Lecture # 2

1. Lecture # 2 The Teacher’s role in the oral Lesson

2. Motivator Personality of the teacher: The teacher-as-motivator is one of the most important roles for a good language teacher. Students find it hard to learn without motivation. Following are some of the motivating factors: Overall attitude: sensitivity, sympathy, encouragement, open-mindedness, flexibility Avoidance of Sarcasm and ridicule aimed at the student; Appropriate personality roles according to the situation for older children and adults. a) paternal (authority figure) b) Maternal (affectionate figure) c) Fraternal (permission figure)

3. Motivator • Competence and Confidence of the teacher -The teacher must be seen by the students to be both competent and confident, even if in a limited area. He must be competent in the following: -Clarity of thought- Muddled thinking creates confusion in the students -Care in preparation and efficiency in the execution -The language being taught-this does not mean teachers must know everything, merely be competent within the limitations required by their teaching.

4. Motivator • Teacher’s ability to interest students If the students are bored they will: - not pay attention so learning may not be meaningful - be easily distracted get up to mischief ……. The teacher must provide interest through: -identifying and catering to the students’ interest in terms of topics, their hobbies, ambitions, dreams. -variety of language points, skills practiced, interaction; pair work/ group work etc. -Humor - Problem solving

5. Motivator • Showing the Need Show the need in terms of: -the syllabus and tests; -what the students do not know -situational roles in which the students may indeed need to function

6. Informant • Most obvious role of the teacher is as an informant. This can be in the following contexts: • New input (initial presentation) • Extension of already presented material; • Revision (reminding students of forgotten points) • Explanation The teacher needs to bear in mind what and how much information to give, when and how- to take a ridiculous example, do not teach the students complex sentences, when they are unable to make simple sentences.

7. Conductor • Conductor is meant the person who conducts the lesson -elicit ( draw words /sentences from the students instead of simply giving information) -initiate rule and check that the students have grasped the concepts involved. -explain things and answer students’ queries. -handle aids; -provide a model for students to imitate -give cues ( for instance in drills) - give instructions for activities -monitor ( check whether the students are doing the activity in the way required

8. Diagnoser • The teacher must be able to diagnose what should be taught by: -Showing the need to lean an item -Evaluating the learners errors in terms of the need for remedial work Never forget to praise what the students do know.

9. Corrector • The teacher must come to a decision about what, how much , when and how to correct. What? Could be recently taught items, commonly recurring errors, what a student has asked to have corrected, errors just too horrible to leave uncorrected ( mans instead of men) How much? Depends on the confidence of the student (according to level, age, and character) and on the aim of the activity. More correction if the aim is accuracy, less correction, if the aim is fluency.

10. Corrector When? In accuracy-oriented activities (e.g drills) as soon as possible. In fluency- oriented activities (e.g role plays, discussions) later. Errors can be noted down and can be discussed with students later. How? Remember that ‘ NO’ or that’s wrong plus a correct version is not the only way. Gestures could be used

11. Conclusion • The teacher must seek to encourage the students • This encouragement involves all aspect of the teacher’s role- • Sympathetic attitude, not demanding beyond the students’ capabilities, not overcorrecting, praising what has been well done,

12. Summary • Motivator • Informant • Conductor • Diagnoser • Corrector