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Post by ayteama on Nov 11, 2014 5:33:09 GMT -5
What does the teacher's role differ wile teaching different proficiency levels; beginners, intermediates, and advanced students?
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Post by kristine14 on Nov 12, 2014 13:44:21 GMT -5
A teacher's role changes when working with different ESL levels. The teacher is more involved in lower levels, because the students need more guidance. During the advance stage, the teacher is there to facilitate the students when needed.
In the lower levels, the classroom is more teacher-center. The teacher will often demonstrate and model material. Some believe that is it necessary to slow down the pace of your speech. I feel that you should speak at your normal pace, because that is how people speak outside of school (store, doctor's office, laundromat, hospital, office), even on television. Focusing on more simple vocabulary and structures are important.
In intermediate levels, the teacher facilitates instruction, but the students contribute to conversation. Students are able to work with others, and in small groups. The teacher's speech should be at a normal pace.
In advanced levels, the classroom and teaching is more student-centered. The teacher is able to allow students to work independently and in small groups. Teachers usually speak at a normal speed, using more challenging vocabulary.
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Maria
New Member
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Post by Maria on Dec 10, 2014 14:27:39 GMT -5
I'd also have to agree that the teacher's role definitely changes based on proficiency levels. A beginner student has little to no prior knowledge of the language and is going to be much more dependant. It's probably the most challenging level because the teacher becomes a central determiner in helping learners accomplish their goals.
Intermediate level students have progressed and obtain the ability to sustain basic communicative tasks. The teacher is no longer the only initiator of language so students are encouraged to be an active part of their education.
Your job as a teacher of advanced students may appear easier because you can sit back and be more of a facilitator. Allow students to have some independence and self-generated curiosity take over, but still maintain a directive role so that your lesson plan objectives are fulfilled.
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