tag:blogger.com,1999:blog-7768261932899388782012-02-16T16:39:51.803-08:00sanathudayawansahttp://www.blogger.com/profile/17279114329770353930noreply@blogger.comBlogger11100tag:blogger.com,1999:blog-776826193289938878.post-79189333265052859122007-12-28T07:59:00.000-08:002007-12-28T08:02:59.313-08:00Verbal characteristics of good teacher-talk [by Robert O' Neill - Hove 1994]<br />Typical uses or Context of Teacher Talk - <br /><br />Explaining lexis or structure <br />Correcting <br />Elicit response <br />Modelling (giving verbal models for students to use in their own communication) <br />Explaining or clarifying tasks <br />Summarising <br />Repairing break-downs in communication <br />Story-telling and oral presentation of written material <br />Questioning<br />Verbal characteristics of Teacher Talk - <br /><br />Fully grammatical <br />Preserves "natural" stress & intonation <br />Broken into sense groups <br />Simplified but not unnatural <br />At least 80 % comprehensible <br />Broken into short paragraph segments to encourage or invite students to interrupt, comment and ask questions. <br />When new vocabulary is taught, typical examples of use and usage are given whenever possible <br />Teacher gets regular feedback through Qs & other devices, <br />Teacher gives students chances to interact with each other as well as with teacher. <br />Teacher gives models for students to use with each other in pair or group work. <br />Variety of elicitation & explanation techniques <br />Covert/overt correction techniques<br />Non- or Para Verbal - <br /><br />Teacher maintains eye-contact when talking with as many students as possible. <br />Uses eye contact & body movement to give emphasis/invite participation (prolonged gaze to invite comment & gestures to help explain language. <br />When a student speaks the teacher looks at the speaker but also around class to judge reactions and to see if other students are indicating that they want to speak. <br />Walking away from the student speaking to make the student speak more loudly & engage in eye-contact with the class. <br />Teacher uses facial expression to indicate interest, doubt, approval and occasionally disapproval.<br />TOPIC: YOU, YOUR VOICE and YOUR BODY: Projecting a more confident and capable self-image. Using breathing to improve our general energy levels. Breathing from the diaphragm. Voice: pitch, projection, and variety. Eye contact, Gesture and Facial Expression.<br /><br />Erect or slouched posture? <br />Hunched shoulders when nervous? <br />Predictable/Unpredictable movement when teaching <br />Tics or physical habits? <br />Breathing from the diaphragm <br />What kind of voice - low/ high pitched, nasal <br />Avoiding monotonous tone <br />Adapting to different rooms <br />Facial expression: smile/grim/worried/ <br />Facial or gesturial ties <br />Eliminating eye-dart, slow-blink, soul-gaze <br />Showing interest in what others are saying.<br /><br />TOPIC: LILY WONG-FILLMORE "Input in Second Language Acquisition" Newbury House 1985 ISBN 0-88377-284-1: Characteristics of lessons that worked well - <br /><br />Formal lessons with clear boundaries <br />Beginnings and ends marked by formulaic cues <br />Regularly scheduled events both by time & place <br />Clear lesson format, instructions and lesson phases <br />Clear and fair turn-allocation <br />Clear separation of languages L1 & L2 <br />Use of demonstration, enactment to convey meaning <br />New information presented in context of known information <br />Heavy message redundancy <br />Simpler structures used <br />Repeated use of same sentence patterns or routines <br />Repetitiveness, use of paraphrase for variation <br />Emphasize comprehension <br />Focus on communication.<br /><br /><br /><br />TOPIC: The 25 Most Common Tips Given To Student Teachers<br /><br />Start by being firm with pupils <br />Get silence before you start speaking to the class <br />Control the students' entry to the classroom <br />Know & use the students' names <br />Prepare lessons thoroughly and structure them firmly <br />Arrive at the classroom before students <br />Prepare furniture & apparatus before students arrive <br />Know how to use apparatus <br />Be mobile: walk around the class <br />Start the lesson with a "bang" and sustain interest & curiosity <br />Give clear instructions <br />Learn voice control <br />Have additional material for bright and slow students. <br />Look at the class when speaking & learn how to scan <br />Make written work appropriate (e.g. to age, ability, cultural background of students) <br />Develop an effective question technique <br />Develop the art of timing your lesson to fit the available period <br />Vary your teaching techniques <br />Anticipate discipline problems and act quickly <br />Be firm and consistent in giving punishments <br />Avoid confrontations <br />Clarify and insist on YOUR standards <br />Show yourself as a helper or facilitator to the students <br />Don't patronise pupils, treat them as responsible beings. <br />Use humour constructively. <br />Encourage Students (i.e. good efforts).<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/776826193289938878-7918933326505285912?l=1stgoodteacher.blogspot.com' alt='' /></div>sanathudayawansahttp://www.blogger.com/profile/17279114329770353930noreply@blogger.com0