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The role of a teacher

The teachers is like a model to the students, so their behaviors must be the right ones in front of the students, I think that the teachers must be so dedicated to his work because they need to pass his enthusiasm to get a better environment in the classroom, so they are like a second parent and we see them a lot of time. In the classroom the teacher can assume several roles to teach what they want, a teacher can be an observer, controller, prompter, tutor, organizer, assessor, participant and a resource. Lets see what is how each one is.

OBSERVER TEACHER It is like the word say, the professor is only watching the students while they are doing an activity in the classroom also leaves the students work on their own and he dont have interaction whit them. We can know when a teacher is an observer, one example is when the teacher gets the group students in pairs to work and let them do it by themselves. CONTROLLER TEACHER This one is when the teacher gives an explanation of a certain activity or a specific grammar structure, with this the professor is taking control of the class and the students just need to listen and follow instructions. PROMPTER TEACHER

Is like a motivator, he helps the students when they are lost in the activities giving them clues or tips, with this role the class is like more interactive. TUTOR TEACHER The teacher work on small groups and the teacher help the students solving their doubts, give directions and ask questions. ORGANIZER TEACHER The teacher needs to be very specific on his instructions of the activity, working in groups or individually the teacher gives specific time to finish the task, a well organized class is very important ASSESOR TEACHER In this role, the student receives feedback and corrections of mistakes and the teacher grades the students. PARTICIPANT TEACHER The teacher participates in the class just like if he were another student but taking care of the students and participating whit the students in their activities. RESOURCER TEACHER Is the one who give sources to the students to do activities like materials and whatever they need to use.

Parts of a Lesson Plan


1. Objectives and Goals
The lesson's objetives must be clearly defined and in lined with district and/or state educational standards.

2. Anticipatory Set
Before you dig into the meat of your lesson's instruction, set the stage for your students by tapping into their prior knowledge and giving the objectives a context.

3. Direct Instruction
When writing your lesson plan, this is the section where you explicitly delineate how you will present the lesson's concepts to your students.

4. Guided Practice
Under your supervision, the students are given a chance to practice and apply the skills you taught them through direct instruction.

5. Closure
In the Closure section, outline how you will wrap up the lesson by giving the lesson concepts further meaning for your students.

6. Independent Practice
Through homework assignments or other independent assignments, your students will demonstrate whether or not they absorbed the lesson's learning goals.

7. Required Materials and Equipment


Here, you determine what supplies are required to help your students achieve the stated lesson objectives.

8. Assessment and Follow-Up


The lesson doesn't end after your students complete a worksheet. The assessment section is one of the most important parts of all.

FORMATS and ELEMENTS of a LESSON PLAN

Objectives:

Subject Matter:

Materials needed:

Procedure:

Class activities: Warm-up/review Presentation Practice Application

Evaluation:

Homework:

TEACHING STRATEGIES

Lecture. For many years, the lecture method was the most widely used
instructional strategy in college classrooms.

Case Method. The case method is an instructional strategy that engages students
in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios.

Discussion. There are a variety of ways to stimulate discussion. For example,


some faculty begins a lesson with a whole group discussion to refresh students memories about the assigned reading(s).

Active Learning. Meyers and Jones (1993) define active learning as learning
environments that allow students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning (p. xi).

Cooperative Learning. Cooperative Learning is a systematic pedagogical


strategy that encourages small groups of students to work together for the achievement of a common goal.

Integrating Technology. Today, educators realize that computer literacy is an


important part of a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students.

Distance Learning. Distance learning is not a new concept. We have all


experienced learning outside of a structured classroom setting through television, correspondence courses, etc.

Teaching Methods
Questioning
Testing and questioning are always known to be effective methods due to its interactive nature. The questions are asked by the teacher with an intention to know what the student has learned from earlier discussions and what it helps in deciding what should be taught further.

Explaining
Sometimes the experiences can also be shared as a part of knowledge that would work as a source of inspiration for the students. While adopting this method the teacher should give an introduction and a proper summary. Make sure that the information is specific to the audience.

Modeling
Modeling is a type of visual aid for teaching as well as learning. It is a known fact that human brain absorbs more and understands better when visual aid facilitates explanation. This method works on three criteria - observing, retaining and replicating. The students learn more by observing the things and acquire it by imitating it time and again.

Demonstrating
With the help of demonstrative teaching, students get an opportunity to explore the various aspects and understand the theory from a different perspective. Demonstration is a step-by-step explanation along with their reasons and significance for the better understanding of the student. It enhances the student's understanding by practically applying the knowledge and sharpen their skills and hence, they become capable of identifying and organizing the subject matter in a more efficient way. Practical experimentation is a very good method used for demonstrating the subject.

Collaborating
Teamwork is a contemporary form of collaboration. The students are taught to work in a group that makes the instructing easier for the teacher. This method of teaching promotes a sense of mutual responsibility among the students. They learn to put in more effort to research for the topic and apply effective techniques to get the result.

Techniques for Creative Teaching


Assumption Busting
What: An assumption is an unquestioned, assumed truth. Assumption busting is particularly effective when one is stuck in current thinking paradigms or has run out of ideas.

Brainstorming
What: Brainstorming, a useful tool to develop creative solutions to a problem, is a lateral thinking process by which students are asked to develop ideas or thoughts that may seem crazy or shocking at first.

Negative (or Reverse) Brainstorming


What: Negative brainstorming involves analyzing a short list of existing ideas, rather than the initial massing of ideas as in conventional brainstorming. Examining potential failures is relevant when an idea is new or complex or when there is little margin for error. Negative brainstorming raises such questions as: "What could go wrong with this project?"

Concept Mapping
What: Concept maps represent knowledge graphic form. Networks consist of nods, which represent concepts, and links, which represent relationships between concepts.

Role-playing
What: In most role-playing exercises, each student takes the role of a person affected by an issue and studies an issue or events from the perspective of that person.

Storyboarding
What: Story-boarding can be compared to spreading students' thoughts out on a wall as they work on a project or solve a problem. Story boards can help with planning, ideas, communications and organization.

DO IT
What: DO IT stands for Define problems, be Open to many possible solutions, Identify the best solution and then Transform it into effective action. Ten catalysts or prompts are designed to help students with each of these steps.

Random Input
What: Random input, a lateral thinking tool, is useful for generating fresh ideas or new perspectives during problem solving.

Decision Tree
What: A decision tree is a visual and analytical decision support tool, often taught to undergraduate students in schools of business, health economics, and public health.

Questioning activity
What: In this exercise in questioning, students create a list of 100 questions. There are no directions regarding what questions to ask and no judgments or criticism of questions.

Slip writing
What: This method can gather ideas from large groups, numbering from the dozens to the hundreds. Participants are given slips of paper and asked to write down ideas which are discussed or evaluated.

Reversal
What: The reversal method takes a given situation and turns it around, inside out, backwards, or upside down. Any situation can be "reversed" in several ways.