FUN WITH ENGLISH

Posted by Huston on August 4, 2008

50 Things New Teachers Need To Know

Posted by Huston on August 4, 2008

[Update: Please be sure to also check out 50 MORE Things New Teachers Need To Know.]

Now that August is here, I’m thinking about the imminent start of the new school year. For years I’ve watched new teachers start their first year with no clue about how to manage all that gets thrown at them, and I’ve wanted to have something to give them, samizdat style, that lets them in on what really matters, what really works, and what they should studiously ignore. This list represents a first draft effort at some of those ideas.

Minor disclaimer: I’m a high school English teacher in Las Vegas. Therefore, my advice is specifically shaped by that background. To the degree that your experience differs from mine, take these suggestions with a grain of salt. For instance, a new third grade teacher in Vermont may not find this very helpful at all. Still, there should be a few ideas in here that anybody could adapt to their use.

Sit your desk in the front of the room, not the back: the thinking that students will act more maturely if they don’t know if you’re looking at them is wrong–they couldn’t care less. Also, make sure there is enough room by the back wall for you to walk around behind them if you need to. Letting students sit up against the back wall, with no other access than from coming down an aisle, is asking for trouble. “Creative” seating arrangements, except in rare circumstances like class discussions and debates, don’t work: just arrange them in ranks and files.
As the year starts, you’ll be overwhelmed by the paperwork and routines your administrators demand. Ask a couple of people who have been at your campus for a while what’s really important to them: most of that rigmarole is just your administrators doing what their bosses told them to do; they don’t care about it any more than you do. Veterans at your school can tell you what you can safely ignore. You have enough to worry about without jumping through hoops for the office.

ادامه نوشته

More advice about teaching ESL students (FAQ)

ادامه نوشته

TEACHING TIPS

TEFL.NET/EnglishClub.com Copyright Liz Regan 2000

Teaching Tip 1: Pairwork/Groupwork TEFL.NET/EnglishClub.com

How:

1. Make a list of pairs of names before the lesson starts or while the students are coming in or just

tell them when the time comes ‘Gianni, you work with Paola; Chiara, you’re with Stefano this time.

2. If there is an odd number of students make a group of three but break them up later in the lesson

and put them into pairs with someone else so they get more chance to speak.

3. You could put them in small groups to start with if the activity allows. You could even make the

activity a competition in small teams if the activity allows, seeing which team gets the most

answers right. Use the board or a piece of paper for keeping score.

4. Change the partners quite often so that the students don’t get bored with their partner. This is

especially important if there is a student who isn’t very popular with the others.

Why:

1. It’s good for the students to speak to each other in English (see TT5 for further explanation).

2. It’s good for the students to work with another student sometimes rather than alone (see TT5 and

TT13) for further explanation).

Extra Info:

I don’t put my students into groups bigger than 3 because I don’t think they get enough chance to

speak in such a large group so they switch off, start fidgeting, get frustrated, let the hard-working

students do all the work, fall asleep etc. In a pair, one student is speaking and one is listening and

formulating a response, in a group of three, one is speaking, and usually the other two are

listening and formulating responses, in a group of four (or more), one is speaking, one or two are

listening and formulating responses and the other one is asleep, aware that s/he hasn’t got much

chance of getting a word in edge-ways. Or of course, in a group of four, two speak to each other

while the other two often either fall asleep or end up speaking to each other too, in which case

you might as well have put them in pairs in the first place.

If you have an odd number of students don’t pair the extra student up with yourself - make a

group of three somewhere. I used to take on the ‘odd’ student myself when I started in EFL but

I found that it didn’t work. The other students weren’t daft - they realised they were missing out

on the teacher’s attention and I realised they were right - I was short-changing them by not

monitoring them as I should.

If you’ve got some talkative and some quiet students, pair the quiet ones together for the fluency

activities (as opposed to the vocabulary/grammar activities) to encourage them to talk more. I

used to put one talkative student in a pair with a quiet one, thinking that the quiet one would speak

more if his/her partner was the chatty type. I was wrong - the talkative one monopolises the

conversation and the quiet one is happy to let this happen.

NB If you only have one student, simply ‘pair up’ with your student. The

worksheets are designed to be used in individual lessons as well as group

ones.

Here are some tips to help you on your teaching experience.

1. Dress right. Jeans, sneakers, and just-out-of-bed hair may be okay for teachers in the U.S., but in many parts of the world, a neat appearance counts far more than credentials. In Korea dark clothes lend an air of authority. Red is to be avoided at all costs. In Morocco female teachers don’t wear pants, sleeveless blouses, or short skirts.

2. Behave appropriately. When it asked 250 students at the Sichuan Institute of Foreign Languages in China what they liked and disliked about native speaker English teachers, the students’ main gripe was the informality of foreign teachers, who often seem to undermine their own authority by acting in undignified ways. In the U.S. teachers go on a first-name basis with students, sit on their desks, sip coffee, and even bounce off the walls without causing student discomfort or losing prestige. But these behaviors don’t export well.

3. Don’t worry if students seem unresponsive at first. Americans are used to participatory classrooms with plenty of teacher-student dialogue. Elsewhere, students are often trained to be silent, good listeners, and memorizers. It’s disconcerting to stand in front of a sea of blank faces, but expecting it reduces the shock. Introduce new concepts, such as discussion and role-play gradually. You’ll be surprised at how students will come to embrace the change.

4. Choose topics carefully. There are still many countries in the world where people are hesitant to voice opinions because of a fear of reprisal. If you’re conducting a classroom debate, remember that there’s a distaste for Western-style argumentation in Middle-Eastern societies, and in Japan it’s offensive for an individual to urge others to accept his opinion.
Certain topics may be taboo for cultural reasons: Most Americans don’t want to discuss their salaries or religious beliefs; Japanese may be disinclined to talk about their inner feelings; the French think questions about their family life are rude.

5. Don’t ask, “Do you understand?” In China and Japan, students will nod yes, even if they’re totally lost, in an attempt to save face for the teacher. Even in a country as far west as Turkey, yes often means no.

6. Avoid singling students out. Our society fosters a competitive individualism which is clearly manifested in our classrooms. American students are not shy about displaying their knowledge. In classrooms outside the U.S., however, showing solidarity with classmates and conforming to the status quo is often more important than looking good for the teacher. In Turkey and Montenegro students told me they disliked volunteering answers too often because it made them look like show-offs and attracted the evil eye of envy. If you want to play a game, make the competition among groups rather than among individuals. If you need to discipline a student, do so in private.

7. Be aware of cross-cultural communication styles. French students appreciate wit. Venezuelan students like boisterous rapid-fire exchanges. In Japan, where debate is not as valued as in the U.S., students appreciate long pauses in discussions and silent “think time” after you ask a question. “Hollow drums make the most noise” goes a Japanese proverb, and Japanese students are uncomfortable blurting out the first thing that comes to mind. American teachers, who are uncomfortable with silence, tend to anticipate the student’s words or repeat their original question—both irritating interruptions for the Japanese student.

8. Present a rationale for what you do in class. Your pedagogy is going to be very different from what students are used to. They’ll conform much more eagerly to new classroom content and procedures if they understand the benefits.

9. Expect the best of your students. They’ll be serious about learning English because their economic advancement often depends upon mastering it.

10. Relax and enjoy yourself. Happiness in the classroom is contagious.

چطور معلمی کارآمد در کلاس باشیم؟

معلم کارآمد و اثربخش فردی است که علاوه بردانسته‌های علمی، توانایی مدیریت کلاس درس خود را داشته باشد و با توجه به موقعیت و ویژگیهای دانش‌آموزان شیوه مدیریتی متناسب با آن را انتخاب می‌کند.

در بعضی از مواقع شرایط کلاس ایجاب می‌کند جوی دوستانه و صمیمی حاکم شود و در زمان دیگر اقتدار معلم و سخت‌گیری‌های او زمینه مناسب برای پر بار بودن کلاس خواهد بود.

معلم با ذکاوت و توانمند در عین حالی که در كلاس جوی آرام فراهم می‌کند در جهت رسیدن به هدفهای آموزشی خود گام موثری بر‌ می‌دارد و رعايت نکات زیر مي‌تواند در كارآمدي ‌او موثر باشد.

قبل از شروع كلاس هدف خود را از ارائه محتوی درس مشخص ‌سازيد. 1.

با یک‌ برنامه‌ریزی دقیق و داشتن طرح درس مناسب وارد کلاس شويد. 2.

دانش آموزان را از هدف آموزشی خود آگاه سازيد. 3.

4.از دانسته‌های دانش‌آموزان خود نسبت به محتوای آماده برای تدریس آگاه شويد و متناسب با آن تدریس خود را شروع کند.

در هنگام ارائه مطالب از مباحث جذاب و علمی جهت تفهیم مفاهیم استفاده کند.5

شیوه تدریس خود را متناسب با محتوای مورد نظر انتخاب کنيد و از یک روش تکراری استفاده نکنيد.6

. در هنگام تدریس با صدای یکنواحت صحبت نکنيد و با دانش آموزان تماس چشمی برقرار کنيد.7

. هنگام تدریس از دانش آموزان سوالاتی جهت کنترل و جلوگیری از حواس پرتی آنها بپرسيد.8

9.به شرایط فیزیکی کلاس از نظر( نور، صدا، گرما، چینش صندلی‌ها، ...) توجه كنيد و محیطی مناسب و جذاب و درعین حال آرام فراهم کنيد.

. 10-رفتارهای مطلوب را در جمع تشویق كنيد ولی بیش از اندازه به آن رفتار تاکید نکنيد. نوع تشویق را براساس نوع رفتار، سن، ...انتخاب کنيد و آن را بلافاصله بعد از رفتار درست ارائه دهيد.

. 11-در برخورد با رفتارهای نامطلوب در ابتدا به دنبال علت بگرديد و سپس در تنهایی به دانش‌آموز تذکر دهيد و در صورت تکرار از تنبیه‌های متناسب با عمل او استفاده کنيد.

. 12-به تمام دانش‌آموزان به‌طور یکسان توجه كنيد. آنها به اسم كوچك در سرکلاس صدا بزنيد و با آنها ارتباط برقرار کنيد.

. تکالیفی جهت تمرین مطالب، متناسب با محتوای ارائه شده و شکوفا کردن حس خلاقیت در آنها ارائه دهيد.-13

. دانش‌آموزان را به فعالیتهای گروهی ترغیب كنيد و یک روحیه رقابتی مثبت بین آنها به وجود آوريد.-14

. 15-به نظرات دانش آموزان و مشکلات آنها با دقت تمام و درکمال صبر گوش فرا دهيد و بعد راهنمایی‌های لازم را انجام دهيد.

یک الگوی مناسب گفتاری، کرداری، برای دانش‌آموزان ايجاد كنيد.-16

. به نقاط قوت و ضعف آنها آگاهی پيدا كنيد و در جهت رسیدن به خود شکوفایی، آنها را یاری کنيد.-17

میزان یادگیری دانش‌آموزان را بر اساس محتوای ارائه شده در کلاس ارزیابی كنيد.-18

. علاقه خود را به دانش‌آموزان نشان دهيد و از آنها حمایت كنيد.-19

. شرایط را بحث و گفتگو فراهم آوريد و از بیراهه كشيده شدن بحث جلوگيري كنيد.-20

و در اين صورت است كه هرچه كلاس درسي دوست‌داشتني‌تر و جذابتر باشد، انگيزه دانش آموزان براي يادگيري بيشتر خواهد بود.

FIRST DAY OF CLASS: WHAT CAN/SHOULD WE DO?

By L. Dee Fink.
Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999.

What can we do on the first day of class? What should we do?

One common answer is simply to start lecturing: "This is day one, here is lecture one, away we go." Another possibility is: "Here is the syllabus, go buy your books and we will see you at the next scheduled class period." Neither of these two options seems desirable. But what are some other possibilities?

Several years ago a group of professors at the University of Oklahoma visited each other on the first day of class and then discussed what they saw each other doing. But the discussion quickly went from what they observed, to "What might be done?" They eventually identified nine attractive possibilities, as described below. A teacher should not feel obliged to do all of these, but doing even one or several of them on the first day (or during the first week) would seem to accomplish a number of important tasks for getting a class started in the right way.

Involve students quickly.

This can be done in a variety of ways:

having them introduce themselves
allowing them to think and write silently
having a whole-class or a small-group discussion, etc.

But letting students know right from the outset that they will be active participants seems like a good approach.

Identify the value and importance of the subject.

Not all students come to all classes with a clear idea of why this subject is important. The teacher may need to help them understand the significance of the course. The sooner this is done, the sooner the students will be ready to invest time and energy in the task of learning the subject matter.

Set expectations.

This can involve such things as what the teacher considers appropriate amounts of study time and homework for the class, the importance of turning homework in on time, expectations about in-class behavior, how the teacher wants to relate to students, and how much interaction among students is desired. The first day also offers an opportunity to find out what expectations the students have of the teacher and of the class.

Establish rapport.

Almost any class will be more enjoyable for both the teacher and the students if they know each other a bit. This exchange can be started with introductions, sharing some background information, etc.

Reveal something about yourself.

Sometimes students can relate to the teacher more productively if they can see him or her as a human being, i.e., as something more than just an authority figure or subject matter expert. Sharing personal stories and being able to laugh at yourself can help this process.

Establish your own credibility.

Sometimes this happens automatically, but at other times students need to know about the teacher's prior work experience, travel experience, or research and publications in an area. Having this knowledge can help students gain confidence that the "teacher knows what she or he is talking about."

Establish the "climate" for the class.

Different teachers prefer different classroom climates: intense, relaxed, formal, personal, humorous, serious, etc. Whatever climate you want, you should try to establish this early and set the tone for the rest of the semester.

Provide administrative information.

This often takes the form of going through the syllabus, presuming you have a syllabus with this information in it: what reading material the students will need; what kind of homework will be involved; what your office hours are; where your office is located; how the class grade will be determined; what your policies are regarding attendance, late papers, make-up exams, etc.

Introduce the subject matter.

Generally this introduction will be facilitated by starting with some kind of overview of the subject.

What is it?
What are the parts of the subject?
How is it connected to other kinds of knowledge?

Final Note:

Remember that it is imperative that you do on the first day whatever it is you want the class to do the rest of the semester. If you want them to discuss, discuss on the first day. If you want them to work in small groups, find something for them to do in small groups on the first day.

By Joyce T. Povlacs
Teaching and Learning Center, University of Nebraska-Lincoln

Introduction

Beginnings are important. Whether the class is a large introductory course for freshmen or an advanced course in the major field, it makes good sense to start the semester off well. Students will decide very early - some say the first day of class - whether they will like the course, its contents, the teacher, and their fellow students.

The following list of "101 Things You Can Do..." is offered in the spirit of starting off right. It is a catalog of suggestions for college teachers who are looking for a fresh way of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students. Even if the syllabus is printed and lecture notes are ready to go in August, most college teachers can usually make adjustments in teaching methods as the course unfolds and the characteristics of their students become known.

These suggestions have been gathered from UNL professors and from college teachers elsewhere. The rationale for these methods is based on the following needs: 1) to help students make the transition from high school and summer or holiday activities to learning in college; 2) to direct students' attention to the immediate situation for learning - the hour in the classroom: 3) to spark intellectual curiosity - to challenge students; 4) to support beginners and neophytes in the process of learning in the discipline; S) to encourage the students' active involvement in learning; and 6) to build a sense of community in the classroom.

Ideas For the First Three Weeks

Here, then, are some ideas for college teachers for use in their courses as they begin a new semester.

Helping Students Make Transitions

Hit the ground running on the first day of class with substantial content.
Take attendance: roll call, clipboard, sign in, seating chart.
Introduce teaching assistants by slide, short presentation, or self-introduction.
Hand out an informative, artistic, and user-friendly syllabus.
Give an assignment on the first day to be collected at the next meeting.
Start laboratory experiments and other exercises the first time lab meets.
Call attention (written and oral) to what makes good lab practice: completing work to be done, procedures, equipment, clean up, maintenance, safety, conservation of supplies, full use of lab time.
Administer a learning style inventory to help students find out about themselves.
Direct students to the Learning Skills Center for help on basic skills.
Tell students how much time they will need to study for this course.
Hand out supplemental study aids: library use, study tips, supplemental readings and exercises.
Explain how to study for kind of tests you give.
Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading, and general decorum, and maintain these.
Announce office hours frequently and hold them without fail.
Show students how to handle learning in large classes and impersonal situations.
Give sample test questions.
Give sample test question answers.
Explain the difference between legitimate collaboration and academic dishonesty; be clear when collaboration is wanted and when it is forbidden.
Seek out a different student each day and get to know something about him or her.
Ask students to write about what important things are currently going on in their lives.
Find out about students' jobs; if they are working, how many hours a week, and what kinds of jobs they hold.

Directing Students' Attention
Greet students at the door when they enter the classroom.
Start the class on time.
Make a grand stage entrance to hush a large class and gain attention.
Give a pre-test on the day's topic.
Start the lecture with a puzzle, question, paradox, picture, or cartoon on slide or transparency to focus on the day's topic.
Elicit student questions and concerns at the beginning of the class and list these on the chalkboard to be answered during the hour.
Have students write down what they think the important issues or key points of the day's lecture will be.
Ask the person who is reading the student newspaper what is in the news today.

Challenging Students
Have students write out their expectations for the course and their own goals for learning.
Use variety in methods of presentation every class meeting.
Stage a figurative "coffee break" about twenty minutes into the hour; tell an anecdote, invite students to put down pens and pencils, refer to a current event, shift media.
Incorporate community resources: plays, concerts, the State Fair. government agencies. businesses, the outdoors.
Show a film in a novel way: stop it for discussion, show a few frames only, anticipate ending, hand out a viewing or critique sheet, play and replay parts.
Share your philosophy of teaching with your students.
Form a student panel to present alternative views of the same concept.
Stage a change-your-mind debate. with students moving to different parts of the classroom to signal change in opinion during the discussion.
Conduct a "living" demographic survey by having students move to different parts of the classroom: size of high school. rural vs. urban. consumer preferences...
Tell about your current research interests and how you got there from your own beginnings in the discipline.
Conduct a role-play to make a point or to lay out issues.
Let your students assume the role of a professional in the discipline: philosopher, literary critic, biologist. agronomist. political scientist. engineer.
Conduct idea-generating or brainstorming sessions to expand horizons.
Give students two passages of material containing alternative views to compare and contrast.
Distribute a list of the unsolved problems. dilemmas. or great questions in your discipline and invite students to claim one as their own to investigate.
Ask students what books they've read recently.
Ask what is going on in the state legislature on this subject which may affect their future.
Let your students see the enthusiasm you have for your subject and your love of learning.
Take students with you to hear guest speakers or special programs on campus.
Plan "scholar-gypsy" lesson or unit which shows students the excitement of discovery in your discipline.

Providing Support
Collect students' current telephone numbers and addresses and let them know that you may need to reach them.
Check out absentees. Call or write a personal note.
Diagnose the students' prerequisites learning by questionnaire or pre-test ant give them the feedback as soon as possible.
Hand out study questions or study guides.
Be redundant. Students should hear, read. or see key material at least three times.
Allow students to demonstrate progress in learning: summary quiz over the day's work. a written reaction to the day's material.
Use non-graded feedback to let students know how they are doing: post answers to ungraded quizzes and problem sets, exercises in class, oral feedback.
Reward behavior you want: praise, stars, honor roll, personal note.
Use a light touch: smile, tell a good joke, break test anxiety with a sympathetic comment.
Organize. Give visible structure by posting the day's "menu" on chalk- board or overhead.
Use multiple media: overhead, slides, film, videotape, audio tape, models, sample material.
Use multiple examples, in multiple media. to illustrate key points and . important concepts.
Make appointments with all students (individually or in small groups).
Hand out wallet-sized telephone cards with all important telephone numbers listed: office department, resource centers, teaching assistant, lab.
Print all important course dates on a card that can be handed out and taped to a mirror.
Eavesdrop on students before or after class and join their conversation about course topics.
Maintain an open lab gradebook. with grades kept current. during lab time so that students can check their progress.
Check to see if any students are having problems with any academic or campus matters and direct those who are to appropriate offices or resources.
Tell students what they need to do to receive an "A" in your course.
Stop the work to find out what your students are thinking feeling and doing in their everyday lives.

Encouraging Active Learning
Have students write something.
Have students keep three-week-three-times-a-week journals in which they comment. ask questions. and answer questions about course topics.
Invite students to critique each other's essays or short answer on tests for readability or content.
Invite students to ask questions and wait for the response.
Probe student responses to questions ant wait for the response.
Put students into pairs or "learning cells" to quiz each other over material for the day.
Give students an opportunity to voice opinions about the subject matter.
Have students apply subject matter to solve real problems.
Give students red, yellow, and green cards (mate of posterboard) and periodically call for a vote on an issue by asking for a simultaneous show of cards.
Roam the aisles of a large classroom and carry on running conversations with students as they work on course problems (a portable microphone helps).
Ask a question directed to one student and wait for an answer.
Place a suggestion box in the rear of the room and encourage students to make written comments every time the class meets.
Do oral show of-hands multiple choice tests for summary review and instant feedback.
Use task groups to accomplish specific objectives.
Grade quizzes and exercises in class as a learning tool.
Give students plenty of opportunity for practice before a major test.
Give a test early in the semester and return it graded in the next class meeting.
Have students write questions on index cards to be collected and answered the next class period.
Make collaborate assignments for several students to work on together.
Assign written paraphrases and summaries of difficult reading.
Give students a take-home problem relating to the days lecture.
Encourage students to bring current news items to class which relate to the subject matter and post these on a bulletin board nearby.

Building Community
Learn names. Everyone makes an effort to learn at least a few names.
Set up a buddy system so students can contact each other about assignments and coursework.
Find out about your students via questions on an index card.
Take pictures of students (snapshots in small groups, mug shots) and post in classroom, office, or lab.
Arrange helping trios of students to assist each other in learning and growing.
Form small groups for getting acquainted; mix and form new groups several times.
Assign a team project early in the semester and provide time to assemble the team.
Help students form study groups to operate outside the classroom.
Solicit suggestions from students for outside resources and guest speakers on course topics.

Feedback on Teaching
Gather student feedback in the first three weeks of the semester to improve teaching and learning.

چه چیز از ما یک معلم خوب می‌سازد؟

من ده سال است که درس می‌دهم. در طی این مدت در مدارس دولتی، دانشگاه ها، دبستان های خاص، مدارس سواد آموزی و بازآموزی بزرگسالان کار کرده ام. کوچکترین شاگردم یک دختر 6 ساله و بزرگترین آنها یک مهاجر جامائیکایی، یک مادر بزرگ 63 ساله بود که تازه می‌خواست سواد یاد بگیرد. من حتی به بچه های معلول هم درس داده ام.

گستردگی تجربیاتم زندگی معلمی ام را غنی کرده است اما مرا از لذت همکارانم محروم کرده است: این احساس که وارد کلاس تازه ای در ترم جدید می‌شوم و می‌دانم بچه‌ها چه می‌خواهند و بهترین راه دادن آن به بچه‌ها چیست. منظورم این نیست که بدون هیچ دیدگاه و ایده ای و کورکورانه به کلاس می‌روم. در اغلب موارد وقت کافی برای جمع آوری محتوای مناسب و چیزی که بچه‌ها با آن کار کنند را دارم. اما آن چیزی که ندارم حس همانندی ای است که به معلمی دست می‌دهد که سالها در یک کلاس و یک پایه با همان درس‌ها کار می‌کنند. من فکر نمی کنم چیزی که در ترم قبل مفید بوده، این ترم هم به درد بخورد.

به خاطر وضعیت دایماً در حال تغییرم، من وقت زیادی را به فکر کردن درباره هنر و عمل معلمی، جدا از محتوای تدریس، سن بچه ها، اندازه کلاس یا برنامه آموزشی، تخصیص داده ام. هر جا که می‌روم معلم های نمونه ای را می‌بینم که دلم می‌خواهد بدانم چرا آنها اینقدر خوب هستند و چیزی که کشف کرده ام شباهت ذاتی ای معلم های خوب به هم، بدون توجه به تفاوتهای بنیادی ای مثل سبک، شخصیت، اهداف و الگوهای برهم کنش آنها با دانش آموزان است. من تا آنجا پیش می‌روم که بگویم شباهت های معلم های خوب با هم - در هر مقطع و برنامه ای - بیش از آن چیزهای مشترکی است که با سایر همکارانشان در موفقیت های مشابه دارند.

برای فهمیدن جمله پر ادعای بالا، سعی کنید این تمرین را انجام بدهید. آرام بنشینید، چشم هایتان را ببندید، و سه تن از بهترین معلمانی را که تا به حال داشته اید، در نظر بیاورید. سعی کنید به خاطر بیاورید که آنها چگونه بودند، چه شکلی بودند، چطور حرف می‌زدند و رفتار می‌کردند، کلاس و دفتر کارشان چه شکلی بود و به عنوان دانش آموز چه احساسی را به شما انتقال می‌دادند. وقتی از تصویر هر کدام آنها راضی شدید، چشم هایتان را باز کنید و به این جملات پارکر پالمر فیلسوف و آموزگار فکر کنید:
مسأله تدریس خوب، مسأله تکنیک نیست. من از دانش آموزان سراسر کشور خواسته ام که معلمان خوب خود را برای من توصیف کنند. بعضی از آنها معلمانی را توصیف کردند که دایم سخن رانی می‌کردند. بعضی آدمهایی را توصیف کردند که جز تسهیل کار گروهی کار دیگری نمی کردند و بعضی معلمانی مابین این دو را شرح می‌دادند. اما همه آنها افرادی را توصیف کردند که نوعی ظرفیت ارتباط داشتند، که خودشان را به دانش آموزان و دانش آموزان را به هم و همه را به موضوع تدریس ارتباط می‌دادند.

آیا معلمان محبوب شما هم همین وصف را دارند؟ وقتی درباره کیفیت تدریس کسی حرف می‌زنیم به جنبه هایی مانند تکنیک، محتوا و ارائه توجه داریم. ولی همه ما افرادی را می‌شناسیم که دانش بی اندازه دارند اما نمی توانند آن را منتقل کنند. افرادی که روی کاغذ طرح درس عالی ای دارند اما شاگردانشان بی حوصله و خسته می‌شوند. اگر صادق باشیم باید بگوییم که تدریس خوب کمتر به دانش و مهارت و بیشتر به رفتار ما نسبت به بچه ها، موضوع و کارمان ارتباط دارد.

بقیه این مقاله به ویژگی های معلم خوب می‌پردازد. این یک تعریف جامع و کامل نیست و بسیاری از معلمان عالی فقط بعضی از این خصوصیات را دارند و بقیه آنها را با ارزش نمی دانند. این ویژگی‌ها را باید مجموعه ای از ابزارهایی دانست که به معلمان اجازه می‌دهد در کلاس ارتباط را پدید بیاورند و نگه دارند.

معلمان خوب:
• هدف دارند
• منتظر موفقیت همه دانش آموزان هستند
• تحمل ابهام را دارند
• برای ارضای نیازهای بچه‌ها تمایل به تغییر و هماهنگی دارند
• از ندانستن ناراحت نمی شوند
• به کارشان فکر می‌کنند
• از مدلهای مختلف یاد می‌گیرند
• از کار و شاگردانشان لذت می‌برند

ادامه نوشته

How to be an Active Reader

Think Before You Read

Consider Your Expectations About the Text

· Its Genre

· Its Author

· Its Time Period

· Its Title

· Its Opening Lines

· Write While You Read / "Talk to the Text": Write Down Your …

· Reactions

· Responses

· Concerns

· Questions

· Conjectures

· Confusions

Write and Think After You Read

Respond to These Three Questions

· What do I think of this text and why?

· What further questions does this uncover?

· What does my response tell me about myself and my culture?

Share and Compare: Before, During, and After Class…

· Share your reactions with others (me, your classmates, your friends, your family, passersby, waitresses, roommates, etc.)

· Listen to other responses !!!!!!!!!!!!!!

· Remain open to new insights !!!!!!!!!!!!!!

Evaluate and Revise

· Compare This Response to Others You Have Read

· What Further Questions Does This Create?

· Examine How Those Questions Enrich The Dialogue

· Where can You Go From Here?

Anyone who stops learning is old,no matter at what age.Anyone who keeps learning stays young.
HENRY FORD

Compiled By:M.Mousavi

http://mousavi51.blogfa.com

	Reading Skill You are expected to do much more reading at university than at school or college; it's not called ‘reading for a degree' for nothing. Here are five tips to help you improve your reading: 1. Styles of reading 2. Active reading 3. A tip for speeding up your active reading 4. Spotting authors' navigation aids 5. Words and vocabulary
	1. Styles of reading There are three styles of reading which we use in different situations: Scanning: for a specific focus The technique you use when you're looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task you're doing. It's useful to scan parts of texts to see if they're going to be useful to you: the introduction or preface of a book the first or last paragraphs of chapters the concluding chapter of a book. Skimming: for getting the gist of something The technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim: to preview a passage before you read it in detail to refresh your understand of a passage after you've read it in detail. Use skimming when you're trying to decide if a book in the library or bookshop is right for you. Detailed reading: for extracting information accurately Where you read every word, and work to learn from the text. In this careful reading, you may find it helpful to skim first, to get a general idea, but then go back to read in detail. Use a dictionary to make sure you understand all the words used.
	2. Active reading When you're reading for your course, you need to make sure you're actively involved with the text. It's a waste of your time to just passively read, the way you'd read a thriller on holiday. Always make notes to keep up your concentration and understanding. Here are four tips for active reading. Underlining and highlighting Pick out what you think are the most important parts of what you are reading. Do this with your own copy of texts or on photocopies, not with borrowed books. If you are a visual learner, you'll find it helpful to use different colours to highlight different aspects of what you're reading. Note key words Record the main headings as you read. Use one or two keywords for each point. When you don't want to mark the text, keep a folder of notes you make while reading. Questions Before you start reading something like an article, a chapter or a whole book, prepare for your reading by noting down questions you want the material to answer. While you're reading, note down questions which the author raises. Summaries Pause after you've read a section of text. Then: 1. put what you've read into your own words; 2. skim through the text and check how accurate your summary is and 3. fill in any gaps.
	3. A tip for speeding up your active reading You should learn a huge amount from your reading. If you read passively, without learning, you're wasting your time. So train your mind to learn. Try the SQ3R technique. SQ3R stands for Survey, Question, Read, Recall and Review. Survey Gather the information you need to focus on the work and set goals: Read the title to help prepare for the subject Read the introduction or summary to see what the author thinks are the key points Notice the boldface headings to see what the structure is Notice any maps, graphs or charts. They are there for a purpose Notice the reading aids, italics, bold face, questions at the end of the chapter. They are all there to help you understand and remember. Question Help your mind to engage and concentrate. Your mind is engaged in learning when it is actively looking for answers to questions. Try turning the boldface headings into questions you think the section should answer. Read Read the first section with your questions in mind. Look for the answers, and make up new questions if necessary. Recall After each section, stop and think back to your questions. See if you can answer them from memory. If not, take a look back at the text. Do this as often as you need to. Review Once you have finished the whole chapter, go back over all the questions from all the headings. See you if can still answer them. If not, look back and refresh your memory.
	4. Spotting authors' navigation aids Learn to recognise sequence signals, for example: "Three advantages of..." or "A number of methods are available..." leads you to expect several points to follow. The first sentence of a paragraph will often indicate a sequence: "One important cause of..." followed by "Another important factor..." and so on, until "The final cause of..." General points are often illustrated by particular examples, for example: General: Birds' beaks are appropriately shaped for feeding. Particular: Sparrows and other seed-eating birds have short, stubby beaks; wrens and other insect eaters have thin pointed beaks; herons and other fish hunters have long, sharp beaks for spearing their prey. Whatever you are reading, be aware of the author's background. It is important to recognise the bias given to writing by a writer's political, religious, social background. Learn which newspapers and journals represent a particular standpoint.
	5. Words and vocabulary When you're a graduate people expect you to use a vocabulary which is wider than a school-leaver's. To expand your vocabulary: Choose a large dictionary rather than one which is ‘compact' or ‘concise'. You want one which is big enough to define words clearly and helpfully (around 1,500 pages is a good size). Avoid dictionaries which send you round in circles by just giving synonyms. A pocket dictionary might suggest: ‘impetuous = rash'. A more comprehensive dictionary will tell you that impetuous means ‘rushing with force and violence', while another gives ‘liable to act without consideration', and add to your understanding by giving the derivation ‘14th century, from late Latin impetuous = violent'. It will tell you that rash means ‘acting without due consideration or thought', and is derived from Old High German rasc = hurried. So underlying these two similar words is the difference between violence and hurrying. There are over 600,000 words in the Oxford English Dictionary; most of them have different meanings, (only a small proportion are synonyms). Avoid dictionaries which send you round in circles by using very complicated language to define the term you're looking up, leaving you struggling to understand half a dozen new words. Keep your dictionary at hand when you're studying. Look up unfamiliar words and work to understand what they mean. Improve your vocabulary by reading widely. If you haven't got your dictionary with you, note down words which you don't understand and look them up later.

	Compiled By:M.Mousavi http://mousavi51.blogfa.com

How To Improve Your Vocabulary

By Kenneth Beare, About.com

See More About:

Here's How:

Vocabulary Trees
Vocabulary trees help provide context. Once you've mapped out a few vocabulary trees, you'll discover yourself thinking in vocabulary groups. When you see a cup your mind will quickly relate such words as knife, fork, late, dishes, etc. This overview to vocabulary trees provides will help you get started. Here is an example of a vocabulary tree.
Create Vocabulary Themes
Create a list of vocabulary themes, include the vocabulary, a definition and an example sentence for each new item. Here is an example of a household appliance vocabulary theme sheet.
Use Technology to Help You
Watching DVDs is a great way to help you understand native speakers of English. Using all the fancy options watching individual scenes can help make DVD use into a vocabulary learning exercise.
Specific Vocabulary Lists
Rather than studying a long list of unrelated vocabulary, use specific vocabulary lists to help you prepare for the type of vocabulary you need for work, school or hobbies. These business vocabulary word lists are great for industry specific vocabulary items.
Word Formation Charts
Word formation is one of the keys to success for advanced level ESL learners. Advanced level English exams such as the TOEFL, First Certificate CAE and Proficiency use word formation as one of the key testing elements. These word formation charts provide the concept noun, personal noun, adjective and verb forms of key vocabulary listed in alphabetical order.
Visual Dictionaries
A picture is worth a thousand words. It's also very helpful for learning precise vocabulary. There are a number of excellent English learner visual dictionaries for sale. Here is an online version of a visual dictionary dedicated to jobs.
Learn Collocations
Collocations refer to words that often or always go together. A good example of a collocation is to do your homework. These lists of important verb + noun collocations will help your learn some of the most important.
Use a Corpus
Corpora are huge collections of documents that can track the number of times a word is used. By using a corpora, you can find which words are often used together with target vocabulary words. Combining corpora use with vocabulary trees is a great way to learn key vocabulary for specific vocabulary target areas. You can get started by visiting the British National Corpus.

Tips:

Use vocabulary learning methods to focus quickly on the vocabulary YOU need to study.
Don't make random lists of new words. Try to group words in themes. This will help you memorize new words more quickly.
If you have the time, and even if you think you don't have the time, try to add context. Writing a few example sentences using new vocabulary will help you remember the words in context.
Keep a vocabulary notepad at hand whenever you are reading in English.

More English as 2nd Language How To's

Speaking Strategies for English Learners

By Kenneth Beare, About.com

Many English students complain that they understand English, but don't feel confident enough to join a conversation. There are a number of reasons for this including:

Students are trying to translate from their native language into English.
Production "blocking" is occurring due to nervousness, lack of confidence, etc.
The speaker is looking for a specific word, rather than using simple language to describe what is meant.
There aren't enough conversation opportunities in or outside of class.
Students aren't able to speak to peers (for example: mixed classes of adults and teenagers).
Exam preparation focuses on grammar, vocabulary, etc. and leaves little time for active use.

Improving your own English

Learning a language is a skill which needs time effort and patience to be improved. Here are some general as well as tips on using the www.go4english.com activities to improve your English.

1- Create your own dictionary

Divide a note book into 26 sections; label them alphabetically. When you learn a new word, write it in the right section with an example sentence. Every week review the vocabulary stock you have created.

You can use the vocabulary tests on http://www.go4english.com/test/test.php?l=1 to check your progress, and http://www.go4english.com/qg/read.php?unitid=1969 to improve your spelling skills.

2- Use on line regular tips

Read the teaching tips on http://www.go4english.com/tp/archive.php?cid=10051000. The tips offer ideas on different classroom techniques, and using the different www.go4english.com activities.

3- Improve your listening skills

- http://www.go4english.com/eia/archive.php?cid=10011000 has interviews with Arab celebrities, along with some comprehension questions. Use that link activities regularly to improve your listening skills.

- Although the songs on this link http://www.go4english.com/ffk/archive.php?cid=10041001 are designed for young learners, you can use them to improve your listening and reading: you can listen to songs and read the lyrics at the same time. You can play the games that are related to the songs to reinforce what you have learnt. Add the new words that you learn from the songs to your dictionary.

- You can also improve your listening and reading if you use the stories on this link http://www.go4english.com/ffk/archive.php?cid=10041002 . You can listen to the story as well as read it. Doing the story activities will reinforce your comprehension. Add the new words that you learn from the stories to your dictionary.

4- Join a join interest group

- Blogs are examples of people of same interests discussing different issues. You can comment on different topics or ask for help on http://www.go4english.com/bbs/board_main.php .

- http://www.go4english.com/vg/archive.php?cid=10021004 Ask and Answer activities are designed to answer questions of different www.go4english.com users. Checking the activities posted on that section might answer some of the questions you have on vocabulary, grammar or pronunciation aspects.

5- Test your progress

Every month take any of the tests on http://www.go4english.com/test/index.php , http://www.go4english.com/vg/archive.php?cid=10021006 , or http://www.go4english.com/vg/archive.php?cid=10021002 . Record your score on a chart. Re-take the test/tests the following month. Record your score on the same chart. This will be evidence of your progress.

6- Play language learning games

Contrary to what people think the word GAMES does not mean a waste of time or something you can do for fun. While playing a game on http://www.go4english.com/vg/archive.php?cid=10021003 , http://www.go4english.com/vg/archive.php?cid=10021009, http://www.go4english.com/qg/archive.php?cid=10031000 , http://www.go4english.com/qg/archive.php?cid=10031001 , or http://www.go4english.com/qg/archive.php?cid=10031002 , your brain records the language you learn. The next time you hear or read the same language will reinforce what you have learnt; you’ll recall what you have passively learnt.

7- Play the radio in the background while doing house chores

Trying to listen to every word English speakers say makes you feel nervous and maybe frustrated. Listening to the radio while doing house chores will give you a feel for natural English intonation and rhythm.

8- Listen to yourself speaking

Choose a topic. Write a sentence about it in Arabic. Translate the sentence into English. Say it out loud. Add a sentence the following day. Say the two sentences out loud. Add a sentence everyday, and say the sentences loudly. This exercise will help you collect sentences about some burning issues. It will also help you focus on your pronunciation problems.

9- Categorise new words

Learning similar words expands your vocabulary and makes it easier to learn and remember new vocabulary by forming links between similar words.

10- Use an English-English dictionary

A monolingual dictionary gives you a lot of example sentences. It also helps you to stop translating in your head when you are speaking or listening. Buying an electronic dictionary might be a good idea, as it has the pronunciation. You can use it to listen to and practise new vocabulary. There are some on line dictionaries that have the pronunciation too, like http://encarta.msn.com/encnet/features/dictionary/DictionaryResults.aspx?refid=1861616536

Large classes

Large classes are frightening! How can one person control 40-45 children? ‘A sea of faces’ but I think I will drown!

Large classes are fun. There are so many brains in the room. That means lots and lots of good ideas.

This teaching tip looks at how you can organise so many students at one time, teach them useful English, assess their progress - and stay sane!

There are key moments in lessons and courses that you need to concentrate on.

Beginning lessons and courses

If your large class come noisily into the room and sit where they like, then you will have difficulty beginning the lesson clearly. Here are some tips:

1. In your very first lesson with the class make a seating plan. Then make sure they sit in the same seats next time. Have the children make name cards, collect them in and hand them out again at the beginning of the next lesson. This will help you to learn names much more quickly. On the seating plan make notes about any children who struggle or do well. Plan group work using the seating plan.

2.

ادامه نوشته

Encouraging Student Retention

The following ideas are a product of a faculty seminar at Jefferson Community College, Kentucky. Sixty-three ideas are presented for faculty use in dealing with retention/attrition. The 63 ideas are subdivided into four general categories.

Faculty/Student Interaction

This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.

Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create:
1. Call on students by their first names.
2. Call on students by using Mr., Mrs., Miss, Ms.
Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name).
At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.).
Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students.
Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc.
Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc.
Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc.
Conduct a personal interview with all students sometime during the semester.
Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.
Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile.
Be aware of the difference between students' classroom mistakes and their personal successes/failures.
Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.
Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?"
Give your telephone number to students and the location of your office.
A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes.
Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.

General Classroom Management

This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.

Circulate around the class as you talk or ask questions. This movement creates a physical closeness to the students. Avoid standing behind the lectern or sitting behind the desk for the entire period. Do not allow the classroom to set up artificial barriers between you and the students.
Give each student a mid-term grade and indicate what each student must do to improve.
Tell the students (orally and in writing) what your attendance policy is. Make them aware of your deep concern for attendance and remind them periodically of the policy and the concern.
Conduct a full instructional period on the first day of classes. This activity sets a positive tone for the learning environment you want to set. Engage in some of the interpersonal activities listed elsewhere.
List and discuss your course objectives on the first day. Let students know how your course can fit in with their personal/career goals. Discuss some of the fears, apprehensions that both you and the students have. Tell them what they should expect of you and how you will contribute to their learning.
Let students know that the learning resources you use in class (slides, tapes, films) are available to them outside of class. Explain the procedures to secure the material, and take them to the area.
Have students fill out an index card with name, address, telephone number, goals, and other personal information you think is important.
If the subject matter is appropriate, use a pre-test to determine their knowledge, background, expertise, etc.
Return tests, quizzes, and papers as soon as possible. Write comments (+ and -) when appropriate.
Vary your instructional techniques (lecture, discussion, debate, small groups, films, etc.).
When you answer a student's question, be sure he/she understands your answer. Make the student repeat the answer in his/her own words.
Get to class before the students arrive; be the last one to leave.
Use familiar examples in presenting materials. If you teach rules, principles, definitions, and theorems, explicate these with concrete examples that students can understand.
If you had to miss a class, explain why and what you will do to make up the time and/or materials.
Clarify and have students understand what is acceptable and unacceptable behavior in a classroom. Be consistent in enforcing your rules.
Good eye contact with students is extremely important both in and out of class.
Allow students to switch classes if work schedules changes or other salient reasons develop. Cooperate with colleague if he/she makes such a request.
Be prepared to use an alternate approach if the one you've chosen seems to bog down. You should be confident enough with your own material so that student interests and concerns, not lecture notes, determine the format of instruction.
Throughout the course, but particularly during the crucial first class sessions:
1. stress a positive "you can handle it" attitude
2. emphasize your willingness to give individual help
3. point out the relevancy of your subject matter to the concerns and goals of your students
4. capitalize on opportunities to praise the abilities and contributions of students whose status in the course is in doubt; well-timed encouragement could mean the difference between retention and attrition
5. utilize a variety of instructional methods, drawing on appropriate audio-visual aids as much as possible
6. urge students to talk to you about problems, such as changes in work schedule, before dropping your course. Alternate arrangements can often be made.
Distribute an outline of your lecture notes before class starts. This approach assists students in organizing the material you are presenting.
If you require a term paper or research paper, you should take the responsibility of arranging a library orientation. Librarians would be happy to cooperate.
Have the counselors visit your classes to foster an awareness of counseling.

Student-Initiated Activities

This category is based on the premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.

Have students read one another's papers before they turn them in. This activity could help them locate one another's errors before being graded.
If the class lends itself to a field trip, have the students plan it and make some or all of the arrangements.
Ask students to submit sample test questions (objective or subjective) prior to a test. The class itself can compose a test or quiz based on your objectives.
Create opportunities for student leaders to emerge in class. Use their leadership skills to improve student performance.
If students are receiving tutoring help, ask them to report the content and results of their tutoring.
Have students set specific goals for themselves throughout the semester in terms of their learning and what responsibilities they will undertake.

Faculty-Initiated Activities

This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them.

Utilize small group discussions in class whenever feasible.
Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc.
Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course.
Ask the Reading faculty to do a "readability study" of the texts you use in your classroom.
Develop library/supplementary reading lists which complement course content. Select books at various reading levels.
Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines.
Throughout the semester, have students submit topics that they would like to cover or discuss.
Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him/her, TAKE him/her.
Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc.
Use your imagination to devise ways to reinforce positively student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.
Create situations in which students can help you (get a book for you from library, look up some reference material, conduct a class research project).
Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly.
Confer with other faculty members who have the same students in class. Help reinforce one another.
Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades.
Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class.
Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test.
Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react?
At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the division counselor.

What can we do on the first day of class? What should we do?

One common answer is simply to start lecturing: "This is day one, here is lecture one, away we go." Another possibility is: "Here is the syllabus, go buy your books and we will see you at the next scheduled class period." Neither of these two options seems desirable. But what are some other possibilities?

Several years ago a group of professors at the University of Oklahoma visited each other on the first day of class and then discussed what they saw each other doing. But the discussion quickly went from what they observed, to "What might be done?" They eventually identified nine attractive possibilities, as described below. A teacher should not feel obliged to do all of these, but doing even one or several of them on the first day (or during the first week) would seem to accomplish a number of important tasks for getting a class started in the right way.

Involve students quickly.

This can be done in a variety of ways:
- having them introduce themselves
- allowing them to think and write silently
- having a whole-class or a small-group discussion, etc.
But letting students know right from the outset that they will be active participants seems like a good approach.
Identify the value and importance of the subject.

Not all students come to all classes with a clear idea of why this subject is important. The teacher may need to help them understand the significance of the course. The sooner this is done, the sooner the students will be ready to invest time and energy in the task of learning the subject matter.
Set expectations.

This can involve such things as what the teacher considers appropriate amounts of study time and homework for the class, the importance of turning homework in on time, expectations about in-class behavior, how the teacher wants to relate to students, and how much interaction among students is desired. The first day also offers an opportunity to find out what expectations the students have of the teacher and of the class.
Establish rapport.

Almost any class will be more enjoyable for both the teacher and the students if they know each other a bit. This exchange can be started with introductions, sharing some background information, etc.
Reveal something about yourself.

Sometimes students can relate to the teacher more productively if they can see him or her as a human being, i.e., as something more than just an authority figure or subject matter expert. Sharing personal stories and being able to laugh at yourself can help this process.
Establish your own credibility.

Sometimes this happens automatically, but at other times students need to know about the teacher's prior work experience, travel experience, or research and publications in an area. Having this knowledge can help students gain confidence that the "teacher knows what she or he is talking about."
Establish the "climate" for the class.

Different teachers prefer different classroom climates: intense, relaxed, formal, personal, humorous, serious, etc. Whatever climate you want, you should try to establish this early and set the tone for the rest of the semester.
Provide administrative information.

This often takes the form of going through the syllabus, presuming you have a syllabus with this information in it: what reading material the students will need; what kind of homework will be involved; what you office hours are; where your office is located; how the class grade will be determined; what your policies are regarding attendance, late papers, make-up exams, etc.
Introduce the subject matter.

Generally this introduction will be facilitated by starting with some kind of overview of the subject.
- What is it?
- What are the parts of the subject?
- How is it connected to other kinds of knowledge?

Final Note:

Remember that it is imperative that you do on the first day whatever it is you want the class to do the rest of the semester. If you want them to discuss, discuss on the first day. If you want them to work in small groups, find something for them to do in small groups on the first day.

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101Things You Can DO The First Three Weeks of Your Class

Introduction

Beginnings are important. Whether the class is a large introductory course for freshmen or an advanced course in the major field, it makes good sense to start the semester off well. Students will decide very early - some say the first day of class - whether they will like the course, its contents, the teacher, and their fellow students.
The following list of "101 Things You Can Do..." is offered in the spirit of starting off right. It is a catalog of suggestions for college teachers who are looking for a fresh way of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students. Even if the syllabus is printed and lecture notes are ready to go in August, most college teachers can usually make adjustments in teaching methods as the course unfolds and the characteristics of their students become known.
These suggestions have been gathered from UNL professors and from college teachers elsewhere. The rationale for these methods is based on the following needs: 1) to help students make the transition from high school and summer or holiday activities to learning in college; 2) to direct students' attention to the immediate situation for learning - the hour in the classroom: 3) to spark intellectual curiosity - to challenge students; 4) to support beginners and neophytes in the process of learning in the discipline; S) to encourage the students' active involvement in learning; and 6) to build a sense of community in the classroom.
Ideas For the First Three Weeks

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ادامه نوشته

Translation Tips

Many people believe that translation is an easy thing and all you have to do is to change words from the source text into the equivalent words of a target text. However, this is not true since some phrases, if translated literaly, would make no sense. Translation is a very complicated process which has to consider many factors - the genre and the style of the original text, the translator's competence, the timeline allocated to the project and many more. There is a great number of useful translation tips available online and offline, yet every translator has their own reliable methods and techniques, built on expertise and time. Here, we summarized the most essential translation tips that can come in handy both for the oral translation and the written translation.

Oral Translation Tips

Interpreting - simultaneous, consecutive and whispering - is considered to be the most difficult type of translation. To achieve great results in this domain, an interpreter is expected to (a) have a high level of competence in different areas, (b) understand and critically analyse the translated information, (c) know how to highlight the key elements in the text, (d) constantly enrich their professional vocabulary, etc. The personal features of an interpreter - such as a quick reaction, clear articulation, and bright mind - are also of great importance.

The most essential interpretation tips are as follows:

In advance familiarize yourself with the topic of the speech
Note down main points of the speech - it'll help you when interpreting
Translate and clarify the meaning of special terms and key words prior to interpreting
Establish friendly relations between you and the speaker at a consecutive translation
Remember to pronounce words distinctly and clearly
Produce a brief summary at the end of the speech - it helps to clarify conclusions
React quickly and be ready to work under pressure
Enjoy what you are doing ..:-) there won't be a second chance
Transmit a clear message to the target audience

Written Translation Tips

Written translation is completely different from any other type of translation. As a rule, there is no need to react instantly - you can take your time, think, choose a better variant, use a dictionary, consult a specialist, etc. Like any other translation it should convey the meaning and the music of the source language. Also, you need to be very accurate with the language and give proper weigh to stylistic features.

The most important translation tips are as follows:

Translate meaning not words!
Rely on your wits and savvy - it can prove to be helpful when translating a difficult text
Ask a specialist or a native speaker to proofread your translation so that it sounds natural
Never accept a project which you know is not within your abilities
Skills and translation expertise come with time - remember it!
Language nuances do matter when making a professional translation
A good translation is worth taking time for!
The way documents are organized in one country may not be understood in another
Emulate the original style of the author, be it humorous, wordy, with colloquial or scientific language, etc.

Introduction

To be confident in your own pronunciation you need to know not only how familiar English words sound but also how to pronounce new ones. It is also useful to practise sounds that may be more difficult for you.

Unlike Chinese, each sound in English is represented symbolically in writing. English has only 26 symbols (the 26 letters of the alphabet), but these 26 symbols can make more than 40 separate sounds. It is very important to learn to associate the correct sound with the correct symbol (phonics) so that you can pronounce most English words even ones you have never seen before. In fact, understanding phonics will help you read and spell words. In addition to phonics, you will also need to learn the stress and intonation patterns of the language.

To help you to assess your pronunciation, start with the, Clear Listening Test, found in"Clear Speech" (C.P.U.) written by Judy B. Gilbert. Alternatively, you may want to use the task reading a poem in the Pronunciation Pack. Both can be found in the ELSC Resource Room.

To pronounce words, you can do any or all of the following:

· Listen to a model. A teacher or someone you trust can model new words for you. Pay attention to the ways people say words. Record a TV interview programme or radio programme and use it as a model.

· Become familiar with the pronunciation system used in your dictionary. It is usually explained in the first few pages. Make it a habit to check the pronunciation of new words in the dictionary.

Learn phonics and phonetic rules and the relationship between spelling and pronunciation. Learn to associate the correct sound with the correct letter. For example, when a short word ends with e in a vowel-consonant-e pattern, we sound the alphabetical name of the vowel and omit the sound of the e, e.g. make, like, hope. For more details see the IPA Pack.

· Learn the IPA (International Phonetic Alphabet). Applying the knowledge of the IPA can help you to learn how words are pronounced.

It is also important to learn the difference between long and short vowels and the variations of vowel lengths before consonants.

· Learn where to put stress in a word and in a sentence.

· In speech each division of sound which contains a vowel is a syllable.

· Every word has one or more syllables.

· In the dictionary dots usually divide words into syllables.

· When a word has two or more syllables, one of them has more force, or stress.

· The syllable, which has the primary stress, is shown with a high mark. . For more details see the IPA Pack / Pronunciation Pack.

Practice saying a short sentence using correct intonation.
Intonation is very significant in English. It can:

Mean the difference between questions and statements,

e.g. She likes the music?

She likes the music.

Show the speaker’s attitude and emotion, e.g. She likes the music.

Divide speech into meaningful segments.

By improving your ability to segment speech properly, you will improve your communicative skills both conversationally and in oral presentations. For more details, see the Intonation Pack.

Use a dictionary to practice learning and saying difficult words until they sound natural to you. Before practicing, do the following example exercise:

1. Look up the word, "alacrity" in a dictionary. Note the IPA transcription.

2. Note how many syllables it has and where the stress is placed.

3. Check whether there are two pronunciations and decide which one to use

4. Try to pronounce each individual syllable.

5. Say all four syllables together with the stress on the second syllable.

6. Say the word several times to make sure you are saying it naturally and pronouncing each syllable correctly.

7. Make up a sentence using the word and practise saying it correctly within a sentence.

Use songs and karaoke to improve your pronunciation.

Choose one of your favorite CDs and sing along with the melody. Accents are usually not heard when singing a foreign language. You can use the song sheets in the ELC Resource Room if you like.

Learn poems to develop a feel for the rhyme and rhythm of the language and to become more aware of what really happens in normal speech.

Look at the following example of a humorous poem, known as limerick:

A: There once was a person from Lyme

A: Who married three wives at a time.

B: When asked "Why a third?"

B: He replied, "One’s absurd!

A: And bigamy, sir, is a crime!"

The poem has the following characteristics:

the rhymed sound in line 1, 2 and 5 is sth as in " Lyme / time / crime", while line 3 and 4 has a different rhyme as in "third, absurd"; and
the rhythm (or beat) is as regular as the rhyme scheme: three beats in the A line, and two in the B lines.

Listen and speak in English as often as you can. The more exposure you have to the language, the better your pronunciation will

1. The three characteristics of an effective teacher are: has good classroom management skills teaches for mastery has positive expectations for student success.

2. Your expectations of your students will greatly influence their achievement in your class and in their lives.

3. Treat students as though they already are what they can be, and you help them to be capable of becoming what they will be.

4. Call (or write) each home before school begins and again within two weeks. Teachers + Parents = Good Students

5. What you do on the first day of school will determine your success for the rest of the year.

6. Have the room ready for instruction, and make it invitational.

7. Stand at the door and greet the students.

8. Give each student a seating assignment and a seating chart.

9. There must be an assignment posted, and in a consistent location, when the students enter the room.

10. Start each class with an assignment - immediately. Do not take roll when class begins.

ادامه نوشته

باسمه تعالي

هشتاد نكته ي مهم در تدريس موفق و كارآمد

تدريس امري مهم و حياتي در جريان تعليم و تربيت و فرايند يادگيري است و بر هر فردكه وارد مجموعه ي عظيم آموزش و پرورش مي گرد نيز لازم و واجب است كه از اصول و مباني آن مطلع باشد، چرا كه يادگيري اصول و مباني و به خاطرسپاري نكات كليدي در امر تدريس و كاربرد آن نكات در حين تدريس براي يك فرهنگي به ويژه يك معلم موفق ، ضروري و اجتناب ناپذير است. براين اساس 80 نكته مهم در امر تدريس آن هم تدريس موفق و كارآمد در مقاله اي حاضر، آورده شده ، باشد كه مورد استفاده ي معلمان و فرهنگيان عزيز واقع گردد:

1- با توكل بر خدا و با نام خدا كلاس را شروع كنيم.

2- اخلاص در امر تدريس را رعايت كنيم.

3- زمان هر جلسه تدريس را در نظر داشته باشيم تا با كمي يا زيادي وقت مواجه نشويم.

4- وقت كلاس را به مطالب بيهوده و كم فايده صرف نكنيم.

5- سعي كنيم ساعت تدريس را تغيير ندهيم.

ادامه نوشته

FUN WITH ENGLISH

An Entertaining English Class

50 Things New Teachers Need To Know

More advice about teaching ESL students (FAQ)

Teaching tips

Teachers

management

First Day

first day of class

Reading

Voc Improvement

How To Improve Your Vocabulary

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Tips:

Speaking Strategies for English Learners

Large classes

Beginning lessons and courses

Encouraging Student Retention

How to improve your pronunciation

TIPS FOR TEACHERS

Effective Teaching

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