2) Сделайте заметки по содержанию всех З файлов, которые вы прочитали.
Сверь числа и знаки с фото.
Part 2 Classroom management Unit 30 Teacher roles
■ What are teacher roles? Teachers need to behave in different ways at different stages of a lesson to manage the classroom and to successfully guide learners through the lesson. These different ways of behaving in and managing the class are called teacher roles. Teachers adopt (use) a number of different roles in every lesson. Teacher roles vary depending on the teaching approach (way of teaching) used and on the teachers’ and learners’ preferred learning styles and learning needs.
■ Key concepts Which roles do teachers adopt during a lesson? List four. Here are some roles teachers often adopt.
Role | The teacher: 1 Planner | prepares and reflects on the lesson before teaching, anticipates problems and selects, designs and adapts materials. 2 Manager | organises the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines (i.e. things which are done regularly) for behaviour and interaction. 3 Monitor/Observer | goes around the class during individual, pair and group work activities, checking learning and providing support as necessary. 4 Facilitator | provides opportunities for learning, helps learners to access resources and develop learner autonomy. 5 Diagnostician | works out the causes of learners’ difficulties. 6 Language resource | can be used by the learners for help and advice about language. 7 Assessor | evaluates the language level and attitudes of the learners by using different means of informal and formal assessment. 8 Rapport builder | tries to create a good relationship with and between learners.
You’ll notice how teacher roles match with different aspects of teaching and with different stages of a lesson. We can be planners before the lesson, rapport builders during the warm-up and lead-in phase, language resources during the language input and practice phase, monitors during role-play, pairwork activities or writing, and assessors during the lesson, both formally and informally, and after the lesson when we are correcting learners’ work. 199
Module 3
The teacher roles we adopt have to be appropriate for the teaching and learning context, the teaching approach, the lesson aims, the stage of the lesson, the type of activity and the age, level and attitude of the learners. A teacher using a PPP approach will, for example, at different times of the lesson, act as a controller, a model and a guide. However, these teacher roles are not so appropriate for a teacher using a communicative approach. Teacher roles more suitable for a communicative approach include facilitator, resource, provider of language, prompter.
Effective classroom management, i.e. organising the classroom and the learners, is dependent on the teacher adopting appropriate roles. For example, when learners arrive late in class or misbehave, the teacher needs to deal with the situation appropriately to ensure that the learners understand that this is not acceptable behaviour. In this situation, the teacher’s role is primarily to maintain discipline. If, on the other hand, the teacher adopts inappropriate roles, this can have a negative effect on their classroom management. Imagine a situation where one learner is dominating the interaction in the classroom, resulting in other learners becoming annoyed and being unwilling to participate (take part in something). If the teacher lets the learner continue in a dominating role, he or she could lose the respect of the other students and will be less able to facilitate (make easier) their learning. However, if the teacher sets out clear classroom routines and codes of conduct in which learners take turns to participate and to listen to each other’s contributions, he or she will build rapport with the class and provide the learners with a more supportive learning environment.
The teacher can adopt various roles in the classroom in a number of common situations in which a teacher has to adapt his or her role as appropriate to encourage smooth classroom management. These include learners not completing homework, monitoring learners during pair and group activities, learners failing to understand instructions, learners chatting during pair or group work and not focusing on the task.
The roles that teachers adopt also depend on the needs of the learners. With young learners, we might take on the role of a parent or a friend when a young student is unwell or unhappy. With teenage or adult learners, two of the key teacher roles are those of motivating students and maintaining discipline (establishing a clear system of rules and codes of behaviour). With adult students the teacher’s roles are often those of facilitator, language resource and diagnostician.
■ Key concepts and the language teaching classroom Read these tips and tick the ones which are most important for you. • What we say, how we say it and what we do make our teacher roles clear to learners. When planning lessons, it is useful to first identify the roles we are going to take on during the lesson and then to think about what we are going to say and do to convey that role clearly to the learners. • It takes practice and experience to know which teacher roles are appropriate with which classes and for which activities. Less experienced teachers may feel more comfortable using a limited number of roles at first and then gradually extending their range. • Some problems with classroom discipline, classroom management and facilitating learning are a result of teachers not adopting appropriate teacher roles. 200
Unit 30 Teacher roles
• Learners take time to get used to the teacher working in different roles. For example, learners who are more familiar with a teacher in the role of manager might be confused by a teacher who takes on the role of facilitator. It is useful to provide some learner training and to introduce the new roles slowly so that learners get used to new ways of working. • It is important to be flexible in teacher roles. Sometimes roles need to be changed because of circumstances in the lesson. For example, when we are monitoring a task and realise that learners have not understood the key language, we take on the role of language resource to clarify the language point so that learners can continue with the task. • It is sometimes necessary to take on roles we do not always feel comfortable with. When learners do not complete homework tasks, for example, teachers have to be firmer in managing the learners than they usually are. The ability to take on appropriate roles in class is important for establishing class rapport and maintaining a positive and effective learning environment in the classroom.
FOLLOW-UP ACTIVITY (See page 243 for answers) Here is an example of a classroom situation. Read and decide which role (A, B or C) you think is the most appropriate for the teacher to adopt. Think about what the teacher might say (the exponents). 1 The teacher has just introduced the first conditional to a group of teenage, pre-intermediate students through a reading text and wants to find out if they understand what the structure means. A Language resource B Assessor C Monitor
2 Here are four classroom situations. Read and choose which classroom management choice (A, B or C) is most appropriate in each case. Why do you think it is the best course of action? 1 The teacher has planned to start the lesson by going over homework set in the previous lesson. However, only half the class have done it. A The teacher starts the lesson by going over homework as he had planned. B The teacher puts the students into pairs, one who has done the homework and one who hasn’t and goes over homework with the whole class. C The teacher collects the homework from the students who have done it and tells the other students to bring their completed homework to the next class. 2 The teacher has finished what she planned to do in the lesson but there are still five minutes of the class left. A The teacher tells the students they can leave the class early. B The teacher tells students to close their books and to try and remember six of the new words from the lesson. C The teacher plays the listening text from the lesson again and tells students to listen more carefully. 201
Module 3
3 Half the students always arrive late for the lesson because they have gym immediately beforehand. A The teacher gives a workbook exercise to the students who come on time. B The teacher punishes the students who come late. C The teacher prepares a game on the topic of the lesson for the students who come on time. 4 The students are passive and always wait for the teacher to tell them the answers and to give examples. He wants them to participate more actively in the lessons. A The teacher lets students check answers and ideas in pairs before eliciting answers from the class. B The teacher tells the students that they must participate more. C The teacher asks a question or asks for an example and then waits until a student answers.
REFLECTION Think about these teachers’ comments. Which do you agree with and why? 1 I like my class to be very organised and I like to be in control. I believe the main roles of a teacher are to manage and assess. 2 I think of myself as a facilitator in my classroom because I want my learners to become more independent. 3 I’m in my twenties. My students are the same age as me. I like the classes to be informal, so I don’t think many of the teacher roles are appropriate for me.
DISCOVERY ACTIVITIES 1 Think about a lesson you have taught recently and look at the lesson plan. Which of the teacher roles in this unit did you use? Were you effective in making these roles clear to the learners? If not, why do you think that was? Are there any teacher roles that you didn’t use and which, on reflection, you think would have been appropriate? Write your thoughts and reflections in your Teacher Portfolio. 2 Read An A–Z of Classroom Management by Simon Brown. English Teaching Professional, Issue 62, Keyways Publishing etprofessional.com 3 Look at Classroom management at: cambridge.org [неразборчиво] macmillanenglish.com 4 Check the following roles in the TKT Glossary or in a dictionary: contributor, counsellor, reflector, active role, passive role, narrator, supportive, unsupportive. 202
Кратко: на фото виден один учебный материал — Unit 30 «Teacher roles» (TKT Course, с. 199–202). Ниже — заметки по нему, разбитые на три смысловых блока. Для задания «по всем 3 файлам» нужны ещё два файла: пришлите их, если это отдельные материалы.
1. Что такое teacher roles
Teacher roles — это разные способы поведения учителя на уроке, которые он использует на разных этапах, чтобы управлять классом и вести учеников к цели. Это не постоянный «тип учителя», а роль «здесь и сейчас».
На выбор роли влияют:
- подход к обучению;
- цели урока и его этап;
- тип задания;
- возраст, уровень и отношение учеников;
- учебные потребности и стили учеников.
2. Восемь основных ролей
| Роль | Что делает учитель |
|---|---|
| Planner | Планирует урок заранее, предугадывает проблемы, отбирает, создаёт и адаптирует материалы. |
| Manager | Организует пространство, правила и рутины, следит, чтобы класс работал гладко. |
| Monitor/Observer | Ходит по классу во время индивидуальной, парной и групповой работы, проверяет обучение и поддерживает. |
| Facilitator | Создаёт возможности для обучения, помогает пользоваться ресурсами и развивает самостоятельность. |
| Diagnostician | Определяет причины трудностей учеников. |
| Language resource | К нему обращаются за помощью и советом по языку. |
| Assessor | Оценивает уровень и отношение учеников формально и неформально. |
| Rapport builder | Создаёт хорошие отношения с учениками и между ними. |
Связь ролей с этапами урока:
- Planner — до урока;
- Rapport builder — на warm-up / lead-in;
- Language resource — на этапе введения и практики языка;
- Monitor — во время role-play, pairwork, письма;
- Assessor — во время урока и после, при проверке работ.
3. Уместность роли и управление классом
Главная мысль: роль должна быть appropriate — подходить контексту.
- При PPP-подходе учитель может выступать как controller, model, guide.
- При коммуникативном подходе лучше подходят facilitator, resource, provider of language, prompter.
Если роль выбрана неудачно, это вредит управлению классом. Например, если один ученик доминирует, а учитель это не регулирует, остальные могут перестать участвовать, а учитель потеряет уважение и хуже сможет помогать обучению. Чёткие правила, очерёдность и кодекс поведения помогают создать поддерживающую среду и rapport.
Роли также зависят от потребностей:
- с младшими учениками — иногда роль parent/friend, если ребёнку плохо;
- с подростками и взрослыми важны motivating и maintaining discipline;
- со взрослыми — facilitator, language resource, diagnostician.
4. Практические выводы
- Роль становится понятной через то, что учитель говорит, как говорит и что делает.
- Роли лучше планировать заранее.
- Опыт помогает выбирать роли; менее опытный учитель может начать с ограниченного набора.
- Многие проблемы дисциплины и обучения связаны с неподходящими ролями.
- Учеников нужно постепенно приучать к разным ролям — learner training.
- Нужно быть гибким: например, во время мониторинга заметил непонимание — переключился на language resource и объяснил.
- Иногда приходится использовать не самую комфортную роль: например, быть строже с домашним заданием.
- Уместные роли помогают строить rapport и поддерживать эффективную среду.
5. Примеры из Follow-up activity
- Учитель ввёл first conditional и хочет проверить, понимают ли ученики структуру, — уместна роль Assessor, потому что это проверка понимания.
- Остальные ситуации — про выбор разумного действия: невыполненное домашнее задание, оставшиеся 5 минут, опоздания половины класса, пассивные ученики.
- В Reflection три учителя обсуждают роли: контроль и оценивание, роль facilitator для самостоятельности, неформальную атмосферу с учениками-ровесниками.
- Discovery activities предлагают проанализировать роли на своём уроке, прочитать статьи и проверить термины в TKT Glossary.
Как делать заметки по остальным файлам: для каждого файла достаточно 5 пунктов — тема, 1–2 главных тезиса, ключевые термины, один пример, практический вывод. Проверка: закройте текст и попробуйте по заметкам назвать 8 ролей и привести 2–3 примера.
Обсуждение
2 сообщенияСделай это на английском и в пдф файле
Готово: ниже — те же заметки на английском, в виде, который можно сразу сохранить в PDF. Одно уточнение: на трёх скриншотах — страницы 199, 200 и 201–202 одного материала, Unit 30 “Teacher roles”. Поэтому заметки идут по этому юниту, а не по трём отдельным файлам.
TKT Course — Module 3, Part 2: Classroom Management
Unit 30: Teacher roles (pp. 199–202) — Study notes
1. What teacher roles are
Teachers need to behave in different ways at different stages of a lesson to manage the classroom and guide learners through the lesson. These different ways of behaving and managing the class are called teacher roles. Teachers adopt a number of roles in every lesson.
Roles vary depending on:
- the teaching approach used;
- the teacher’s and learners’ preferred learning styles;
- learners’ learning needs.
2. The eight key roles
| Role | The teacher… |
|---|---|
| 1 Planner | prepares and reflects on the lesson before teaching, anticipates problems, selects, designs and adapts materials |
| 2 Manager | organises the learning space, makes sure everything runs smoothly, sets up rules and routines (things done regularly for behaviour and interaction) |
| 3 Monitor / Observer | goes around the class during individual, pair and group work, checking learning and providing support |
| 4 Facilitator | provides opportunities for learning, helps learners access resources, develops learner autonomy |
| 5 Diagnostician | works out the causes of learners’ difficulties |
| 6 Language resource | can be used by learners for help and advice about language |
| 7 Assessor | evaluates learners’ language level and attitudes using informal and formal assessment |
| 8 Rapport builder | tries to create a good relationship with and between learners |
3. Roles and lesson stages
- Planner — before the lesson.
- Rapport builder — in the warm-up and lead-in.
- Language resource — during the language input and practice phase.
- Monitor — during role-play, pairwork activities or writing.
- Assessor — during the lesson (formally and informally) and after it, when correcting learners’ work.
4. Appropriate roles and classroom management
Roles have to be appropriate to:
- the teaching and learning context;
- the teaching approach;
- the lesson aims;
- the stage of the lesson and the type of activity;
- the age, level and attitude of the learners.
Approach matters:
- PPP approach → the teacher acts as a controller, model and guide.
- Communicative approach → facilitator, resource, provider of language, prompter.
Effect on management:
- Effective classroom management depends on adopting appropriate roles.
- Example: learners arrive late or misbehave → the teacher’s role is mainly to maintain discipline, so that learners understand the behaviour is not acceptable.
- Inappropriate roles have a negative effect. If one learner dominates the interaction and the teacher does not intervene, other learners become annoyed and unwilling to participate; the teacher may lose their respect and be less able to facilitate learning.
- Clear classroom routines and codes of conduct help learners take turns and contribute, creating a more supportive learning environment.
Typical situations where the teacher adapts their role:
- learners not completing homework;
- monitoring during pair and group activities;
- learners failing to understand instructions;
- learners chatting during pair or group work and not focusing on the task.
5. Roles and learners’ needs
- Young learners — the role of a parent or friend, e.g. when a child is unwell or unhappy.
- Teenagers — motivating learners and maintaining discipline (a clear system of rules and codes of behaviour).
- Adults — facilitator, language resource, diagnostician.
6. Key concepts for the language teaching classroom
- Our roles become clear through what we say, how we say it and what we do.
- When planning, first identify the roles we will take, then think about what we will say and do to make the role clear.
- Choosing appropriate roles takes practice and experience; less experienced teachers may start with a limited number of roles and gradually extend their range.
- Many problems with discipline, classroom management and facilitating learning result from not adopting appropriate roles.
- Role changes need learner training: learners used to the teacher as manager may be confused by the teacher as facilitator, so new roles should be introduced slowly.
- Flexibility is important: while monitoring, the teacher may notice learners have not understood a point and switch to language resource to clarify it.
- Sometimes the teacher must take on roles they do not feel comfortable with — e.g. being firmer about homework — because appropriate roles build rapport and a positive learning environment.
7. Practice tasks (suggested answers; the key is on p. 243)
Follow-up, task 1. The teacher introduced the first conditional and wants to find out if learners understand the structure → B Assessor (checking understanding is informal assessment).
Task 2 — classroom management choices:
- Only half the class did the homework → C (collect it from those who did, ask the others to bring it completed next lesson — keeps the lesson moving and stays fair).
- Five minutes left → B (close books and try to remember six new words — a short, useful wrap-up).
- Half the class always late after gym → C (prepare a game on the topic for those who come on time — positive and productive).
- Passive learners who wait for the teacher → A (check answers and ideas in pairs before eliciting — more learners participate).
Reflection. There is no single right answer. The comments show different positions: a teacher who wants to control and assess; a teacher who sees himself as a facilitator developing independence; a young teacher who prefers informality because learners are his own age. Discuss which you agree with and why.
Discovery activities. Analyse the roles used in one of your recent lessons; read An A–Z of Classroom Management (Simon Brown); look at the classroom-management websites; check the terms in the TKT Glossary: contributor, counsellor, reflector, active role, passive role, narrator, supportive.
Как сохранить это в PDF
Я не могу прикрепить готовый файл в чате, но PDF собирается за минуту:
- Скопируйте весь текст выше (от заголовка до раздела 7).
- Вставьте в Google Docs или Word.
- Google Docs: Файл → Скачать → PDF. Word: Файл → Сохранить как → PDF.
- На телефоне можно открыть текст в браузере и выбрать Печать → Сохранить как PDF.
Если хотите, я подготовлю этот же текст в виде готовой HTML-страницы для печати — её достаточно открыть в браузере и нажать «Сохранить как PDF».
