Flickability: this refers to the attractiveness of the book; flick through the book and note whether it looks appealing or dry and boring. Obviously, not the most
important of the criteria
Finally, you have to like the book.
1.19 Roles of the teacher
You will find yourself in various roles in the classroom. The most common are: Giving instructions: obviously in the classroom, the teacher will tell students what
activities they are going to do and how they are going to do them. Facilitating: this involves creating situations where students can use English. You will
do this through your choice of activities. Setting up activities: similar to giving instructions. Giving instructions entails telling
students what they are going to do; setting up the activity involves organising students into work groups, handing out worksheets, preparing a cassette or CD for a listening
activity.
Correcting: this is vital if your students are going to learn. If your students don’t know they’ve made a mistake, they’ll continue making the same mistake.
Eliciting: this involves getting explanations from your students rather than always providing them yourself.
Motivating: a teacher needs to keep hisher students motivated and engaged in the work being done. You will do this through your own positive approach to activities and
students and careful choice of material, bearing in mind what interests your students.
Explaining language: look at where this comes, not top of the list. Whilst language explanations are important, it is not your only job in the classroom; use your students
for language explanations and elicit rules from them, where possible.
The roles described above differ from traditional teaching styles where the teacher explained everything and led all activities. Students who are used to traditional
teaching might feel uncomfortable when faced with a teacher taking on different roles. You should be aware of this and be sensitive to their opinions. However, you should
continue teaching in a way that has been proved effective and maybe explain to students why you are teaching in that way. A little knowledge will help reduce students’
resistance.
18
Copyright © Lucy Pollard 2008 All Rights Reserved This e-book may not be reproduced in part or in full without the express written permission of the author.
CHAPTER 2: APPROACHES TO THE TEACHING OF ENGLISH
