What Makes a Good TEacher

What makes a "good teacher"?Verbal characteristics of good teacher-talk. How to be a good teacher: the most common tips.TESL / TEFL theory from the learning and teaching experiences of Ted Power

The Teacher - Constructive Teacher-Talk
notes from a TD session by Robert O' Neill, Hove 1994.

Typical uses or Context of Teacher Talk -

* Explaining lexis or structure
* Correcting
* Elicit response
* Modelling (giving verbal models for Ss to use in their own communication)
* Explaining or clarifying tasks
* Summarising
* Repairing break-downs in communication
* Story-telling and oral presentation of written material
* Questioning
* Verbal characteristics of Teacher Talk -
* Fully grammatical
* Preserves "natural" stress & intonation
* Broken into sense groups
* Simplified but not unnatural
* At least 80 % comprehensible
* Broken into short paragraph segments to encourage or invite Ss to interrupt, comment and ask questions.
* When new vocabulary is taught, typical examples of use and usage are given whenever possible
* Teacher gets regular feedback through Qs & other devices,
* Teacher gives Ss chances to interact with each other as well as with teacher.
* Teacher gives models for Ss to use with each other in pair or group work.
* Variety of elicitation & explanation techniques
* Covert/overt correction techniques

Non- or Para Verbal
* Teacher maintains eye-contact when talking with as many students as possible.
* Uses eye contact & body movement to give emphasis/invite participation (prolonged gaze to invite comment & gestures to help explain language.
* When a student speaks the teacher looks at the speaker but also around class to judge reactions and to see if other students are indicating that they want to speak.
* Walking away from the student speaking to make the student speak more loudly & engage in eye-contact with the class.
* Teacher uses facial expression to indicate interest, doubt, approval and occasionally disapproval.

TOPIC: YOU, YOUR VOICE and YOUR BODY: Projecting a more confident and capable self-image. Using breathing to improve our general energy levels. Breathing from the diaphragm. Voice: pitch, projection, and variety. Eye contact, Gesture and Facial Expression.

* Erect or slouched posture?
* Hunched shoulders when nervous?
* Predictable/Unpredictable movement when teaching
* Tics or physical habits?
* Breathing from the diaphragm
* What kind of voice - low/ high pitched, nasal
* Avoiding monotonous tone
* Adapting to different rooms
* Facial expression: smile/grim/worried/
* Facial or gesturial ties
* Eliminating eye-dart, slow-blink, soul-gaze
* Showing interest in what others are saying.

TOPIC: LILY WONG-FILLMORE "Input in Second Language Acquisition" Newbury House 1985 ISBN 0-88377-284-1: Characteristics of lessons that worked well -
* Formal lessons with clear boundaries
* Beginnings and ends marked by formulaic cues
* Regularly scheduled events both by time & place
* Clear lesson format, instructions and lesson phases
* Clear and fair turn-allocation
* Clear separation of languages L1 & L2
* Use of demonstration, enactment to convey meaning
* New information presented in context of known information
* Heavy message redundancy
* Simpler structures used
* Repeated use of same sentence patterns or routines
* Repetitiveness, use of paraphrase for variation
* Emphasize comprehension
* Focus on communication.

TOPIC: The 25 Most Common Tips Given To Student Teachers

* Start by being firm with pupils
* Get silence before you start speaking to the class
* Control the Ss' entry to the classroom
* Know & use the Ss' names
* Prepare lessons thoroughly and structure them firmly
* Arrive at the classroom before Ss
* Prepare furniture & apparatus before Ss arrive
* Know how to use apparatus
* Be mobile: walk around the class
* Start the lesson with a "bang" and sustain interest & curiosity
* Give clear instructions
* Learn voice control
* Have additional material for bright and slow students.
* Look at the class when speaking & learn how to scan
* Make written work appropriate (e.g. to age, ability, cultural background of Ss)
* Develop an effective question technique
* Develop the art of timing your lesson to fit the available period
* Vary your teaching techniques
* Anticipate discipline problems and act quickly
* Be firm and consistent in giving punishments
* Avoid confrontations
* Clarify and insist on YOUR standards
* Show yourself as a helper or facilitator to the Ss
* Don't patronise pupils, treat them as responsible beings.
* Use humour constructively.
* Encourage Students (i.e. good efforts).