods alter: the structure and ideals of society alter (education privilege, work hard, the treasure of knowledge; despise education, resist schooling, waste time at college, teach children to hate books; genuine hunger for learning result: different kinds of teaching)

Teaching Principles

1. A teacher must know the subject: what are the most

important new discoveries in the theory of teaching? How to apply theory into practice? How to encourage the student? Must continue to learn. 2. Teaching is inseparable from learning: to know the upper ranges and inner depths of the subject a limited field of material stirs very few imaginations; seldom creatively understood and never loved. 3. A teacher must believe in the value of his teaching subject 4. A teacher must love his job. 5. A teacher must love his students.Thepleasuresof childhoodarenothingtothejoysofadultery bridge-building between two worlds

Teaching Principles cont.

Teaching Principles cont.

Teaching Principles cont.

Teaching Principles cont.

Teaching Principles cont.

Teaching Principles cont.

Essential Abilities for A Good Teacher

Essential Abilities for A Good Teacher

Major Roles of a Teacher

1. Teacher as a creative person 2. Teacher a model 3. Teacher as a consultant 4. Teacher as an adviser 5. Teacher as co-worker 6. Teacher as an co-author 7. Teacher as a guide 8. Teacher as an organizer/coordinator 9.cherasaninnovator

Teacher as a creative person

Teacher as a creative person

Teacher as a Model

Teacher as a Model

Teacher as a Consultant

Teacher as a Consultant

Teacher as an Adviser, Co-Worker

Teacher as an Adviser, Co-Worker

Teacher as a Co-Author

Teacher as a Co-Author

Teacher as an Organizer/Coordinator

Teacher as an Organizer/Coordinator

Teacher as an Innovator

Teacher as an Innovator

Blog Design

BlogDesign

Blog Design

BlogDesign

Teachers Role: Teaching Amendments

Teachers Role: Teaching Amendments

Teachers Role: Teaching Amendments

7. Respond to One-Minute Papers 8. Dont have everything planned out for every class. Its more engaging if there is an element of risk. 9. Prepare lectures like you were playing musical scales. 10. Admit what you dont know. Dont bluff students. 11. Create ways to ensure that students get in touch with L2 before coming to the class.

Teachers Role: Teaching Amendments

13. Do mid-course evaluations. 14. Take pauses in class to stop and look around to make sure they understand. 15. Choose authentic texts. 16. Have students critique each others work. 17. Learn to listen to your students. 18. Every day reflect to your teaching.

Teachers Role: Teaching Amendments

19. You dont have to be right; instead, state one position and allow students to react. 20. Give students a sense of community by sitting in a circle, which provokes dialogue, and provides space for intentional, respectful engagement. 21. Dont keep your back to the class for a long period. 22. Walk around the class. Stand in different places.

Teachers Role: Teaching Amendments

23. Dress professionally. 24. Evaluate your classroom teaching: ask students to give answers to the following questions: 1. What is helping you learn in this class? 2. What is getting in the way of your learning? 3. What are your suggestions for the rest of the semester?

The Classroom as a Stage and the Teachers Role

Teachers role much in demand in todays school arena. Social inclusion of all pupils, regardless their abilities and aptitudes, is the greatest practical challenge for educators. School scene places actors Roles of the teacher: subject teacher and as teacher of arts and crafts in primary schools.

The Primary Objectives for the Teacher

to experience express reflect = subject objectives Teacher in the spotlight: Challenges of the teachers skills: to help demanding pupils, to create environment for experiences, to stimulate the pupils interest and passion in the message or theme, to guide the pupils

The Roles a Teacher Plays in the Classroom

Manager, administrator of materials (mediating artifacts or elements), initiator, prime mover, reflection partner, mentor. Teaching and the school setting are dynamic elements; just like in the theater. Each work session has its setting, and it is necessary to maintain the direction in which you are moving, the content and form. (Pettersson, Tina, Flem &

The Teachers Role in a LearnerCentered Classroom

Gradually begin doing less of the: Organizing the content Generating the examples Asking the questions Answering the questions Summarizing the discussion Solving the problems

Objectives for the Teacher in a Learner-Centered Classroom

Reduce the telling Let the student discover principle Do more designing of activities and assignments Teachers need to re-experience the learning process of being a student Model the thinking you use in your own problem solving students need examples of how learning is messy work even for experienced learners Have students learn from one another: group/team work Create a climate for learning in the classroom: safe, conditions for critical feedback, value of shared ideas.

Questions the Teacher Asks Himself

When do I intervene? How do I intervene? If I intervene, how do I do it so I am not telling them? Ask questions lead to the needed insights or understanding. Ask them to describe their process and explain have some logic to their methods Let them continue and fail help them understand why failure happened

Final Objective

IT IS CRUCIAL THAT OUR BEHAVIORS AS TEACHERS BE CONSISTENT WITH WHAT WE SAY AND WRITE ABOUT HOW THE CLASS WILL OPERATE.

Teaching for Tomorrow

The changing role of a teacher under the impact of ICT information and communicative technologies ICT potential as a source of knowledge, a medium to transmit content, a means of interaction and dialogue. ICT both a cause of change and a means of achieving it.

What differences do communicative technologies make to school? How does ICT enrich learning?

What differences do communicative technologies make to school? How does ICT enrich learning?

Challenges of ICT

Challenges of ICT

What can ICT offer to pupils?

What can ICT offer to pupils?

What does ICT provide for teachers?

What does ICT provide for teachers?

How does ICT enrich learning?

How does ICT enrich learning?

Learning to know

Learningtoknow

The future learning versus the traditional one

The future learning versus the traditional one

The notion of Learning to be

ThenotionofLearningtobe

Teaching for Tomorrow: Changes in the Teachers Role

Teaching for Tomorrow: Changes in the TeachersRole

Principal Barriers in the Adoption of ICT in classrooms

Principal Barriers in the Adoption of ICT in classrooms

New Teacher Tasks

New Teacher Tasks

ENGAGED LEARNING
= MEANINGFUL LEARNING Jones, Valdez, Nowakowski and Rasmussen (1994): Designing Learning

Oak Brook, Il: North Central Regional Educational Laboratory - developed indicators for engaged learning.

and Technology for Educational Reform.

Vision of Engaged Learning

Successful, engaged learners are responsible for their own learning. Students define their own learning goals Students evaluate their own achievements The joy of learning a lifelong passion for solving problems, understanding and taking the next step in thinking. They are strategic they know how to learn; they know how to transfer the knowledge to solve problems creatively. They are collaborative: work with others

Tasks for Engaged Learning

Tasks: challenging, authentic, multidisciplinary. Tasks: complex and involve a sustained amounts of time. Tasks: correspond to the tasks at home and workplaces Tasks: require integrated instruction that incorporates problem-based learning and curriculum by project.

Assessment of Engaged Learning

Authentic task, project or investigation. Observing, interviewing and examining presentations: performance-based assessment Students create their own performance criteria

Instructional Models & Strategies for Engaged Learning

Model of instruction: interactive Instruction actively engages the learner, and is generative. Instruction encourages the learner to construct and produce knowledge in meaningful ways. Students interact with teachers and teach others interactively. Result: engaged learning is problem-, project- and goalbased. Strategies: individual and group summarizing, means of exploring multiple perspectives, brainstorming, Socratic dialogue, team teaching.

Learning Context of Engaged Learning

Classroom: a knowledge-building learning community. Such communities develop shared understandings collaboratively; search for strategies to build on the strengths of all of its members; encourage students to ask hard questions, define problems, lead conversations and engage in various activities.

Grouping for Engaged Learning

Learning-centered collaborative work: small groups or teams of two or more students within or across classroom boundaries Heterogeneous groups (different sexes, cultures, abilities, ages and socioeconomic backgrounds) wealth of knowledge and perspectives to different tasks.

Teacher Roles for Engaged Learning

The role of the teacher has shifted from the primary role of information giver to facilitator, guide and learner. Teacher facilitator: provides the rich environments and learning experiences needed for a collaborative study. Teacher a guide Teacher incorporates mediation, modeling and coaching. Teacher co-learner Teacher co-investigator with the students

Student Roles for Engaged Learning

Student explorer Student interaction with the physical world to discover concepts and apply skills Students reflect upon their discoveries: cognitive apprentice Students become teachers themselves by integrating what theyve learned. Students producers of knowledge Students make significant contributions to the worlds knowledge

CONCLUSION: TEACHING PRINCIPLES FOR SUCCESS

1.Teaching context determines the methods a teacher uses. 2. Teaching language through content teaching via content-based instructional methods. 3. Learning from whole to part 4. Lesson should be learner-centered 5. Lessons should have meaning and purpose for learners 6. Learning should take place in social interaction Lesson should include all four modes: speaking, listening, reading & writing 7. Provide bilingual support by showing respect for diverse cultures 8. Expand student potentials