UNIT 33 GIVING FEEDBACK

Giving Feedback is when teachers give information to someone about his or her learning or showing them that you have understood (or not) what they have said.Also, in the classroom, teachers can give feedback to learners,  learners can give feedback to teacher, and learners can give feedback to other learners.

A positive feedback means that feedback should be balanced, focused and helpful with a comment on positive aspects of a learner's work as well as areas students needs to improve; focused so that the learner knows exactly what the good points are and what the problems are; It is helpful, so the learner knows what the steps to make to improve it.

Besides, writen or oral feedback can be given to learners after formal assessment in adition to a mark or grade. 
As a conclusion,feedback should include guidance on how students can improve their work for the next time.
For more information click on these links
http://www.mindtools.com/pages/article/newTMM_98.htm 
https://www.cabrillo.edu/services/jobs/pdfs/giving-feedback.pdf 
http://www.faculty.londondeanery.ac.uk/e-learning/feedback/giving-feedback 
 

UNIT 32 CORRECTING LEARNERS

   When do teachers have to correct students?
Teachers correct students sometimes when they have made a mistake and also teachers want to show them that something is wrong or incorrect. There is a range of correcting strategies and techniques we can use to indicate that there is a mistake.

Oral correction
1. Time lines

2. Finger correction

3. Gestures and / or facial expressions

4. Echo correcting

5. Peer and self correction

6. Ignoring errors  

Writing correction
Symbols correction code

For more information click on these links

http://busyteacher.org/3723-how-to-correct-mistakes.html

http://www.finchpark.com/courses/tkt/Unit_11/why-and-when.pdf

UNIT 31 GROUPING LEARNERS

   In this unit we identify that there are different ways in which teachers can organise their students in the classroom.For example students can work on their own, as a whole, in pairs, in teams, or in grups.The interaction patterns teacher chooses depend on differents aspects like students learning styles, teacher's teaching style and preferences, the teaching approach, the learning context, the type of activity, the aim or learning purpose of the activity and the stage of a lesson.

Here a list of interaction patterns

* Groups or pairs ==Where students working with other students.
* Students to the teacher == Feedback
* Whole class == Teacher to students
* Individuals == Students complete their tasks on their own.
* Pairwork == Students do the activity with a partner.
* Open pairs == Student to student with the teacher facilitating. (In my personal opinion I like this interaction because the teacher participates actively)
* Mingling activity == Students move around the classroom asking questions of other     
   student.
* Groups or pairs == Students compare and discuss their answers with other groups. (groups of three or more students , it depends on the activity) 
While with "Whole-class activities" such as mingles, enable all the students to practise the language at the same. These activities are good for increasing confidence, specially amongst shy or weaker learners.

"Individual activities" give students a chance to work at their own pace and to focus and organise their thoughts.

Finally, "Pair and group activities" provide students with opportunities for developing longer turns and fluency through interaction.
For more information click on these links

http://site.iugaza.edu.ps/nmasri/files/2012/02/3.6-Grouping-learnersTrainer-notes.pdf
http://busyteacher.org/4265-pair-work-vs-group-work-whats-better-for-the.html

UNIT 30 TEACHER ROLES

     Without doubt the teacher role is to help students apply, get, and undertsand concepts through classroom instruction and presentations.A teacher's role involves more than simply standing in front of a classroom and talking and talking. In fact, even though a teacher spends the majority of the day in the classroom. Also they are facilitor, observer, planner, builder of knowledge, etc. An effective teacher  involves  multiple hats to ensure that the school day runs smoothly and all students receive a quality education.Obviously  within their roles are to prepare lessons, extra material, quizzes. In today's world a teacher's role is a multifaceted profession.
Something esle,the teacher role is very important to engage students in the learning process, he is a motivator, a leader whose purpose is that students first learn values and then the knowledge. On the same hand he is a former of dreams with his help students can achieve their goals, I mean the teacher guides them, he draws them in the right way in order to  be good people for the sociaty.
As a conclusion, Ithe teacher role isn't only teaching this goes more over. As I said in my book, if teacher wants to get an active and participative class, "First, be a friend then teach"

For more information, click on these links:
http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx
http://www.britannica.com/EBchecked/topic/585183/teaching/39100/Functions-and-roles-of-teachers
 

UNIT 29 CATEGORISING LEARNERS MISTAKES

     First all of , it is very remarkable to mention the difference between error and slip. Error a mistake that students do when they trying to use a range of language more than their level of knowledge and Slip a mistake that students that they can solve by themselves.L1 interference influences on the students development. But mistakes result in problems of accuracy. What kinds of mistakes do learnes make?
there are inaccuracy: pronunciation (it means incorrect pronunciation of a word or words),inaccuracy: grammatical (incorrect verb form ),inappropriate style (register), lexical (incorrect adjective),spelling (plural for example), and punctuation (inaccurate use of full stop).
Also, there are oral and writing mistakes, but over here the most important part is to help students to avoid these kind od mistakes. They want to use the correct form of the language to communicate with suitable context and clear message.
As a conclusion, we can categorise learners' mistakes in accuracy and appropriacy.

for more information click on these links:
http://www.engvid.com/
http://www.proz.com/translation-articles/articles/633/1/Second-Language-Acquisition%3A-Learners%27-Errors-and-Error-Correction-in-Language-Teaching
http://www.antimoon.com/how/mistakes-in-learning.htm

UNIT 28 IDENTIFYING THE FUNCTIONS OF LEARNERS' LANGUAGE

The functions of learners' language are the PURPOSES for which learners use the language in the classroom.

     In this part , I think that all the exponents need to  be taught correctly because every day the students need or apply functions of language. Teaching students their favorites phrases could be a good idea but then they need to think in more complex language according their level of knowlegde .
Also, for every stage of a lesson there are possible learner language functions but the most important part is that students first they can identify and analyze these three aspects: situation, exponent and the function.Only in this way students are able to catch and expand the functions of language. As a result students will use of a wide range of the language for example: interacting, suggesting, negotiating, etc.
The functions learners use are often the same as those used by teachers. In other words, for each activity or stage of a lesson plan the students will use exponents in order to express different functions of language but according to the necessity.

for more information, click on these links
http://www.ode.state.or.us/teachlearn/standards/elp/files/langfunc.pdf
http://www.literacyhow.com/wp-content/uploads/2013/06/Academic-Language-Functions-toolkit.pdf

UNIT 27 USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

How do we use language appropriately for a range of classroom functions? I have been asking this question me since I was doing my internship. Now, I learned that using language appropriately means we use language in the classroom which best suits the learners and the situation. Classroom functions are the purposes for which teachers and learners use language in the classroom.

 As teachers, these purposes can include to manage activities and learning, to explain learning points and to move smoothly from one stage of a lesson to the next. The language we use in the classroom must be appropriate for the classroom function and for the Level and the age of the learners. For example, we should not use language that is too formal with primary learners or language that is too babyish with older learners.

So know the question is how to grade the student language in the classroom? First of all grading language means choosing to use classroom language that is at or below the language level of the learners. For example, with beginners we use simple words and phrases. This is what I did with my students during my internship but with higher level our language can be more complex.

To finish grading means that our language is at the right level of the learners understand. We need to sequence our language appropriately to provide learners with learning opportunities to use the target language.

Click on this link for more information
http://www.writeexpress.com/appropriate-language.html