GIVING SENSE OF

PURPOSE
13TH ELTA SERBIA CONFERENCE
A TASTE OF 21ST CENTURY TEACHING
16TH MAY 2015

PRESENTER
BILJANA TEMELKOVA
ELTAM MACEDONIA

Giving sense of
purpose

1. Coping mixed-ability
classes
2. Finding a suitable

way how to correct

students errors
3. Managing your

classroom

The teacher as a teaching aid

There is only one teaching aid that is convenient, portable, uses no electricity,
can be used effectively in light or dark and is available all the time.
Thats the TEACHER

MOVEMENT

EYE CONTACT
BODY
LANGUAGE

GESTURES
FACIAL
EXPRESSIONS
SPEECH

STUDENT
TALK

NAMES

THE TEACHER IS THE BEST TEACHING AID.

MAKE SURE THAT YOU ARE USING YOURSELF TO THE FULL EFFECT

IT IS A UTOPIAN VIEW TO THINK THAT OUR CLASSES COULD BE HOMOGENEOUS

When one size

doesn't fit all!
Catering for the learning
needs of all students
within the one class can
sometimes be easier said
than done. The reality of
initiating modifications
with a class of up to 30
students may cause
some angst for teachers
who have had no
previous experience in
planning a multi-layered
program.

You might also want to get your

head around key language here!

There are several

strategies that a
teacher can do to
deal with this:

the
TEN
COMMANDMENTS

on how to be
a boring
teacher

1. STUDENTS SELFAWARENESS
Encourage students to develop an

awareness of their own language

abilities and learning needs.
http://www.vocabulary.com/
Manage to survive our first day at
school!

STUDENTS SELFAWARENESS
Five simple questions

A lot of complicated
answers

2. WORK GROUPINGS
Pair work- pair either strong with weak (in controlled

activity) or strong with strong (in a freer activity )

http://classtask1905.blogspot.com/search/label/roa
r%20lyrics%20game#.
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Group work different tasks for

stronger and weaker groups

2. WORK GROUPINGS

Whole class mingles involve students talking or

interacting with many different members of class in
a short period of time in order to achieve a task.

Ways of really getting students to use vocabulary,

grammar and phrases

http://classtask1905.blogspot.com

http://classtask1905.blogspot.com

RANGE OF TASKS
WEAKER GROUP

STRONGER GROUP
Accountant - a person that

works with the money and

accounts of a company.
Butcher - a person that
works with meat. They cut
the meat and sell it in their
shop.
Farmer - a person that
works on a farm, usually
with animals.

4. EXTRA WORK / HOMEWORK

Before setting homework
consider:
The time the Sts have to

do it
How much academic
training they have had
The students purpose in
learning the language
How to make the content
of homework relevant to
your sts

Homework routines:
Insist on regular and

prompt homework/ Keep a

register of work received

Give students advanced

warning of time
consuming assignments
Make sure students
understand what they
have to do

Marking and giving homework back

Set the example (return it ASAP)

Hand back the work at the end or beginning of the

lesson, leaving time for correction
Practice orally points that appear to cause
general difficulty
Put encouraging but brief comments at the end of
the homework
Divide a comprehensible marking scheme

Make a correction code, for

REMEMBER!

DO NOT
COVER
LEARNERS
PAPER
WITH RED
INK

example

Categorizing errors
Whats the reason for the error?
It is a result of a random guess
It was produced while testing out hypotheses
It is a slip of a tongue, a lapse, a mistake (caused by carelessness,
fatigue etc.)
What type is it?
A lexical error- vocabulary
A phonological error pronunciation
A syntactic error grammar
An interpretative error misunderstanding of a speakers
intention or meaning
A pragmatic error- failure to apply the rules of conversation

Criteria for dealing with spoken errors

Which of the following do you consider to be the
most important?

Does the mistake affect communication?

Are we concentrating on accuracy at the moment?
Is it really wrong or is it my imagination?
Why did the student make the mistake?

Is it the first time the student has spoken for a long time?
Could the student react badly to my corrections?
Have they met this language point in the current lesson?
Is it something the students have already met?
Is this a mistake that several students are making?
Would the mistake irritate someone?

Practical tips for correcting spoken English

On-the-spot correction techniques
Using fingers
Gestures
Mouthing
Reformulation
Delayed Correction techniques
Noting down errors
Recording

GIVING A SENCE OF PURPOSE

Address every student by name
Always be polite to your students and expect them to do the same
Do not show favoritism towards particular students
Plan what you are going to do each lesson, but be ready to allow
useful interruption
Include every student during each lesson, if possible. Do not let
one or two students monopolize the class.
Give clear instructions
Provide opportunities for the students to talk and listen to each other
rather than all of the communication being between you and them.
Say what you mean and mean what you say. Firmness: an important
part of your relationship with your class.
Do what you have told your students you will do.
Be consistent in how you deal with your students

GIVING SENCE OF PURPOSE

Biljana Temelkova
ELTAM Representative