Create a record of progress

Help students create a journal of their reading work. Have them list the reading they have done and a brief summary of the material. Make a section of challenging words or phrases; another section can be used for passages they don’t readily understand. Finish with the students’ opinion of the material, likes, dislikes and whether they would read more from this author. Review these journals with the students regularly and celebrate their progress with them. Use the journals at parent-teacher conferences so the parents can also see the progress.

Make reading about communication – not just a tool

Prepare several lessons where students read a number of different written materials. Grocery store ads; instructions on how to put together a book case; a recipe; a newspaper article; part of your state’s driver education handbook are great examples. Start a discussion on how important it is to be able to read these items accurately and understand them. In each case, ask what is the important information being conveyed. Where might students encounter the material currently in their lives? These real-world examples help students understand the long-term importance of quality reading skills and comprehension.

Your role as a teacher cannot end with a simple reading assignment: You must help ingrain a passion for reading so all students can achieve.

b) Monologue

Tick a maximum of three options to complete the following sentence “I like the kind of teacher who is

Authoritarian easy-going. well-dressed.

knowledgeable. Caring. unpredictable.

well-organized Fair

If you don’t agree with the given options give your own. What qualities should an English

- teacher possess?

The process of maintaining a calm and productive classroom environment starts with the teacher. The action and attitudes of a teacher toward a student who is misbehaving can make the situation better or worse. Have you ever noticed that on a day that you are not feeling well, the students are more poorly behaved? Students look to the teacher for consistency and safety in the classroom. Some kids will become anxious and withdraw if it appears that a teacher cannot handle behavior problems. Other students, however, will retaliate if they feel a teacher is overreacting to a situation in a hostile and unnecessary way. Effective Teachers are Both Warm and Demanding Teachers manifest different personalities and teaching styles in the classroom and it is helpful to categorize these approaches in terms of some basic dimensions. It has been said that good teachers are both warm and demanding. Being warm means caring and emotional support for students. Being demanding—in the good sense—means expecting something from your kids, both in terms of academic work and behavior. Depending on whether the warm and demanding switches are in the “OFF” or “ON” positions, we can describe four fundamental teaching styles. Authoritarian: Demanding ON, Warm OFF Teachers in this category are quick to “jump” on every behavior that is not acceptable in the classroom. Support and positive reinforcement, however, are rare. The authoritarian teacher may use a loud voice to get the attention of her students. She may act shocked and angry when students don’t follow her directives. The “benefit” of this style is that the teacher frequently gets the immediate compliance from her students. The cost of the authoritarian style includes student anxiety and minimal long-term positive effects. No student enjoys a teacher’s yelling. Although kids may comply out of fear, this teaching technique rarely produces behavioral changes that last over time. What makes a great teacher? What is this elusive quality, how can we measure it, and how can it be replicated? These are immensely difficult questions. Amanda Ripley writes in The Atlantic: [W]e have never identified excellent teachers in any reliable, objective way. Instead, we tend to ascribe their gifts to some mystical quality that we can recognize and revere—but not replicate. The great teacher serves as a hero but never, ironically, as a lesson. If you’re like many, you’ve spent a lot of time as a student and may scoff at this, thinking, “I’ve had bad teachers and I’ve had good teachers, and I know I can tell them apart!” Well, let’s take a look at one quality students often evaluate their teachers for. GOOD TEACHER SHOULD BE FAIR So what does fair mean? Well, it may differ from individual to individual, but generally, I think most students have the below expectations, when it comes to fairness. If I’m used to getting A’s, I expect an A. If I work hard, I expect to get a good grade. If I work harder than the student next to me and we’re of roughly equal intelligence, I expect to get a better grade. If someone is unintelligent, goofs off in class, or doesn’t pay attention, they should get a bad grade. Interestingly enough, although a teacher may want all students to learn the material and perform very well, students never expect this and neither does the system they learn in - why else would we assign grades if not to separate the wheat from the chaff

Date: 2015-12-24; view: 1017