1. CHAPTER 1
learners

2. OUTLINE
Reasons for Learning
Different contexts for learning
Learner differences
The importance of student motivation
Responsibility for learning

3. Reasons for Learning
• Living in a target language community
• ESP
• Improve English generally
different contexts for learning
• EFL/ESL: English for speakers of other languages
• School and language schools
• Large classes and one-to-one teaching
• In school and in company
• Real and virtual learning environment

4. Learner differences
• Age: Children/Adults
• Learning styles: the way you like to learn (M.intel)
Diversify activities
• Levels: beginners, intermediate and advanced
• Ed and cultural background: learning by rote or
learning by doing: T need to be sensitive of different
backgrounds. Offer different material, topics and teaching
techniques to suit different individual expectations and tastes.

5. The importance of student motivation
• Extrinsic motivation: the motivation that Ss bring into the
classroom from outside the classroom.
• Intrinsic motivation: motivation from what happened inside the
class such as T’s method, activities, Ss perception of their success
or failure.
• T’s main aim is to sustain Ss motivation: activities we ask Ss to
take part in, excite Ss curiosity and provoke their
participation, help them to be interested in the subject, select
appropriate level of challenge, be professional, Ss may have
some decision making power.
Real motivation comes from within each individual, from the Ss themselves.

6. Responsibility for learning
• Encourage Ss to take more responsibility of their own learning
• Instead of imposing learner’s autonomy, we need to gradually
extend the Ss role in learning( make their own
dialogues, investigate a grammar issue, puzzles, use
dictionary), self access center, CD,DVD resources to continue
studying outside the class …

7. CHAPTER 2
Teachers

8. OUTLINE
Introduction
I. Who teachers are in class
II. Rapport
III. Teacher tasks
IV. Teacher skills
V. Teacher knowledge
VI. Art or science?

9. Introduction
Good teachers:
 are born and not made! (they have a nutural
affinity for the job)
 those who do not have this natural gift learn
their craft by mixing
personality, intelegence, knowledge and

10. Who teachers are in class
1. Personality
Effective teacher personality is a blend betweenwho we really are
(natural personality) , and who we are as teachers.
 Teachers have to show a professional face.
2. Adaptability
 What makes one teacher out from another is how they react to
different events in the classrom as the lesson proceeds.
 Unexpected events happen in lessons and part of a teacher’s
skill is to decide what the response should be when they do. (not
everything goes as planned)
 T should react quickly and decisively before the escalation of
misbehavior.

11. 3.Teacher roles
Controlor prompter Assissor
_ being the focus and doing
evrything. _ encouraging Ss by pushing _Mottivating SS by grades or
them to achieve success. whatever.
The teacher-centered
approach.
 Ts have to be a resource for SS to consult
whenever they need advice

12. Rapport
 it’s the relationship between teacher and SS.
 It is established when SS see T as a professional .
1. Recognising SS
• good T knows his SS’ names
2. Listening to SS
• Ts should make themselves as available as they
can to respond to their SS’ needs.
 To maintain rapport, Ts should listen to
comments from SS about the activities that
make them interested or bored.

13. 1. Respecting SS
•Ts should respect their SS by minimising critical
comments (correcting SS) and praise as well.
• Ts should not overreact (anger) when their SS
misbehave.
2. Being even-handed
• Ts should do their best to reach all SS of the
group not just those raise their hands up.
 Ts should deal with their SS equally.

14. Teacher tasks
As professionals, teachers have to perform certain
tasks:
preparation Keeping record Being reliable
• Knowledge of • A useful way for • Time keeping
the subject looking back to and homework.
(what & how). what has been • practise what
• Planning. done. they preach.
• Know what
works and what • Are a model
does not. for their SS.
• To adjust testing
practise.

15. Teacher skills
Managing Matching tasks Variety destination
classes and groups
•Successful • SS levels and • vary activities • learning
activities. tasks. and lessons. outcomes and
tangible results.
• change SS
•Prevent • enjoyable and roles and
misbehavior interesting groupings.
activities.

16. Teacher knowledge
Language Materials & Classroom Keep up-to-
system resources equipements date
•Knowledge of • know about •computer,data • try new ways
grammar and books & -show, to do things.
pronounciation. websites where screen…ets
courses are •Never let
• praise available. technology
questions. drive you and •Attend
• know how dominate you. conferences,
coure books • know what seminars,
work. your SS need to tvs….etc
do and what
materials they
need to use.

17. Art or science ?
• Teaching works when the
relationship between SS & T is
Art at its best.
• Decision-making is often the
result of teacher‟s feeling and
judgement.
• Understanding the language
system.
science • Find best way to explain.
• keep abreast of changes in the
field.

18. CHAPTER 3
Nurturing positive
student behavior

19. What is
discipline?

20. Is there any distinction?
Control vs. Discipline

21. What are some possible
characteristics of the disciplined
classroom?

22. Does knowing and using Ss‟ names a practical
hints for teachers on classroom discipline?

23. The teacher should invest time and energy in building positive
relationship with students

24. Students are more attentive, motivated, and helpful when they
perceive the content to somehow relate to their life
 In this chapter, we are going to see how a teacher can motivate
and help his students

25. Establishing rules
Some teachers prefer to set rules the first day of school
 Most effective teachers establish a few, positively stated rules
 its better for a teacher to establish his own set of rules based on
his needs and experience
Don‟t try to cover every possible unacceptable behavior

26. show students that you are very serious in establishing rules
 be flexible while dealing with latecomers, don‟t be late is
different from be on time
 it‟s good to be firm at the beginning and then you can relax

27. Tips for managing classroom behavior
Treat each student with degnity and respect in order to create a
positive relationship with them
 react immediatelly and calmy to the infractions[ students test
you to determine the boundaries of acceptable behavior]
 refocus everyone‟s attention and get all students back on task

28. deliver interesting,fast paced, and orgnized learning experiences
, much students act out due to boredum
 be sure your rules and expectations are clear
 be cautious of touching Ss when they are angry
selective hearing
 remain firm yet compassionate when you discuss a Ss‟
misbehavior

29. Tips on using Positive reinforcement of good behavior
Reinforcement based on the principles that the frequency of a
response increases because it is followed by a rewarding stimilus
 A teacher‟s goal in using PR in the classroom is moving Ss up
the reward hierarchy from external motivation to internal control
 Reinforce Ss‟ behaviors, reward appropriate behavior; don‟t
ignore it « catch the Ss being good »
 use praise effectively, should be specific rather than general

30. Motivating the Unmotivated
In every classroom, there are Ss who seem unmotivated to
learn, the challenge is to improve the dose of engaging them.
 individualize instructions
 allow Ss structured freedom. Offer options in
assignments, tasks…
 link your content to your Ss‟ personal lives and intersets

31. What good listening is Not
Listening is not advice giving because the T is not an academic
adviser. Even if the student asks for advice, giving it is not
necessarily the best thing to do.
 The chinese proverb « give me a fish and I eat for a day; teach
me to fish and I eat forever »;
 Its more important to equip our Ss with skills needed to face
and solve life‟s challenges

32. CHAPTER 4
Time management

33. Time management is not only important in improving students‟
achievement; it is also an important element in preventing
discipline problems.

34. Time you try to manage falls into two broad categories:
•The daily time you spend before and after classes getting
ready to teach and manage your Ss engaging in
professional activities( planning lessons- grading homework
and classroom papers- conferencing with SS, parents,
teaching colleagues and administrators, professional
development.
•Instructional time: the daily time you spend during class
teaching, engaged in professional activities ( instructing the
whole class directly- instructing small group of SS directly,
audio-visual instructional presentations- helping inattentive
or distracted students remain on task etc)
•Instructional time is of three types :

35. Allocated time Engaged time Academic learning time
-The amount of time that is -The amount of time SS spend -The amount of time the SS are
allocated to teach the class. focused on the instructional engage in learning the objectives
( how much time allocated to objectives. with success.
teach a given concept or skill). ( time that is spent on activities ( ex: a SS might spend 20min in
It should take into other than focusing on the activities focused on the objectives
consideration the prior objectives ex: distribution of but does not do so with success
knowledge, interest, motivation materials, ss moving into Zero academic learning
and the learning approach.( groups, discipline problems..) time .
according to syllabus -level: -Increasing academic learning
know/don’t know) time requires that teachers remain
-T have a professional active in monitoring SS’s progress
obligation to teach the content (efficiency in managing T)
they are assigned to teach . through:
are ss given the appropriate -Maximizing the engaged time
time to learn certain skill -Minimizing the portion of time
before moving to the content of that is lost on activities and
the syllabus. constantly monitoring SS.
- The allocation of time based
on the abilities and prior
knowledge of SS;

36. Ways to increasing engaged time
Establishing C.R Providing assistance Managing
routine: to SS: transitions:
-things that you do a lot -Monitoring SS work - the moment when you
with your SS. to make sure they are shift from one thing to
doing it successfully another.
by using the -give clear instructions to
principle: SS, provide signals to
Praise: encourage SS inform them of what they
(don‟t exaggerate) should be doing , and keep
Prompt: give clue things moving at a brisk
Leave: very quickly pace( very quickly).

37. •The greatest sign of success for a T is to be able to say “the
children are now working as if I did not exist” ( clear
instruction/SS are fully engaging/SS are autonomous in a positive
way / no spoon-feeding )

38. CHAPTER 5
Managing
the classroom
environment

39. In one of her daily routines, Mrs. Trimasse enters her classroom
greeting her SS and starts brainstorming about today‟s session
which is about “managing the classroom environment”. She
directs one of her questions to Ait Madani.
T: what is classroom climate?
Ait: after a few seconds of thinking, he says with confidence: it is
the collective perception by learners of what it feels like to be a
learner in a particular educator‟s classroom such as TEFL & ICT
master program.

40. Then Mrs. Trimasse turns to other SS asking if they agree or not. In
fact, Mrs. Trimasse, as an effective educator, uses her knowledge,
skills, and behavior to create learning environment that maximizes
opportunities to learn, where TEFLers and ICTers are well managed
and motivated to learn.

41. After Ait Madani‟s answer Akklouch comes with a comment in which
he talks about the factors that influence the classroom climate. He
says that “EMSIC” is an acronym that summarizes four factors: “E”
for Ecology, “M” for Milieu, ”S” for social system, and “C” for
culture. However, Zakaria does not agree with him and instead he
describes the classroom by using a classification of classroom
properties (content), classroom processes (conduct), and classroom
structures (context). As soon as Zakaria finishes his talk, Akhrazze
intervenes by saying “what puzzles me is that I don‟t know the
aspects that influence how learners feel in a class. Then
surprisingly, Mezgar comes with a beautiful answer. He says there are
8 aspects; 1st Clarity about the outcomes of a lesson, 2nd Order within
the class ( Ait MAdani next to Aklouch, and Elomari next to
Jam3ati), 3rd Standards of behavior ( Trimasse says make sure your
mobiles are off and never yawn in my class) 4th Fairness, 5th
participation, 6th support, 7th safety, and the last is
interesting, comfortable and attractive environment.

42. Commenting on what Mezgar said about features of a learning
community, a loud voice from the lift corner speaks about 3
building stages for a positive classroom climate: 1st the
establishment phase during which the focus is preventive. Mrs.
Trimasse, in this stage, aims at minimizing unnecessary
disruptions by having a balance of rights, responsibility, rules and
routines. 2nd the consolidation phase in which Mrs. Trimasse
continues to teach, encourage and maintain what was established
even if some SS test these rules by being late. The third stage is
the cohesive phase. During this phase, cooperative
learning, classroom meetings are the norms.

43. After talking about these 3 stages for building a positive learning
environment, Mrs. Trimasse asks us how about managing the
physical environment?

44. Then, again Aklouch raises his hand and says that while
organizing the physical layout of the classroom, educator must
keep in mind “VAFCA”. Then SS turn to each other asking about
this new word. Aklouch explains the word saying that „V‟ stands
for Visibility, „A‟ for Accessibility, „F‟ for Flexibility, „C‟ for
Comfort, and „A‟ for Aesthetics. Then, the class applauds and
Mrs. Trimasse says; yeah! Indeed, classroom space can play an
important role in creating an optimal learning environment.

45. At this point comes Omarakly with his usual criticism. He says: the
problem is (da) that of class size. Apart from disciplinary
aspects, large classes present a number of difficulties: Learners
are not sure of the purpose of instruction. They do not know
whether they are progressing or not. They do not know how to
improve. They do not have the opportunity to read widely. The
teacher is unable to cope with the variety of Ls and their particular
needs. All this is about managing recourses for effective teaching.
Mrs. Trimasse responds saying that a key aspect of managing
learning in large classes is often the production of appropriate
resources. Therefore, your materials and media should be
accurate, readable, sufficient, interesting, varied, linked to the
outcomes and content of the lesson, and used constructively. All
this, she says, should be tied to the age and the ability of the
class, time available, and the teaching strategy used.

46. While Mrs. Trimasse still talking, Zakaria Jamaati says: can I
intervene?
Mrs. Trimasse: is it a question or a comment?
Z: just a comment
T: ok, go ahead
Z: I just wanna tell you of a strategy that I learned in USA. It‟s
called “independence strategies” by which learners are motivated
to become independent learners.

47. N.Sellam interrupts him by saying: but how Si Zakaria? There some
problems resulting from large classes. For example, lack of purpose.
Then Z.J. stops her and says Independence strategies suggest that
you use learning outcomes.
N.S: what about knowledge of progress?
Z: you can use self-assessment.
N.S: then, what about lack of opportunities for discussion?
Z: you can rely on independent, learner-led discussion groups.
N.S: but Ls are not always motivated!
Z: you can resort to problem-based learning
N.S: try to establish support mechanism, e.g. peer support groups

48. Ok, ok, ok says Mrs. Trimasse. That‟s ok for Managing
resources for effective teaching. Let‟s now focus on establishing
the Socioemotional Environment. As far as we
know, educators are responsible for evaluating learners‟ work
and for controlling the quality of life in the classroom. But, how
can we establish that environment?

49. Then, the answer comes from British accent. She says: by focusing on three main
points: 1st communication whether verbal, non-verbal or written. In fact, effective
communication skills form the foundation of effective classroom management.
Therefore, we, as future educators, should listen carefully and effectively to our
SS, give clear messages including our feelings, give of ourselves, consider our
feelings about the message that we have received, and finally consider our
responses to the messages. The 2nd point in establishing socioemotional
environment is education-learner relationships. If you still remember! Mrs.
Trimasse told us that, in order to facilitate engagement with learners, we should
accept our personal responsibility for learner‟s success and stop blaming others. We
should take on an extended teacher role, even outside the classroom. We should be
persistent with our SS (just remember the poster session). We should express a
sense of optimism that all learners can learn (remember Mrs. Trimasse saying Ya
Nadia, come on! You can do it). However, this relationship cannot be good if it has
no openness, caring, Interdependence, separateness, Mutual meeting of needs, all
this can be summarized in one word that is “OCISM”. So, creating good educator-
learner relationships in room 57 would be by creating open, professionally
appropriate dialogue with TEFLers, systematically building better relationships
with ICTers, communicating high expectations. And finally, by creating
opportunities for personal discussion: by letting Aklouch to tell his story with Lalla
molati BismALLAH 3liha.

50. Before Ahlam coud reach the third point of establishing positive
socioemotional environment, Mrs. Trimasse stops her raising a
question about the guidelines for avoiding the negative effects of
educator expectations.
Then Goali says: it is just a (ay) matter of:
- using sensitive information on very carefully.
-Being flexible in your use of group work strategies (not always
BAs in one group and experienced teacher in the other group)
-Making sure all the learners are encouraged.
- Monitoring your non-verbal behavior.

51. Suddenly, Omarakly says: as a conclusion to all that you said: I
think that (da) the basis of a positive educator-learner relationship
and positive classroom climate is self-esteem and self concept.
Self esteem is the value or esteem we place on our perceived
abilities, our bodies, our feelings and our social interactions. The
problem is that (da) many people, and learners specifically,
process a person‟s critical comments about himself or herself in
critical ways. These critical messages are internalized
(understood) as “I am a failure” rather than “I sometimes fail”.
Therefore, Profs: Trimasse, Hassim, Tamer, Jennifer, and others
should be aware of what they are communicating to learners
(TEFLers), both verbally and non-verbally.

52. Resuming her talk, Ahlam says: the third and the last point in
establishing positive socioemotional environment is creating
positive peer relationships. She says: peers play an important role
in determining the quality of the learning environment.
Furthermore, Ahlam emphasizes the importance of positive peer
groups for eliminating or preventing misbehavior in the classroom.
Again Mrs. Trimasse stops her asking another question: how can we
create the social conditions for effective learning in the
classroom?
Then, here comes the answer from Souba3i. He says:
Let your SS get to know you. Treat your SS with respect. Memorize
their names and how to pronounce them (A9louch instead of
Aklouch and Ait 7amou instead of Ait Hamou).
Build a sense of community in the classroom (not BAs in one side,
experienced in the other side, and the others in between. This is no
longer a community; it‟s an open gate to civil war, instead)

53. Here stands Elomari saying: but my classmates, the pressing
question is how can we create classroom climate?
Yes brother brahim! Says Takeddine. It is simply by creating a
learning milieu in which the focus is on learning which means that
it is learning-oriented classroom rather that work-oriented
classroom where the focus is on production. The foundation of
learning-oriented classroom is a system of critical attitudes. The
first critical attitude is RESPECT for the learners. The second is
CREDIBILTY; educators who are credible practice what they
preach.”LA TANHA 3AN KHOLO9IN WA TATI MITLAHO,
3ARON 3ALAYKA IDA FA3ALTA 3ADIMO”. The third critical
attitude is educators who hold themselves and their learners
accountable for learning that is taking place.

54. Omar continues saying it is also by motivating Ls because having
motivated learners such as TEFLers in class will make the educator‟s
task of managing the classroom easier ( except the case for ICT1
where everyone indulges in surfing the net or chatting while the poor
Afdel is still talking about Doodle. In fact, (LA HAYATA LIMAN
TUNADI).
Adding to what Omar said, Aboulahassan argues that the lack of
discipline in public schools is seen as the most serious problem
facing schools today. Although disciplinary problems impact on
school as a whole, it is the classroom teacher who is the first line of
defense (which means ALLAH IKON FL3WAN).
Then Amal HAfidi stands to intervene. She says: I agree with you
Mustapha, but how can we address disciplinary problems?
Before Mustapha could even respond, Mrs. Trimasse reproaches
Amal and says Voice Projection, How many times shall I repeat
this?!

55. Mustapha then continues saying: It is merely by establishing Rules
and procedures. For example, Routines for accomplishing
lessons, interaction between teacher and Ls (respect), and
communication between Ls (groups). Also, by developing a
positive classroom discipline policy; this system usually consists of
three parts: Rules that learners must follow + consequences of
breaking rules + Rewards when they follow rules.
This policy aims to establish a fair and consistent way of
promoting good behavior and dealing with misbehavior. Moreover,
says Mustapha, the participation of Ls in the establishment of
classroom discipline policy is so crucial (even Mrs. Trimasse does
not agree), there should be an agreement with Ls, and the
formulation of the policy should be through the use of the first
person i.e. “we” and “our”.

56. Ok Mustapha! Says Amal
But these Rules should be few in number and linked to the school
rules, stated positively, be teachable and enforceable, frequently read
through and referred to.
That‟s true nodded Mustapha!
After that, youness intervenes by saying: for managing learner
behavior, I have a solution, we can just make a connection between
the management functions which are 3c‟s: Content, Conduct, and
Context and the level of control, where the level of control varies
from preventive and supportive to corrective. If the learner‟s
behavior, says youness, is desirable, the educator will focus on
prevention. If minor disruptions occur, the educator may select
redirection. When behaviors become severely disruptive, team-
support steps may be utilized.

57. Here again comes the hero!
As a conclusion to all that you said, the teacher‟s personal style,
the learner‟s personality, the success of past disciplinary
approaches with that learner and the specific circumstances
surrounding the misbehavior should all be considered in
determining the most appropriate step to be taken.

58. Ahah ! says Rahma.
I have got a poem entitled “ the 20-step discipline model”
Provide effective instruction
Help learners experience more success than failure
Recognize and reward desirable behavior
Send a preventive ‘I-message’ communicating desirable behavior
Give early attention to potentially disruptive learners
Change circumstances that may produce misbehavior
Use physical closeness to prevent misbehavior
Ignore minor disruptions and recognize behaviors
Send non-verbal message requesting a change in behavior
Ask for status or rule to redirect behavior
Request a change of behavior
Isolate the learner to keep a minor disruption from escalating
Send an ‘I-message’ communicating the effects of undesirable
behavior

59. Conduct a reference: no-lose conflict-resolution approach
Conduct a conference to develop a behavior-improvement contract
Implement a class ‘assertive discipline’ plan
Send the learner of ‘time-out’ to another classroom
Involve the parents in changing learner behavior
Involve the principal in changing learner behavior
Request that the learner be removed from the classroom.

60. Conclusion
In a nutshell, it became clear that the educator who is successful
in building learners‟ confidence, self-esteem, knowledge and
skills is the educator who exhibits the following aspects:
•Clarity in setting tasks and skills
•Enthusiasm for the learning area
•Care for the individual learner
•Consistency in encouragement and teaching style
•Encouragement to work cooperatively, as well as to learn
individual skills
•Utilization even of failures as learning experiences
•Expectations that learners will succced.

61. CHAPTER 6
Managing learner
participation in the
classroom

62. Coming soon

63. CHAPTER 7
Lesson planning

64. Why is lesson planning important
Clarity • Being clear on what you want to teach.
• Being clear about which strategies and methods that will
be employed to reach the learning goals.
Unpredictable • Being ready to cope with whatever happens.
Events
framework • Give your teaching a framework, an overall shape.
Reminder • A reminder for the teacher when they get distracted.
Commitment • It suggests a level of professionalism and real
commitment.

65. How is lesson planning important for the teacher and the learners?
For teachers For studtents
 They don‟t have to think on • They realize that the teacher
their feet. cares for their learning
 They don‟t lose face in front • They attend a structured
of their learners. lesson that is easier to
 They are clear on the assimilate
procedure to follow. • they appreciate their
 They build on previous teacher‟s work as a model of
teaching and prepare for well organized work to
coming lessons imitate

66. What do you take into account when you design a lesson plan?
Five guiding principles:
Variety : Coherence Balance : Flexibility Challenge :
- Vary - there should -The lesson -the use of - the new
Contents,activiti be connection is a mixture different lesson should
es, materials, btw the different of techniques. be challenging
Aids… different techniques, -ability to for Ss
Why?-To meet activities. activities, change the plan - present new
different - Smooth contents …. if it shows items beyond
learning styles. transition. inappropriacy students’ prior
-To consider -Build on a to the knowledge.
different previous classroom real
intelligence lesson and situation.
types. prepares for
-To keep Ss the next one.
interested and
avoid monotony.

67. COMPONENTS OF A LESSON PLAN :
Information Goals: OBJECTIVES Procedures : Materials
about the : and
learners: equipment:
- general - an overall -what - Detailed, step- - it is about
information general students by-step the aids that
such as the purpose to should be description of will be
number of Ss, accomplish able to do what the teacher employed at
their age, by the end of by the end will do to achieve each stage
their level… the lesson of the the course in the
period. course. objectives (Introd, presentation
main activity, of the
closure) including lesson.
time, logical,
sequencing…

68. Evaluation of the lesson plan:
- The teacher should make sure that the objectives
have been accomplished.
-Make sure that Ss have practiced what you are
asking them to do for evaluation.
- During actual classroom interaction, the instructor
needs to make adaptations and Ss.
The lesson plan is it curriculum centered or learner centered?
Learner cenetered:
Take 3 things into account: feelings, interests, needs in terms of
basing the choice of materials according to their needs,
autonomous.

69. CHAPTER 8
Initiating
interaction

70. The collaborative exchange of thoughts, feelings, or ideas between
two or more people, result in a reciprocal effect on each other.
Through interaction, Ss can increase their language store as they
listen to or read authentic linguistic materials…

71. Interactive principles
-Automacity: ss
are freed from
keeping
-Intrinsic language in
motivation control.
-the language- - Strategic -
culture investement Communicative
connection -risk-taking compeyence:
-Interlanguage: involved.
feedback is
crucial.

72. Roles of the teacher
Controller
-
director
Manager
- Facilitator
Resource

73. Questioning Strategies
Key to create an interactive language classroom is the initiation of
interaction by the teacher.
 T questions give ss the impetus and opportunity to produce lang
comfortably.
T questions can serve to initiate a chain reaction of ss interaction
among themselves.
T questions give the instructor immediate feedback about ss
comprehension.
T question provide ss with opportunities to find out what they
think by hearing what they say.

74. Kinds of questions are effective in the class:
 Start with display questions that aims to elicit information
already known.
 Refrential question that request information not known by the

75. Some kind of questions discourage interuction:
 too much class spent on display questions
 A question that insults a student‟s intelligence by being so
obvious that s will think it‟s too silly to bother answering.
 Vague questions that are worded in abstract or ambiguous
language.
Questions that are stated in a complex language.
 Random questions that don‟t fall into a logical and well-
planned sequence.

76. Group work
• Generates interactive lang: provides opportunities for students
to practice in negotiation of meaning.
• Offers an embracing affective climate: no shiness or fear of
public speaking.
• Promptes learner responsibility and autonomoy: difficult to
hide in small groups
• A step toward individualizing instruction: help students with
varying abilities to accomplish separate goals.

77. Avoiding group work
The control of the class is absent
The large groups
The use of native language
The errors will be reinforced
Individual work preference

78. Considerations for group work
o Taking cultural expectations and belief systems into account
o Arranging the class space for active student participation
o Emphasizing the importance of group work
o Teaching ss how to work cooperatively
o Assigning group roles

79. Course book
Four stepts for course book:
•Omit
•Addapt
•Add
•replace

80. Authintic materials
Advantages:
Ss exposed to real language in real life situations
Disadvantages:
Time consuming

81. CHAPTER 9
assessment
&
Homework

82. Assessment of students
‘work
prepared by: Mohamed ait madani youssef

83. Using this technique with
adolescents
Minor modification are necessary.
Adolescents need to learn to be more independent
and self-reliant.

84. Homework setting
Setting should be :
Quiet
Devoid of distractions loud noises siblings and so
forth.
Parents still need to ensure that the student is
working rather than getting in other activities.

85. Introduction to assessment
Effective assessment becomes vital part of
teacher’s job.
In the years teachers wrote only “well
done”, “poor” or “see me”.
There should be a how and why.

86. Difference between Formative assessment
and summative assessment
• It is informative
• It explains what is needed to improve the
Formative piece of work prior to final substitution
(ESP)
assessment • It can come in many forms, but it is
basically any activity undertaken by
teachers and students themselves.
• It is referred to as assessment for learning.
• It is a final mark that you give for a
Summative piece of work.
• Give a grade and a comment.
• This feedback given may be used to
assessment inform future work and not the piece of
work which has been submitted.

87. Assessment for learning
Teaching becomes more interactive.
Encourage students do vocalize their opinions
Ask them about what they think
Teaching style should match students’ learning style.
The teacher should take much responsibility working
with each member of the class.

88. Assessing for motivation
Written assessment has a crucial part in this aspect.

Positive comment Positive impact
negative comment harmful and destructive comment
Written assessment need to be continual process, not just an
occasional activity.
Send students a message that you care, through giving
attention and the benefit your benefit of your expertise to their
work.

89. Assessing for motivation (continue)
Think about the investment for the future that is
more important than the single piece of work you are
about to mark when you give marks.
Never, ever start with negative comment in you
comments because you may cause students to avoid
investing effort in learning and then be disappointed.
Don’t overload students with suggestions.

90. Assessing for motivation (continue)
This has short and long term benefits
students are
more likely students will
to The quality engage You will have
implement of the work with you if more
your you are contented or
will improve
suggestions positive constructed
as a matter toward them students.
of course

91. How much should I write?
One word is next to useless.
Don’t write too much because you may resentful
and write more than what the student write.
Put a positive comment and then a few comments
for the improvement.

92. The power of verbal motivation
A good teacher is assessing progress of his students all the time.
Whatever started you are doing, it is the first opportunity to have assess you
students and should not be wasted.
Your response you give to students’ answers must be positive and not a put
down.
If you are asking students, direct the appropriate question to the right
student.
If a student is nervous or unwilling to answer a question make sure you ask
him one he knows and don’t forget to give a lot of praise.
It is important to avoid the temptation of asking answers from the same
students who put up their hand up again and again.

93. Self-and peer assessment
Self assessment Peer assessment
It gives students chance to step back and look at You can display, for example, a student’s work to the
their own work and targets. whole class.
Provide them with a frame work where they can
assess their work. This may be in the form of a
checklist to identify if a student has performed a task
and then give space for their own recommendations.

94. Homework setting
Free from
destructions
Homework
setting
Not isolated constructive

95. Homework time
Homework time depends on students personality.
It can be determined by routine within the home
, parents’ preferences extracurricular activities.
They should have the same homework time each
day.

96. Best time for Worse time
homework for homework
-Right before bed
Half an hour after time.
school - When students are
left on their own
An hour before Late in the day or in
dinner or the morning before
immediately after student go to
dinner. school.

97. Begin a homework checklist or
journal
Systems to assess students in keeping track of
homework:
Homework journal
Planners
Sheet of paper that has spaces for homework in
each subject.
You may have a notebook in which you or your
students fill out a blank sheet he finished homework.

98. Homework rules
Homework journal should be assigned.
Books, notebook, handouts, and every item
needed for homework should be present.

99. Doing the homework
Parent should help their children organize their
assignments by locating and categorizing all work that
has to be completed on the homework surface where
it has to be done.
When the assignment is done, students should
show it to their parents to check whether it is correct
or it should be redone.

100. Earning an after-homework
privilege
Parents should restrict certain privileges until after
homework time to teach students that homework
completion is rewarded.
Teach them that privileges are earned by taking care
of one’ s responsibilities.
It is an added motivator for students who tend to
procrastinate and a very long time to do their
homework.

101. Providing assistance
Give the assistance but don’t do the assignment for
students.
Let them complete the task under your monitoring.
If they ask for help for a regular basis, you should
inform the teacher to consider the nature of the
problem.