Teacher

Teacher

1. Respect the way students learn, giving different task to make them feel successful and aware of they abilities

   • LEARNING STYLES
     • COGNITIVE
       • 8 intelligence
         • Musical-Rhythmic Verbal linguistic
         • Interpersonal Intrapersonal
         • Bodily-Kinaesthetic Visual-Spatial
         • Logical mathematical Naturalist
       • Left or Right Brained
       • Field dependent or independent
       • Factual / global
     • PERSONALITY AFFECTIVE
       • Cautious / Risk taking
       • Reflective / Impulsive
       • Anxious / Relaxed
       • Introverted / Extroverted
     • SOCIAL
       • Individual / Group
       • Dependent (motivated) Indipendent
     • Kinaesthetic
       • Visual
     • Auditory
       • Tactile

2. Engage continuously the student helping him using his strategies and developing them achieving little steps every time

   • INDIVIDUAL STRATEGIES
     • LEARNING
       • Direct
         • Memory
         • Cognitive
         • Compensation
       • Indirect
         • Metacognitive
         • Affective
         • Social strategies
     • selected consciously
     • COMMUNICATION
       • Interactional (pursue negotiation of meanings)
       • Achievement (convey the message)
       • Reduction (to avoid problems)

3. Make students believe in the values of what they are to learn and willing to improve themselves

   • MOTIVATION
     • STUDENTS ARE MOTIVATED when they: -set a goal -feel the desire -exhibit positive attitude -are willing to put effort to achieve the goal
     • ORIENTATION
       • integrative (L2 as a culture)
       • instrumental (L2 as a means)
     • Dörnyei’s MODEL
       • MOTIVATIONAL PHASES
         • 1.CHOICE (set a goal)
         • 2.EXECUTION (quality)
         • 3.RETROSPECTION/EVALUATION (attribution of causes to failure or success)
       • LEVELS
         • Language
         • Learner
         • Situational
           • syllabus and tasks
             • teacher's techniques
               • group environment

4. Help students facing puberty, changes, accept themselves and respect others' values. Feeling protected and worthy

   • WEAKNESSES
     • ANXIETY as a cause
       • communication apprehension
       • tests
       • fear of negative evaluation
       • poor performance
         • ANXIETY as a result
       • -Reduce competition -Give meaningful rewards -Give success opportunity -Be clear about classroom goals
     • SELF- ESTEEM
       • personal judgement of him/herself
         • (S)HE is: -preoccupied with body and self-image -sensible to critics(as they not understand -against adults (wear-dressing/dating/eating) -evaluating self values (sex/religious/drugs) -trying to be sure (s)he has own values (not parents' ones)
     • INHIBITION
       • the student protect his ego, values and beliefs
       • -Interrupt only during accuracy activities -Correct frequent errors with the whole class -Give more time to think about the answer -Help through non verbal gestures