PDP Method

HAPPY TEACHER APPRECIATION WEEK

Hello everyone!  Welcome to the blog of the week.

This week we responded to the question: When you think about your teachers … what ideas come to your mind?

These are the factors considered when describing teachers:

The role of teachers in the classroom

Their role as organizers before a lesson

Their performance during activities (behavior)

The rapport they establish with students (positive or negative)

Their use of teaching aids (visual aids, gestures)

Whether they are native or non-native speakers

1. Teacher roll in the classroom:

Controller:  Leading from the front.

Prompter: Providing reminders when students forget instructions or tasks.

Participant:  Actively engaging in class discussions.

Resource: Providing assistance when students ask for help, such as explaining the meaning of a word.

Tutor: Giving feedback on larger projects.

2. As an organizer:

It is crucial to remember that teachers consistently plan, reflect on, and refine their lessons before, during, and after teaching them.

3. As performers:

Teachers adjust their behavior based on the activity at hand. In other words, the specific classroom activity influences how teachers behave. The following image illustrates this concept:

4. Rapport

Rapport means “the relationship that students have with the teacher and vice versa” (Harmer, 2007, p. 113). It is, somehow, a magical connection. The following characteristics help achieve successful interaction:

Recognizing Students: Students appreciate when teachers know their names and make an effort to understand their personalities and preferences.

Listening to students: Students respond positively to teachers who listen to them.

Respecting students: This is especially important when providing corrections. Teachers who remain calm and respectful when correcting students help to maintain a positive relationship with them.  Or to see their students "in a positive light" (Harmer, 2007, p. 115).

Being even-handed: While teachers may naturally feel more connected to some students than others, or have "some students they warm to more than others" (Harmer, 2007, p.115), they should strive to treat all students equally. Doing so not only helps build and maintain rapport but also demonstrates professionalism.

And what a surprise!! I had a delightful surprise this week when I spotted my sister and her best friend stefanny in a picture in this week's PowerPoint presentation. It brought me so much joy! She has such a deep admiration for Teacher Orlandito; he was her favorite teacher. By the way, Teacher, she asked me to say Hi! 

My sister's deep admiration for teacher Orlandito taught me that rapport extends beyond the classroom; it lasts through the years.

5. As a teaching aid

While teachers typically have many resources at their disposal, there are times when they must convey meaning and instruction through their expressions, body language, and pronunciation, especially when modeling a dialogue. For Example:

6. Native-speaker teachers VS Non-native-speaker teachers

For a long time, teachers who are not native English speakers have felt unfairly treated, somewhat inferior, and have found it challenging to prove their credibility as English teachers. This is because some people still believe that native English speakers are superior teachers. The following story perfectly illustrates this uncomfortable situation:

However, times are changing. Nowadays, teachers prefer to focus on the positives of their teaching experience and use their strengths rather than dwell on their weaknesses. 

Strengths of non-native-speaker teachers: Having learned a foreign language themselves, they may better understand their students' feelings and challenges during instruction. This can help them adjust their teaching approach as needed. 

Strengths of native-speaker teachers: They have a natural confidence in their language skills and cultural knowledge. For instance, an American English teacher may have interesting stories to share about "Thanksgiving in the USA."

EDUCATION PROCESS

During Thursday's class the teacher reviewed last week's presentation and we learned about the education process:

VYL and YL : At these ages, three parties are typically involved: teachers, students, and parents or responsible adults. 

Adult learners: In the case of adult learners, only teachers and students are involved. The teacher emphasized the significance of establishing a strong rapport with students, as it greatly enhances the classroom environment. While it may not always be feasible to have a perfect rapport with every student, it is essential to make an effort to do so whenever possible.

That's all for this week, see you next week

WORD OF THE WEEK