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When learners think about their own learning and what their own needs are and try to help themselves learn more.
When learners want to be taught and to acquire language without making their own decisions about their needs and learning.
The strategies used by a teacher to organise the classroom, the learning and the learners, such as seating arrangements, different types of activities, teacher roles and interaction patterns.
When learners in the class do pairwork with the person sitting next to them but not in front of the class.
Working together and helping each other. In some group work activities learners need to find the answer or solve a problem.
To make or see a discrepancies between people and things. In teaching, this can have a special meaning relating to dealing with mixed ability learners in one class.
The system of rules used to maintain control of learners in the classroom.
To have a very strong influence over what happens.
adj. If a particular learner is a leader in a in class, then other learners get less chance to participate actively.
To make something possible.
If learners are interested and working hard, they have more power; if learners are bored or tired then the have less power
To discover or get proof of something. Assessing learners can establish the progress they have made.
To make something possible.
The role of the teacher when he or she contributes to learning by planning and delivering lessons and maintaining discipline in the classroom.
Get learners' attention
To make learners listen to the teacher after they have been doing group or pairwork or at the start of the lesson.
To use language that is at the correct level for the learners and is not too easy or difficult.
The relationship between learners in the group or class.
The ways in which learners work together in class, such as open class, pairwork, group work and individual work.
Taking part in an activity actively.
An agreement between the teacher and the learners about their roles and responsibilities (i.e. what the teacher will do and what the learners will do to help the learners to learn).
It is an activity which involves learners having to walk round the classroom talking to other learners to complete a task.
Mixed ability, mixed level
The different levels of language or ability of learners studying in the same class.
To watch over learners in order to make sure that they are doing what they have been asked to do, and help them if they are having problems.
To listen to/read your own language to see if it is accurate and effective.
To choose and name one learner to speak or do a particular task.
A lesson that is watched by a teacher trainer or a colleague.
A teaching situation which involves only one teacher and one learner.
Open class, whole class
When the teacher leads the class and each learner is focusing on the teacher, rather than working alone or in groups. When learners respond, they do so in front of everyone in the class.
One pair does a pair work activity in front of the class. This technique is useful for showing how to do an activity and/or for focusing on accuracy.
The relationship between the teacher and learners.
To create good relationship with their learners.
Something which is done regularly such as a teacher setting writing homework every Friday.
A plan of where the learners should sit in the classroom.
The way the learners sit in the classroom, e.g. in rows, in a circle around the teacher, in groups around different tables.
Providing help or encouragement.
The way a teacher chooses to manage the classroom.
Clarifying language. Correcting learner language. Consolidating learner language. Contextualising language. Eliciting language. Explaining language. Modelling language. Personalising Providing language input.
e.g. Controlling the group dynamic. Deciding on interaction patterns. Demonstrating tasks and activities. Developing rapport
Collecting information about learner performance, behaviour, contribution and effort and progress. Keeping a written record of learners' work.
Telling stories and things that have happened.
Anticipating problems. Deciding on a methodology for lessons. Designing and adapting texts and materials for lessons. Preparing texts and tasks for learners. Selecting materials and texts for lessons.
Thinking about his/her own performance.
The areas in the classroom that can be used for teaching, e.g. the board, the walls, the desks, the open floor.
Not being helpful or encouraging