Unit 2 - Teachers

- reasons for learning

- schools and language schools
- learner’s differences
- learning styles
- educational and cultural
background
- motivation
 Describing a good teacher
● What makes a good teacher?
● Can you think of a good teacher you had?
● What made him/her special?
● What characteristics of a good teacher you
have? Which ones would you like to foster?
● How do your students and colleagues see
you?

Text
Who teachers are in class
● When we walk into a lesson, students get an
idea of who we are as a result of what we
look like (how we dress, how we present
ourselves) and the way we behave and
react to what is going on.

● Students take note, either consciously or

subconsciously, of whether we are always
the same or whether we can be flexible,
depending on what is happening at a
particular point in the lesson
Personality

https://www.16personalities.com/br
Personality
● What kind of personality do I want my students
to encounter?
● Students want not only to see a professional
who has come to teach them, but also to
glimpse the “person as well”.
● We have to be able to present a professional
face to the students which they find both
interesting and effective
● We need to think carefully about how we appear
Adaptability
● What often marks one teacher out from another
is how they react to different events in the
classroom as the lesson proceeds.
● Teachers need to be able to ‘think on their feet’
and act quickly and decisively at various points
in the lesson.
● When students see that they can do this, their
confidence in their teachers is greatly enhanced.
Appearance
Appearance
● Can looks be deceiving?
● Should we worry about appearance in the
classroom? Why or why not?
● What kind of students can there be in our
classrooms?
● What impression do you cause on your
students?
Punctuality
Unit 2 - Teachers
Communication
Communication
● What’s communication?

● How can people communicate?

● What’s the way audiences receive a

message?

● How important is communication in a

classroom?
Body language
● What’s B.L.?

● How important is B.L. while communicating?

● Can one improve their B. L.? How?

● How important is B.L. in a classroom?

Rapport
● What’s rapport?

● How important is rapport while communicating?

● How can one build rapport while

communicating?

● Is rapport necessary between a teacher and

student? How come?
 Palavras? Tom de voz?
Linguagem corporal? Qual tem
um peso maior na comunicação?
 Communication
● The act of transferring information from one place to
another/from one person to another

● From Latin “communicare”: ‘sharing’, 'make

something common‘

● Verbal communication: spoken or written

● Nonverbal communication: gestures, signs, facial

expressions, eye contact, posture
 Body language
● Body language is not just about how we hold and
move our bodies.
● Body language potentially encompasses:
○ how we position our bodies
○ our closeness to and the space between us and
other people (proxemics), and how this changes
○ our facial expressions
○ our eyes especially and how our eyes move and
focus, etc
 ○ how we touch ourselves and others
○ how our bodies connect with other non-bodily
things, for instance, pens, cigarettes, spectacles
and clothing
○ our breathing, and other less noticeable physical
effects, for example our heartbeat and
perspiration

● Body language tends not to include:

○ the pace, pitch, and intonation, volume, variation,
pauses, etc., of our voice.
 Rapport
● Rapport forms the basis of meaningful, close and
harmonious relationships between people. It’s the
sense of connection that you get when you meet
someone you like and trust, and whose point of view
you understand. It’s the bond that forms when you
discover that you share one another’s values and
priorities in life.
When you have a rapport with sb, you
share:
● Mutual attentiveness
● Positivity
● Coordination

This connection can appear instantly - when you

“click” with someone – or develop slowly, over
time.
It can grow naturally, without intent, or you can
deliberately set out to build it
 How to build rapport
● 1) Check your appearance
● 2) Remember the basic:
○ Be culturally appropriate
○ Smile
○ Relax
○ Remember people’s names
○ Hold your head up and maintain a good posture
○ Listen carefully and attentively
○ Don’t outstay your welcome (don’t stay at
someone’s house longer than they want you to)
● 3) Find common ground: identifying common ground
can help to establish rapport, so use small talk to find
sth that you both share

● 4) Be empathic
○ Empathy is about understanding other people by
seeing things from their perspective
Listening to students
● It’s important that you can talk to the teacher
when you have problems and you don’t get
along with the subject;
● Be aware of your students’ reactions, that will
help to maintain the rapport that is so important
for successful classes.
 Respecting students

● “Teachers should be able to correct people without

offending them”
● Correcting students is always a delicate event.
● If we are too critical, we risk demotivating them
 Respecting students
● If we are constantly praising them, we risk turning
them into “praise junkies”, who begin to need
approval all the time
● Just as students have different learning styles and
intelligences, so, too, they have different
preferences when it comes to being corrected.
● How would you rather be corrected?

● How do you usually correct your students?

● Do you worry about the way they want to be

corrected?
Being even-handed
● Students will generally respect teachers who
show impartiality and who do their best to reach
all the students in a group rather than just
concentrating on the ones who ‘always put their
hands up’

● Treating students equally not only helps to

establish and maintain rapport, but is also a
mark of professionalism.
● Do I have any “pet” in my classrooms?
● Do I treat them differently?