UNIT 33 GIVING FEEDBACK

Giving feedback is crucial at the moment of evaluating a student and a professor has to take into account that these comments are going to be remarkable for the student. In aspects of motivation the feedback can be positive or negative. Positive when the feedback increases the motivation and self-correction and negative when it is not appropriate. Giving feedback has to take into consideration the learning style of the student because in some cases, the professor can make mistakes, and then a problem will appear. Another way of giving feedback is trough portfolios or e-mails, where the feedback is not going to be from the teacher, it is going to be from classmates or other people. Finally, I was really happy to study this module, it helped me a lot to develop my teaching strategies and now I consider that I am ready for the TKT examinations, I just need to read a little more and to check some strategies on the net. I have to thank my professor, she is an extraordinary woman, I respect her a lot. THANKS PROFESSOR

UNIT 32 CORRECTING LEARNERS

The advantages and disadvantages of correcting students' mistakes depend on several factors: the age of the students, the purpose of the lessons, the types of mistakes, the capabilities of the students, etc. In general, too much correction (unless requested by the student) could limit a learners language production or even silence them, but strategic correction is important. Correction is really important because in some cases student do not realize the mistakes they make, and the teacher has to mention them in general way with politeness as a matter of feedback. I think correcting students and not correcting students both need to be done in moderation. The advantages are like what was stated before about they will not know otherwise that they are wrong and sometimes for some students only telling them once is enough - for others that's the not the case. The disadvantages all fall in how the teacher deals with corrections. For example, if a student relies too heavily on always asking the teacher they will never attempt to do a particular thing on their own. Also, most people do best when they do something for themselves at some point rather than just being "told" or "shown" the best way without attempting on their own.

UNIT 31 GROUPING LEARNERS

Teaching also involves seating arrangement the ways how students are in the class. The number of students is also important to create a pacific and comfortable. One of the most important decisions teachers make involves grouping diverse learners for reading instruction and practice. Students can be grouped in a whole-class setting, in small homogeneous or heterogeneous groups, in pairs, or individually. In this activity, you will read two instructional scenarios, determine which grouping plans are most effective for teaching and learning in specific situations, and then practice grouping diverse learners. Teachers also have to know personalities and the level of English that students have in order to place them in diverse groups. Finally, the way how students are distributed in the classroom is crucial to study.

UNIT 30 TEACHER ROLES

The teacher is one of the most important professionals in the world, because students spend most time in the school than at home and they are the ones who help parent to build the society. The role a teacher is not ONE role but MANY. They act as Mom or Dad during the day. They nurture and care for children. They help mold the students for the rest of their lives. Teachers are a major influence on students' lives. They can make or break a child. Their JOB is to educate the youth about life and the content of the different subjects. However, their JOB is not the same thing as their ROLE. Teachers' roles are much more important than others want to acknowledge. Finally, I really want to be a good teacher, the best in knowledge and in vocation.There I leave a link to check.

http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/the-role-of-the-teacher

UNIT 29 CATEGORISING LEARNERS´ MISTAKES

Learning a language is a process really nice to follow because it involves culture and society and for many reasons students are exposed to many variations of the language and is able to make mistakes. Mistakes that sometimes are conscious or unconscious. In some cases mistakes can be because of tiredness, or because students do not know the language. According to the context students can make mistakes, because some utterances of the language vary form one culture or another. A different problem is when students mix their mother tongue with the target language, they are interference mistakes. In other opportunities, learners are afraid of making mistakes and they do not speak, there is when the teacher has to take part motivating the students.

UNIT 28 IDENTIFYING THE FUNCTIONS OF LEARNERS´ LANGUAGE

An educator will try to get from his students the best and in high schools the way of analysis how well we are teaching and how well students are learning is by the speaking skill. Learners have to pay attention to this skill and the language we have to use in the classroom is kind of different in the way of respect and interaction with classmates. The teacher also has to negotiate with students some parts of the syllabus and some situations in the class in order to achieve a good environment. Respect means greeting and it has to be one of the main points in real life situations. The professor has to elicit information from students and it is one of the best opportunities that students have to practice the language.

UNIT 27 USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

In the classroom there are many factors in which a teaching- learning environment is influenced, in the case of the language that is going to be used in the classroom, teacher and students have the opportunity to talk. The teacher has to stablish rules at the beginning of the class in which the discipline will be determined. All this reasons help teachers to maintain a correct or formal language in the class based on respect. A professor has to be clear at the moment of speaking and asking something, the professor has to model the language first in order to be a good resource of information. The teacher also has to encourage students to talk in term of reducing the teacher talking time. Finally, the language we use is the language our students will use.

UNIT 26 SELECTION AND USE OF TEACHING AIDS

There are many teaching aids that we have in and institution or we can handle, for example: Word search, Grid, Graph, Flipchart, Dice, Crossword Puzzle, Brochure / Leaflet, Board game, Self-access center, Finger correction, Charts, Puppets, Cue / Prompt cards, Mind map, Word map, Flashcards, Language Laboratory, Information-gap activities, Overhead, Projectors (OPH), Classroom equipment, Language laboratory, CD player, Computer, OPHs, DVD player, Board. Teaching aids are many because most of them are created with the imagination of teachers as for example, puppets, they are made according to real life situations and students really love them. The expressions that a professor uses are crucial at the moment of teaching because a professor has to be expressive with gestures, facial expressions and mime. Finally, all the material that we are going to use is definitely the reason why our students will love the subject.

UNIT 25 SELECTION AND USE OF SUPPLEMENTARY MATERIALS AND ACTIVITIES

There are many problems in the appropriate materials that we can use in the class, sometimes course books are not according at all with the syllabus or there is not enough and good material for learners to practice or for teachers to teach. There are many reasons why a teacher has to use supplementary materials as for example: to replace unsuitable material in the course book, to provide material missing from the course book, to provide suitable material for learners’ particular needs and interests, to give learners extra language or skills practice, to add variety to our teaching. It is also a way of helping students to love the subject and they will enjoy it. Students will learn faster and they will acquire the language appropriately.

UNIT 24 SELECTION AND USE OF COURSEBOOK MATERIALS

In Ecuador, we have different course books that are used in order to teach the target language. In the past people used to use a book who was not really didactic and it had many mistakes, but in the previous years, the course book has changed, now is better and students enjoyed it a lot. Sometimes the books don’t have the necessary teaching materials or they don’t’ get along with the students. A teacher has to adapt the book to the students´ needs and take into account that the culture and personalities of our students would be affected if we do not check the course book previously. In conclusion, the course book sometimes is up to the teacher but other times it is imposed by the authorities, besides that the teacher has to use realia and mime.

UNIT 23 CONSULTING REFERENCE RESOURCES TO HELP IN LESSON PREPARATION

There are many materials that a teacher can use in the class and the resources of information are many, I consider that a teacher has to be aware of every single material that nowadays is being updated. Moreover, we saw that these resources could be: Materials, dictionaries, grammar books, articles, teachers´ magazines, supplementary materials and websites. At the moment that we have the appropriate gadgets in the institution, it will be good to apply all the abilities that a teacher has. References resources are especially for, checking the form and use of grammatical structures, checking the spelling, pronunciation and use of lexical items, developing your own understanding of language, anticipating learners’ difficulties, looking for new approaches to teaching lessons and new classroom activities, finding out how to use the material in your course book, getting advice about particular lessons materials.

UNIT 22 CHOOSING ASSESSMENT ACTIVITIES

A teacher has to take into account that the assessment materials that we chose in our classes are appropriate for our students, I tried to give my students informal tests because it is terrible to take or give a formal exam, it help me to know what do they need to practice more, or if they need something to recheck; the main point is that my students will receive feedback instead of a formal grade. Working with portfolios is nice, I really like to work with them, because i can have access to all the material at the end of a period of time, signing every single activity every day, with this I safe time. Students get motivated with portfolios and they enjoy doing their job. For this reason, formal texts are not always necessary to do.