2. At the end of this sesión I will be able to…
Give clear directions
Model
Monitor effectively
Be sensitive to students needs
Use the board effectively
Use visual aids
Cue effectively
Elicit effectively
Check comprehension
Error correct effectively
3. • What is the main responsibility of an ESL
Teacher?
• How would you describe yourself as a
Teacher?
• What would you say are your strenghts
and weaknesses as an ESL Teacher?
4. Giving clear directions/modeling if necessary.
When beginning a new activity, students need to have a clear understanding of
what to do and what is expected of them. Don’t assume that because you’ve read
the directions students automatically understand what to do. Reinforce written
directions by explaining exactly what students have to do and why. Communicate
your expectations clearly before they begin working. Ask if students have any
questions before moving on. Once students have started working on the task, it
will be very difficult for you to get their attention to explain further.
For beginners, keep directions simple and use non-verbal communication (body
language). In higher levels, you can adjust the language of instructions
accordingly. Finally, a key to giving good directions and explanations rests on the
teacher really understanding and assimilating the purpose and procedure of each
activity chosen.
5. Modeling
Modeling means personally demonstrating the behavior you want students
to perform. For example, if you want students to practice an aspect of
pronunciation, such as intonation in questions, you simply demonstrate the
correct intonation so that they can hear how it should sound. If you want
students to exhibit a certain kind of behavior, such as working back-to-back
with a partner, you can bring a volunteer to the front of the class and
demonstrate how you want the activity to be conducted by sitting back-to-
back with the volunteer. Modeling is a very economical way to facilitate
activities when verbal explanation breaks down.
6. Monitoring
Monitoring refers to the act of circulating during individual, pair and group work activities to
check that students are on task and to facilitate their learning.
This is your chance to:
give individualized attention.
assess levels of accuracy and fluency (informally).
answer questions .
give praise, encouragement and support.
keep the students in the target language
tactfully regulate participation in a discussion where you find some students are dominant
and others silent.
generally, be present and involved in the learning process so as to decide how to proceed
with the lesson.
7. Sensitive to students’ needs.
It is the difference between perceiving that someone needs help and
stopping to help them, or “carrying on regardless.” There is nothing more
important in any class than student learning. If learning is impeded for any
reason, it is the teacher’s responsibility first to notice that there is a
problem, then to respond accordingly, even if it means deviating from the
planned trajectory of the class. There is no point in following a lesson plan
that one or more students are unable to complete due to confusion,
boredom, or lack of understanding. The timing and pace of any class
should be determined not by a lesson plan but the needs of each group of
learners.
8. Students rarely communicate how they are feeling verbally. They
might say they understood something even if they did not, out of
politeness or unwillingness to lose face. In these cases, teachers
have to become aware of how students communicate their
feelings non-verbally. For example, students might shrug their
shoulders, roll their eyes, or start whispering to their partners.
9. Board use
The board might be one of the teacher’s best allies in the classroom
if used appropriately, or become students’ worst nightmare if not.
Use the board to illustrate new vocabulary, spelling, show structures,
drawing or displaying pictures, etc. There should be two main areas
on the board :
• Permanent information. It helps students build up their notes (new
structures, vocabulary, patterns, etc.).
• Erasable information. Does not contribute to students’ notes, such
as scores from a competition or examples that help set the scene.
The following chart of “Dos and Don’ts” will help you develop good
board usage habits:
10.
11. Teacher uses visual aids
Visual aids are pictures that help learners understand or help
the teacher convey meaning or set the scene in an introductory
activity. Visuals should be small enough for one person to hold
and large enough to be seen easily by all students in the class.
Mountain Freckles
12. Cueing effectively
Cueing (also called prompting) is when we help learners think of
ideas, or remember a word or phrase, by giving a visual or verbal
prompt (cue). For example, with a storytelling activity we can use
a picture to help students begin, or if a learner can’t remember a
word we can give them the first sound, such as “com” for
“competition.” Cueing does not mean leaving every sentence
unfinished, hoping that students will finish it. Teachers who cue
effectively plan to use appropriate visual and verbal cues at
appropriate times in the lesson to encourage the formation of
ideas and stimulate the independent creation of language.
13. Eliciting effectively
Eliciting is similar to “fishing” for information about topics or
language from our learners rather than simply supplying it to them.
Examples of eliciting are asking students to tell us what they see in
a picture, or asking them to give us general information, such as
what a certain animal eats. Like prompting, eliciting stimulates the
formation of ideas and language. By contributing to the content of
the lesson in this way, students take an active rather than passive
role in the learning process.
14. Checking comprehension
There are many ways to check comprehension. Sometimes a simple
“Does everyone understand?” after giving directions to an activity is
sufficient to raise questions. To check comprehension of new material,
we can use concept questions such as: “Can anyone give me a
sentence using this word?” Asking students to do something that
demonstrates their understanding, such as paraphrasing in their own
words, or providing further illustrations of their own, will also help you
assess their level of comprehension. Students often won’t communicate
confusion verbally. You must learn how to “read” students’ non-verbal
communication (facial expressions and body language)..
15. Error correcting effectively
In all error correction situations, you must be extremely careful not to
embarrass, humiliate, or otherwise put students “on the spot.” But at the same
time, realize that students want and expect this important feedback on their
performance and progress.
Two features of appropriate error correction are 1) knowing when an error has
occurred and 2) deciding if and how to correct it.
As a general rule, when students are engaged in an activity to enhance fluency,
it is better not to interrupt communication on the spot for error correction.
However, when the purpose of the activity is accuracy, you should correct to
avoid the repetition or reinforcement of the error.
16. Here are some error correction techniques:
Teacher correction
Oral correction
Self-correction
Written correction
Peer-correction
17. Providing appropriate and
effective feedback
Feedback is the information you give students in response to their
performance on a particular task. It can be objective (from an
assessment) or subjective (your personal opinion). Feedback that
provides the right solution is typically required after reviews.
When giving objective feedback, you need to make sure that students
have answered correctly or, if they haven’t, that they understand why
not. Do not just simply read the right answers. Have students peer-
review, elicit answers, and spend time explaining why wrong answers
are wrong and right answers are right. The “sandwich” method is
helpful. This simply means that you “sandwich” your negative feedback
between two examples of positive feedback.
