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Teacher’s rolesTeacher’s roles

PRACTICA EDUCATIVA II, UNLPam.PRACTICA EDUCATIVA II, UNLPam.Prof. Estela Braun y Prof. Liliana MonserratProf. Estela Braun y Prof. Liliana Monserrat

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The most effective The most effective techniques can be made techniques can be made

useless if the teacher does useless if the teacher does not organise the students not organise the students

properly.properly.

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CONTROLLERCONTROLLER Some controller stages of the Some controller stages of the

lesson require this rol, e.g. lesson require this rol, e.g. presentation.presentation.

Instruct Cue Nominate CYCLE.Instruct Cue Nominate CYCLE. All attention is focused on the All attention is focused on the

front of the class.front of the class. All students work at the same All students work at the same

beat.beat. Teachers do most of the talking.Teachers do most of the talking. It is vital that control be relaxed It is vital that control be relaxed

if the students are to be allowed if the students are to be allowed a chance to learn.a chance to learn.

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OrganiserOrganiser Planning.Planning. Organising the activity.Organising the activity. Instructions / Rubrics.Instructions / Rubrics. Organisation of an activity can be divided Organisation of an activity can be divided

into different stages:into different stages:

LEAD IN: Introduction of the activity. The hook.LEAD IN: Introduction of the activity. The hook.

INDTRUCT: Rubrics: make sure the students INDTRUCT: Rubrics: make sure the students have understood.have understood.

Model the activity. (Demonstrate)Model the activity. (Demonstrate)

Initiate the activity.Initiate the activity.

Organise feedback.Organise feedback.

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AssessorAssessor There are two types There are two types

off assessment:off assessment:correction correction & organising & organising

feedback.feedback.

During During accurate accurate reproduction stagereproduction stage correction is essential.correction is essential.

During the stage of During the stage of immediate creativity immediate creativity gentle correctiongentle correction is is needed.needed.

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Organising Feedback:Organising Feedback:a)a) Content Feedback: Assessment of how well students Content Feedback: Assessment of how well students

have performed a TASK (e.g. role-play).have performed a TASK (e.g. role-play).

b)b) Form Feedback: It tells students how well they have Form Feedback: It tells students how well they have performed linguistically; how accurate they have been.performed linguistically; how accurate they have been.

Ways of recording errors and organising feedback:

a)a) Pen and paper: vocabulary, pronunciation, style, Pen and paper: vocabulary, pronunciation, style, appropriacy.appropriacy.

b)b) Tape-recorder.Tape-recorder.

c)c) Video.Video.

d)d) Feedback also means telling students what went right.Feedback also means telling students what went right.

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Other teacher roles: Other teacher roles:

Prompter Prompter ParticipantParticipant ResourceResource TutorTutor CounsellorCounsellor MonitorMonitor ResearcherResearcher

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