Book contents
- Frontmatter
- Contents
- Introduction
- Chapter 1 Learning to Teach Through Practice Teaching
- Chapter 2 The Nature of Teacher Learning
- Chapter 3 Understanding the Teaching Context
- Chapter 4 Working With Your Cooperating Teacher
- Chapter 5 Planning Your Teaching
- Chapter 6 Teaching an Effective Language Lesson
- Chapter 7 Classroom Observation in Teaching Practice
- Chapter 8 Creating an Effective Classroom Learning Environment
- Chapter 9 Developing Learner-Centered Teaching
- Chapter 10 Classroom Discourse and Communication
- Chapter 11 Exploring Your Own Teaching
- Chapter 12 After Teaching Practice
- References
- Author Index
- Subject Index
Chapter 8 - Creating an Effective Classroom Learning Environment
Published online by Cambridge University Press: 05 October 2012
- Frontmatter
- Contents
- Introduction
- Chapter 1 Learning to Teach Through Practice Teaching
- Chapter 2 The Nature of Teacher Learning
- Chapter 3 Understanding the Teaching Context
- Chapter 4 Working With Your Cooperating Teacher
- Chapter 5 Planning Your Teaching
- Chapter 6 Teaching an Effective Language Lesson
- Chapter 7 Classroom Observation in Teaching Practice
- Chapter 8 Creating an Effective Classroom Learning Environment
- Chapter 9 Developing Learner-Centered Teaching
- Chapter 10 Classroom Discourse and Communication
- Chapter 11 Exploring Your Own Teaching
- Chapter 12 After Teaching Practice
- References
- Author Index
- Subject Index
Summary
INTRODUCTION
One of the key transitions that occur when you move from being a graduate student in a TESOL program to being a student teacher on your teaching practice assignment is that as a student teacher, you now have to assume a new role and identity. You now have to assume and enact the social and cultural roles expected of a language teacher and your students need to accept you in this new role. However, your students know that you are a student teacher and that you are in the class to learn the art and skills of teaching. They do not expect you to have the same depth of knowledge, skill, and expertise of the regular class teacher. Establishing the students' trust, respect, and confidence in you will happen gradually. But you can lay the groundwork for this process by being open and frank with your students and by raising relevant issues early on in your teaching experience. For example, you might have a brief group discussion activity in which students debate questions such as:
What are some of the qualities you like to see in an English teacher?
How do you think the teacher can best help you achieve your goals in this class?
What are you most worried about with your student teacher taking over your usual teacher's class?
What are you most excited about with your student teacher taking over your usual teacher's class?
What are some of the difficulties your student teacher will face in teaching your class?
How can you help him or her overcome these difficulties?
What would you like your student teacher to focus on most while teaching you?
- Type
- Chapter
- Information
- Practice TeachingA Reflective Approach, pp. 106 - 119Publisher: Cambridge University PressPrint publication year: 2011