Teachers

As any good teacher knows, all students do not learn in the same way. In addition, it is common for a class of students to be at a variety of levels in any particular subject. Teachers need to use different teaching methods in order to reach all students effectively. A variety of teaching strategies, a knowledge of student levels, and an implementation of which strategies are best for particular students can help teachers to know which teaching methods will be most effective for their class.

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What does the "classroom of the future" look like? Instead of the traditional lecture-oriented room, this new classroom emphasizes group learning and collaboration. The instructor serves as a facilitator, handing out projects, answering questions, providing resources, and moving around the room as necessary. Students work in groups to learn, and activities are structured to emphasize collaborative, active, student-based learning.

Read more: Teaching-Collaborative Learning Spaces

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Taken from Penn. State's On-Line TA Handbook

The following is a set of suggestions that might help make the first day of class a bit less traumatic for you and your students. This first day of class provides an initial opportunity for you to communicate something about you as a professional educator and the discipline that captivated your interest when you were a student. It is also a time for you to examine the characteristics of the students who make up your class, so that you will be able to develop learning situations that are more likely to succeed.

Read more: Teaching-First Day of Class

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Welcome to UNC Charlotte. To remove some of the “mystery” in your new role as a graduate teaching assistant, we have pulled together some information in this packet and in the orientation session that might be useful to you. This packet includes the following topics:

DR. SALLIE M. IVES
and
DR. DEBORAH LANGSAM

Part 1: Planning What You Are Going to Teach
Part 2: First Day Suggestions
Part 3: Contact With Students
Part 4: Your Voice in the Classroom
Part 5: Board Work
Part 6: Office Hours
Part 7: Lecturing and the TA
Part 8: Problem Students
Part 9: The Teaching Portfolio
Part 10: Brief Bibliography on College Teaching

Presentation and Handout on: Sample Assessment Techniques: The “Low Investment” Variety

Read more: A Brief Survival Guide for New Graduate Teaching Assistants

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Even if you know some of the basics of English, you might find it helpful to review some materials on phonics. Basically, phonics is a method that teaches reading based on taking the audible building blocks of words and assigning meaning to them – similar to working with syllables. However, when you’re learning with phonics, there’s more of an emphasis on verbally sounding out each segment of a word. As you learn to recognize meanings associated certain groups of letters, you’ll have an easier time comprehending sentences – as well as speaking and writing them.

Read more: The Advantages of Learning with Phonics

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Galina Kavaliauskienë
ukk [at] ltu.lt
Law University of Lithuania, (Vilnius, Lithuania)

Introduction

I believe that many EFL teachers, like myself, have experienced the frustration of investing endless energy in designing interesting, from the teacher's point of view, tasks and organizing various activities for students, but getting little response. Learners are often reluctant to use the target language in pair/small group work. Students do not reflect on their mistakes and, consequently, do not learn from their errors. Even really motivated learners do not always seem to attain their potential.

Read more: Three Activities to Promote Learners' Autonomy