CHAPTER 1

learners

OUTLINE

Reasons for LearningDifferent contexts for learningLearner differencesThe importance of student motivationResponsibility for learning

Reasons for Learning

• Living in a target language community• ESP• Improve English generally

different contexts for learning

• EFL/ESL: English for speakers of other languages• School and language schools• Large classes and one-to-one teaching• In school and in company• Real and virtual learning environment

Learner differences

• Age: Children/Adults

• Learning styles: the way you like to learn (M.intel)

Diversify activities

• Levels: beginners, intermediate and advanced

• Ed and cultural background: learning by rote or learning by doing: T need to be sensitive of different backgrounds. Offer different material, topics and teaching techniques to suit different individual expectations and tastes.

The importance of student motivation

• Extrinsic motivation: the motivation that Ss bring into the classroom from outside the classroom.

• Intrinsic motivation: motivation from what happened inside the class such as T’s method, activities, Ss perception of their success or failure.

• T’s main aim is to sustain Ss motivation: activities we ask Ss to take part in, excite Ss curiosity and provoke their participation, help them to be interested in the subject, select appropriate level of challenge, be professional, Ss may have some decision making power.

Real motivation comes from within each individual, from the Ss themselves.

Responsibility for learning

• Encourage Ss to take more responsibility of their own learning• Instead of imposing learner’s autonomy, we need to gradually

extend the Ss role in learning( make their own dialogues, investigate a grammar issue, puzzles, use dictionary), self access center, CD,DVD resources to continue studying outside the class …

CHAPTER 2

Teachers

IntroductionI. Who teachers are in classII. Rapport III. Teacher tasksIV. Teacher skillsV. Teacher knowledgeVI. Art or science?

OUTLINE

IntroductionGood teachers:

are born and not made! (they have a nutural affinity for the job)

those who do not have this natural gift learn

their craft by mixing personality, intelegence,

knowledge and experience.

Who teachers are in class1. Personality

Effective teacher personality is a blend betweenwho we really are (natural personality) , and who we are as teachers. Teachers have to show a professional face.2. Adaptability

What makes one teacher out from another is how they react to different events in the classrom as the lesson proceeds. Unexpected events happen in lessons and part of a teacher’s skill is to decide what the response should be when they do. (not everything goes as planned) T should react quickly and decisively before the escalation of misbehavior.

3.Teacher roles Controlor prompter Assissor

_ being the focus and doing evrything. The teacher-centered approach.

_ encouraging Ss by pushing them to achieve success.

_Mottivating SS by grades or whatever.

Ts have to be a resource for SS to consult whenever they need advice

Rapport it’s the relationship between teacher and SS. It is established when SS see T as a professional .1. Recognising SS• good T knows his SS’ names 2. Listening to SS • Ts should make themselves as available as they

can to respond to their SS’ needs. To maintain rapport, Ts should listen to

comments from SS about the activities that make them interested or bored.

1. Respecting SS•Ts should respect their SS by minimising critical comments (correcting SS) and praise as well. • Ts should not overreact (anger) when their SS misbehave.2. Being even-handed • Ts should do their best to reach all SS of the group not just those raise their hands up.

Ts should deal with their SS equally.

Teacher tasksAs professionals, teachers have to perform certain tasks:

preparation

• Knowledge of the subject (what & how).

• Planning.

Keeping record

• A useful way for looking back to what has been done.

• Know what works and what does not.

• To adjust testing practise.

Teacher skills Managing classes

Matching tasks and groups

Variety destination

•Successful activities.

•Prevent misbehavior

• SS levels and tasks.

• enjoyable and interesting activities.

• vary activities and lessons.

• change SS roles and groupings.

• learning outcomes and tangible results.

Teacher knowledge Language system

Materials & resources

Classroom equipements

Keep up-to-date

•Knowledge of grammar and pronounciation.

• praise questions.

• know about books & websites where courses are available.

• know how coure books work.

•computer,data-show, screen…ets•Never let technology drive you and dominate you.• know what your SS need to do and what materials they need to use.

• try new ways to do things.

•Attend conferences, seminars, tvs….etc

Art or science ?

Art • Teaching works when the

relationship between SS & T is at its best.

• Decision-making is often the result of teacher’s feeling and judgement.

science• Understanding the language

system.• Find best way to explain. • keep abreast of changes in the

field.

CHAPTER 3

Nurturing positive student behavior

What is discipline?

Is there any distinction?

Control vs. Discipline

What are some possible characteristics of the disciplined classroom?

Does knowing and using Ss’ names a practical hints for teachers on classroom discipline?

The teacher should invest time and energy in building positive relationship with students

Students are more attentive, motivated, and helpful when they

perceive the content to somehow relate to their life

In this chapter, we are going to see how a teacher can motivate

and help his students

Some teachers prefer to set rules the first day of school

Most effective teachers establish a few, positively stated rules

its better for a teacher to establish his own set of rules based on

his needs and experience

Don’t try to cover every possible unacceptable behavior

Establishing rules

show students that you are very serious in establishing rules

be flexible while dealing with latecomers, don’t be late is

different from be on time

it’s good to be firm at the beginning and then you can relax

Treat each student with degnity and respect in order to create a

positive relationship with them

react immediatelly and calmy to the infractions[ students test

you to determine the boundaries of acceptable behavior]

refocus everyone’s attention and get all students back on task

Tips for managing classroom behavior

deliver interesting,fast paced, and orgnized learning experiences ,

much students act out due to boredum

be sure your rules and expectations are clear

be cautious of touching Ss when they are angry

selective hearing

remain firm yet compassionate when you discuss a Ss’

misbehavior

Tips on using Positive reinforcement of good behavior

Reinforcement based on the principles that the frequency of a

response increases because it is followed by a rewarding stimilus

A teacher’s goal in using PR in the classroom is moving Ss up

the reward hierarchy from external motivation to internal control

Reinforce Ss’ behaviors, reward appropriate behavior; don’t

ignore it « catch the Ss being good »

use praise effectively, should be specific rather than general

Motivating the Unmotivated

In every classroom, there are Ss who seem unmotivated to learn,

the challenge is to improve the dose of engaging them.

individualize instructions

allow Ss structured freedom. Offer options in assignments,

tasks…

link your content to your Ss’ personal lives and intersets

What good listening is Not

Listening is not advice giving because the T is not an academic

adviser. Even if the student asks for advice, giving it is not

necessarily the best thing to do.

The chinese proverb « give me a fish and I eat for a day; teach

me to fish and I eat forever »;

Its more important to equip our Ss with skills needed to face

and solve life’s challenges

CHAPTER 4

Time management

Time management is not only important in improving students’ achievement; it is also an important element in preventing discipline problems.

Time you try to manage falls into two broad categories:•The daily time you spend before and after classes getting ready to teach and manage your Ss engaging in professional activities( planning lessons- grading homework and classroom papers- conferencing with SS, parents, teaching colleagues and administrators, professional development.•Instructional time: the daily time you spend during class teaching, engaged in professional activities ( instructing the whole class directly- instructing small group of SS directly, audio-visual instructional presentations- helping inattentive or distracted students remain on task etc)•Instructional time is of three types :

Allocated time Engaged time Academic learning time

-The amount of time that is allocated to teach the class.( how much time allocated to teach a given concept or skill).It should take into consideration the prior knowledge, interest, motivation and the learning approach.( according to syllabus -level: know/don’t know)-T have a professional obligation to teach the content they are assigned to teach . are ss given the appropriate time to learn certain skill before moving to the content of the syllabus.

-The amount of time SS spend focused on the instructional objectives.( time that is spent on activities other than focusing on the objectives ex: distribution of materials, ss moving into groups, discipline problems..)

-The amount of time the SS are engage in learning the objectives with success.( ex: a SS might spend 20min in activities focused on the objectives but does not do so with success Zero academic learning time .-Increasing academic learning time requires that teachers remain active in monitoring SS’s progress (efficiency in managing T) through: -Maximizing the engaged time -Minimizing the portion of time that is lost on activities and constantly monitoring SS. - The allocation of time based on the abilities and prior knowledge of SS;

Ways to increasing engaged time

Establishing C.R routine:

Providing assistance to SS:

Managing transitions:

-things that you do a lot with your SS.

-Monitoring SS work to make sure they are doing it successfully by using the principle: Praise: encourage SS (don’t exaggerate) Prompt: give clue Leave: very quickly

- the moment when you shift from one thing to another.-give clear instructions to SS, provide signals to inform them of what they should be doing , and keep things moving at a brisk pace( very quickly).

•The greatest sign of success for a T is to be able to say “the children are now working as if I did not exist” ( clear instruction/SS are fully engaging/SS are autonomous in a positive way / no spoon-feeding )

CHAPTER 5

Managing the classroom environment

In one of her daily routines, Mrs. Trimasse enters her classroom greeting her SS and starts brainstorming about today’s session which is about “managing the classroom environment”. She directs one of her questions to Ait Madani.T: what is classroom climate?

Ait: after a few seconds of thinking, he says with confidence: it is the collective perception by learners of what it feels like to be a learner in a particular educator’s classroom such as TEFL & ICT master program.

Then Mrs. Trimasse turns to other SS asking if they agree or not. In fact, Mrs. Trimasse, as an effective educator, uses her knowledge, skills, and behavior to create learning environment that maximizes opportunities to learn, where TEFLers and ICTers are well managed and motivated to learn.

After Ait Madani’s answer Akklouch comes with a comment in which he talks about the factors that influence the classroom climate. He says that “EMSIC” is an acronym that summarizes four factors: “E” for Ecology, “M” for Milieu, ”S” for social system, and “C” for culture. However, Zakaria does not agree with him and instead he describes the classroom by using a classification of classroom properties (content), classroom processes (conduct), and classroom structures (context). As soon as Zakaria finishes his talk, Akhrazze intervenes by saying “what puzzles me is that I don’t know the aspects that influence how learners feel in a class. Then surprisingly, Mezgar comes with a beautiful answer. He says there are 8 aspects; 1st Clarity about the outcomes of a lesson, 2nd Order within the class ( Ait MAdani next to Aklouch, and Elomari next to Jam3ati), 3rd Standards of behavior ( Trimasse says make sure your mobiles are off and never yawn in my class) 4th Fairness, 5th participation, 6th support, 7th safety, and the last is interesting, comfortable and attractive environment.

Commenting on what Mezgar said about features of a learning community, a loud voice from the lift corner speaks about 3 building stages for a positive classroom climate: 1st the establishment phase during which the focus is preventive. Mrs. Trimasse, in this stage, aims at minimizing unnecessary disruptions by having a balance of rights, responsibility, rules and routines. 2nd the consolidation phase in which Mrs. Trimasse continues to teach, encourage and maintain what was established even if some SS test these rules by being late. The third stage is the cohesive phase. During this phase, cooperative learning, classroom meetings are the norms.

After talking about these 3 stages for building a positive learning environment, Mrs. Trimasse asks us how about managing the physical environment?

Then, again Aklouch raises his hand and says that while organizing the physical layout of the classroom, educator must keep in mind “VAFCA”. Then SS turn to each other asking about this new word. Aklouch explains the word saying that ‘V’ stands for Visibility, ‘A’ for Accessibility, ‘F’ for Flexibility, ‘C’ for Comfort, and ‘A’ for Aesthetics. Then, the class applauds and Mrs. Trimasse says; yeah! Indeed, classroom space can play an important role in creating an optimal learning environment.

At this point comes Omarakly with his usual criticism. He says: the problem is (da) that of class size. Apart from disciplinary aspects, large classes present a number of difficulties: Learners are not sure of the purpose of instruction. They do not know whether they are progressing or not. They do not know how to improve. They do not have the opportunity to read widely. The teacher is unable to cope with the variety of Ls and their particular needs. All this is about managing recourses for effective teaching. Mrs. Trimasse responds saying that a key aspect of managing learning in large classes is often the production of appropriate resources. Therefore, your materials and media should be accurate, readable, sufficient, interesting, varied, linked to the outcomes and content of the lesson, and used constructively. All this, she says, should be tied to the age and the ability of the class, time available, and the teaching strategy used.

While Mrs. Trimasse still talking, Zakaria Jamaati says: can I intervene?Mrs. Trimasse: is it a question or a comment?Z: just a commentT: ok, go aheadZ: I just wanna tell you of a strategy that I learned in USA. It’s called “independence strategies” by which learners are motivated to become independent learners.

N.Sellam interrupts him by saying: but how Si Zakaria? There some problems resulting from large classes. For example, lack of purpose. Then Z.J. stops her and says Independence strategies suggest that you use learning outcomes.N.S: what about knowledge of progress?Z: you can use self-assessment.N.S: then, what about lack of opportunities for discussion? Z: you can rely on independent, learner-led discussion groups.N.S: but Ls are not always motivated!Z: you can resort to problem-based learning N.S: try to establish support mechanism, e.g. peer support groups

Ok, ok, ok says Mrs. Trimasse. That’s ok for Managing resources for effective teaching. Let’s now focus on establishing the Socioemotional Environment. As far as we know, educators are responsible for evaluating learners’ work and for controlling the quality of life in the classroom. But, how can we establish that environment?

Then, the answer comes from British accent. She says: by focusing on three main points: 1st communication whether verbal, non-verbal or written. In fact, effective communication skills form the foundation of effective classroom management. Therefore, we, as future educators, should listen carefully and effectively to our SS, give clear messages including our feelings, give of ourselves, consider our feelings about the message that we have received, and finally consider our responses to the messages. The 2nd point in establishing socioemotional environment is education-learner relationships. If you still remember! Mrs. Trimasse told us that, in order to facilitate engagement with learners, we should accept our personal responsibility for learner’s success and stop blaming others. We should take on an extended teacher role, even outside the classroom. We should be persistent with our SS (just remember the poster session). We should express a sense of optimism that all learners can learn (remember Mrs. Trimasse saying Ya Nadia, come on! You can do it). However, this relationship cannot be good if it has no openness, caring, Interdependence, separateness, Mutual meeting of needs, all this can be summarized in one word that is “OCISM”. So, creating good educator-learner relationships in room 57 would be by creating open, professionally appropriate dialogue with TEFLers, systematically building better relationships with ICTers, communicating high expectations. And finally, by creating opportunities for personal discussion: by letting Aklouch to tell his story with Lalla molati BismALLAH 3liha.

Before Ahlam coud reach the third point of establishing positive socioemotional environment, Mrs. Trimasse stops her raising a question about the guidelines for avoiding the negative effects of educator expectations.Then Goali says: it is just a (ay) matter of:- using sensitive information on very carefully.-Being flexible in your use of group work strategies (not always BAs in one group and experienced teacher in the other group)-Making sure all the learners are encouraged.- Monitoring your non-verbal behavior.

Suddenly, Omarakly says: as a conclusion to all that you said: I think that (da) the basis of a positive educator-learner relationship and positive classroom climate is self-esteem and self concept.Self esteem is the value or esteem we place on our perceived abilities, our bodies, our feelings and our social interactions. The problem is that (da) many people, and learners specifically, process a person’s critical comments about himself or herself in critical ways. These critical messages are internalized (understood) as “I am a failure” rather than “I sometimes fail”. Therefore, Profs: Trimasse, Hassim, Tamer, Jennifer, and others should be aware of what they are communicating to learners (TEFLers), both verbally and non-verbally.

Resuming her talk, Ahlam says: the third and the last point in establishing positive socioemotional environment is creating positive peer relationships. She says: peers play an important role in determining the quality of the learning environment. Furthermore, Ahlam emphasizes the importance of positive peer groups for eliminating or preventing misbehavior in the classroom.Again Mrs. Trimasse stops her asking another question: how can we create the social conditions for effective learning in the classroom? Then, here comes the answer from Souba3i. He says:Let your SS get to know you. Treat your SS with respect. Memorize their names and how to pronounce them (A9louch instead of Aklouch and Ait 7amou instead of Ait Hamou).Build a sense of community in the classroom (not BAs in one side, experienced in the other side, and the others in between. This is no longer a community; it’s an open gate to civil war, instead)

Here stands Elomari saying: but my classmates, the pressing question is how can we create classroom climate?Yes brother brahim! Says Takeddine. It is simply by creating a learning milieu in which the focus is on learning which means that it is learning-oriented classroom rather that work-oriented classroom where the focus is on production. The foundation of learning-oriented classroom is a system of critical attitudes. The first critical attitude is RESPECT for the learners. The second is CREDIBILTY; educators who are credible practice what they preach.”LA TANHA 3AN KHOLO9IN WA TATI MITLAHO, 3ARON 3ALAYKA IDA FA3ALTA 3ADIMO”. The third critical attitude is educators who hold themselves and their learners accountable for learning that is taking place.

Omar continues saying it is also by motivating Ls because having motivated learners such as TEFLers in class will make the educator’s task of managing the classroom easier ( except the case for ICT1 where everyone indulges in surfing the net or chatting while the poor Afdel is still talking about Doodle. In fact, (LA HAYATA LIMAN TUNADI). Adding to what Omar said, Aboulahassan argues that the lack of discipline in public schools is seen as the most serious problem facing schools today. Although disciplinary problems impact on school as a whole, it is the classroom teacher who is the first line of defense (which means ALLAH IKON FL3WAN).Then Amal HAfidi stands to intervene. She says: I agree with you Mustapha, but how can we address disciplinary problems?Before Mustapha could even respond, Mrs. Trimasse reproaches Amal and says Voice Projection, How many times shall I repeat this?!

Mustapha then continues saying: It is merely by establishing Rules and procedures. For example, Routines for accomplishing lessons, interaction between teacher and Ls (respect), and communication between Ls (groups). Also, by developing a positive classroom discipline policy; this system usually consists of three parts: Rules that learners must follow + consequences of breaking rules + Rewards when they follow rules.This policy aims to establish a fair and consistent way of promoting good behavior and dealing with misbehavior. Moreover, says Mustapha, the participation of Ls in the establishment of classroom discipline policy is so crucial (even Mrs. Trimasse does not agree), there should be an agreement with Ls, and the formulation of the policy should be through the use of the first person i.e. “we” and “our”.

Ok Mustapha! Says Amal But these Rules should be few in number and linked to the school rules, stated positively, be teachable and enforceable, frequently read through and referred to.That’s true nodded Mustapha!After that, youness intervenes by saying: for managing learner behavior, I have a solution, we can just make a connection between the management functions which are 3c’s: Content, Conduct, and Context and the level of control, where the level of control varies from preventive and supportive to corrective. If the learner’s behavior, says youness, is desirable, the educator will focus on prevention. If minor disruptions occur, the educator may select redirection. When behaviors become severely disruptive, team-support steps may be utilized.

Here again comes the hero!As a conclusion to all that you said, the teacher’s personal style, the learner’s personality, the success of past disciplinary approaches with that learner and the specific circumstances surrounding the misbehavior should all be considered in determining the most appropriate step to be taken.

Ahah ! says Rahma.I have got a poem entitled “ the 20-step discipline model”Provide effective instructionHelp learners experience more success than failureRecognize and reward desirable behaviorSend a preventive ‘I-message’ communicating desirable behaviorGive early attention to potentially disruptive learnersChange circumstances that may produce misbehaviorUse physical closeness to prevent misbehaviorIgnore minor disruptions and recognize behaviorsSend non-verbal message requesting a change in behaviorAsk for status or rule to redirect behaviorRequest a change of behaviorIsolate the learner to keep a minor disruption from escalatingSend an ‘I-message’ communicating the effects of undesirable behavior

Conduct a reference: no-lose conflict-resolution approachConduct a conference to develop a behavior-improvement contractImplement a class ‘assertive discipline’ planSend the learner of ‘time-out’ to another classroomInvolve the parents in changing learner behaviorInvolve the principal in changing learner behaviorRequest that the learner be removed from the classroom.

ConclusionIn a nutshell, it became clear that the educator who is successful in building learners’ confidence, self-esteem, knowledge and skills is the educator who exhibits the following aspects:•Clarity in setting tasks and skills•Enthusiasm for the learning area•Care for the individual learner•Consistency in encouragement and teaching style •Encouragement to work cooperatively, as well as to learn individual skills •Utilization even of failures as learning experiences•Expectations that learners will succced.

CHAPTER 6

Managing learner participation in the

classroom

Coming soon

CHAPTER 7

Lesson planning

Why is lesson planning important

Clarity • Being clear on what you want to teach.• Being clear about which strategies and methods that will

be employed to reach the learning goals.

Unpredictable Events

• Being ready to cope with whatever happens.

framework • Give your teaching a framework, an overall shape.

Reminder • A reminder for the teacher when they get distracted.

Commitment • It suggests a level of professionalism and real commitment.

For teachers For studtents

They don’t have to think on their feet.

They don’t lose face in front of their learners.

They are clear on the procedure to follow.

They build on previous teaching and prepare for coming lessons

• They realize that the teacher cares for their learning

• They attend a structured lesson that is easier to assimilate

• they appreciate their teacher’s work as a model of well organized work to imitate

How is lesson planning important for the teacher and the learners?

Variety : Coherence

Balance : Flexibility Challenge :

- Vary Contents,activities, materials, Aids…Why?-To meet different learning styles. -To consider different intelligence types.-To keep Ss interested and avoid monotony.

- there should be connection btw the different activities. - Smooth transition. -Build on a previous lesson and prepares for the next one.

-The lesson is a mixture different of techniques, activities, contents ….

-the use of different techniques.-ability to change the plan if it shows inappropriacy to the classroom real situation.

- the new lesson should be challenging for Ss- present new items beyond students’ prior knowledge.

What do you take into account when you design a lesson plan?Five guiding principles:

COMPONENTS OF A LESSON PLAN :Information about the learners:

Goals: OBJECTIVES:

Procedures : Materials and

equipment:

- general information such as the number of Ss, their age, their level…

- an overall general purpose to accomplish by the end of the lesson period.

-what students should be able to do by the end of the course.

- Detailed, step-by-step description of what the teacher will do to achieve the course objectives (Introd, main activity, closure) including time, logical, sequencing…

- it is about the aids that will be employed at each stage in the presentation of the lesson.

Evaluation of the lesson plan: - The teacher should make sure that the objectives have been accomplished. -Make sure that Ss have practiced what you are asking them to do for evaluation. - During actual classroom interaction, the instructor needs to make adaptations and Ss.The lesson plan is it curriculum centered or learner centered?Learner cenetered:Take 3 things into account: feelings, interests, needs in terms of basing the choice of materials according to their needs, autonomous.

CHAPTER 8

Initiating interaction

The collaborative exchange of thoughts, feelings, or ideas between two or more people, result in a reciprocal effect on each other.

Through interaction, Ss can increase their language store as they listen to or read authentic linguistic materials…

Interactive principles

-the language-culture connection-Interlanguage: feedback is crucial.

-Intrinsic motivation- Strategic investement-risk-taking

-Automacity: ss are freed from keeping language in control.- Communicative compeyence: involved.

Roles of the teacher

Resource

Manager-

Facilitator

Controller

-

director

Questioning Strategies

Key to create an interactive language classroom is the initiation of interaction by the teacher.

T questions give ss the impetus and opportunity to produce lang comfortably.T questions can serve to initiate a chain reaction of ss interaction among themselves.T questions give the instructor immediate feedback about ss comprehension.T question provide ss with opportunities to find out what they think by hearing what they say.

Kinds of questions are effective in the class:

Start with display questions that aims to elicit information already known. Refrential question that request information not known by the

Some kind of questions discourage interuction:

too much class spent on display questions A question that insults a student’s intelligence by being so obvious that s will think it’s too silly to bother answering. Vague questions that are worded in abstract or ambiguous language.

Questions that are stated in a complex language. Random questions that don’t fall into a logical and well-planned sequence.

Group work

• Generates interactive lang: provides opportunities for students to practice in negotiation of meaning.• Offers an embracing affective climate: no shiness or fear of public speaking.• Promptes learner responsibility and autonomoy: difficult to hide in small groups• A step toward individualizing instruction: help students with varying abilities to accomplish separate goals.

Avoiding group work

The control of the class is absent

The large groups

The use of native language

The errors will be reinforced

Individual work preference

Considerations for group work

o Taking cultural expectations and belief systems into account

o Arranging the class space for active student participation

o Emphasizing the importance of group work

o Teaching ss how to work cooperatively

o Assigning group roles

Course book

Four stepts for course book:

•Omit

•Addapt

•Add

•replace

Authintic materials

Advantages:

Ss exposed to real language in real life situations

Disadvantages:

Time consuming

CHAPTER 9

assessment &

Homework

Assessment of students ‘work

prepared by: Mohamed ait madani youssef

Using this technique with adolescents

Minor modification are necessary.

Adolescents need to learn to be more independent and self-reliant.

Homework settingSetting should be :Quiet Devoid of distractions loud noises siblings and so forth. Parents still need to ensure that the student is working rather than getting in other activities.

Introduction to assessment

Effective assessment becomes vital part of teacher’s job.

In the years teachers wrote only “well done”, “poor” or “see me”.

There should be a how and why.

Difference between Formative assessment and summative assessment

Formative assessment

• It is informative • It explains what is needed to improve the

piece of work prior to final substitution (ESP)

• It can come in many forms, but it is basically any activity undertaken by teachers and students themselves.

• It is referred to as assessment for learning.

Summative assessment

•It is a final mark that you give for a piece of work.•Give a grade and a comment.•This feedback given may be used to inform future work and not the piece of work which has been submitted.

Assessment for learning

Teaching becomes more interactive.

Encourage students do vocalize their opinions

Ask them about what they think

Teaching style should match students’ learning style.

The teacher should take much responsibility working with each member of the class.

Assessing for motivation

Written assessment has a crucial part in this aspect. Positive comment Positive impact negative comment harmful and destructive comment

Written assessment need to be continual process, not just an occasional activity.Send students a message that you care, through giving attention and the benefit your benefit of your expertise to their work.

Assessing for motivation (continue)

Think about the investment for the future that is more important than the single piece of work you are about to mark when you give marks.

Never, ever start with negative comment in you comments because you may cause students to avoid investing effort in learning and then be disappointed.

Don’t overload students with suggestions.

Assessing for motivation (continue)

This has short and long term benefits

students are more likely to implement

your

suggestions as a matter of course

The quality of the work will improve

students will engage with you if you are positive toward them

You will have more contented or

constructed students.

How much should I write?One word is next to useless.

Don’t write too much because you may resentful and write more than what the student write.

Put a positive comment and then a few comments for the improvement.

The power of verbal motivation

A good teacher is assessing progress of his students all the time.Whatever started you are doing, it is the first opportunity to have assess you students and should not be wasted.

Your response you give to students’ answers must be positive and not a put down.

If you are asking students, direct the appropriate question to the right student.

If a student is nervous or unwilling to answer a question make sure you ask him one he knows and don’t forget to give a lot of praise.

It is important to avoid the temptation of asking answers from the same students who put up their hand up again and again.

Self-and peer assessment

Self assessment

It gives students chance to step back and look at their own work and targets.

Provide them with a frame work where they can assess their work. This may be in the form of a checklist to identify if a student has performed a task and then give space for their own recommendations.

Peer assessment

You can display, for example, a student’s

work to the whole class.

Homework setting

Homework setting

Free from destructions

constructiveNot isolated

Homework time

Homework time depends on students personality.

It can be determined by routine within the home , parents’ preferences extracurricular activities.

They should have the same homework time each day.

Best time for homework

Half an hour after school

An hour before dinner or immediately after dinner.

Begin a homework checklist or journal

Systems to assess students in keeping track of homework:Homework journalPlanners Sheet of paper that has spaces for homework in each subject.You may have a notebook in which you or your students fill out a blank sheet he finished homework.

Homework rules Homework journal should be assigned.

Books, notebook, handouts, and every item needed for homework should be present.

Doing the homeworkParent should help their children organize their assignments by locating and categorizing all work that has to be completed on the homework surface where it has to be done.

When the assignment is done, students should show it to their parents to check whether it is correct or it should be redone.

Earning an after-homework privilege

Parents should restrict certain privileges until after homework time to teach students that homework completion is rewarded.

Teach them that privileges are earned by taking care of one’ s responsibilities.

It is an added motivator for students who tend to procrastinate and a very long time to do their homework.

Providing assistanceGive the assistance but don’t do the assignment for students.

Let them complete the task under your monitoring.

If they ask for help for a regular basis, you should inform the teacher to consider the nature of the problem.