1. Describing Teachers What is a Teacher?
Teachers are described as actors because “ they are always on the stage”
As Orchestral Conductors because “ they direct pace and tone”
As Gardeners because “ they plant the seeds and watch them grow”.
Dictionaries give a variety of messages about teaching.
Cambridge International Dictionary of English – teaching means “ to give
( someone) knowledge or to instruct or train (someone).
Longman Dictionary of Contemporary English – teaching means “ show
somebody how to do something or to “ change somebody’s ideas

2. Describing Teachers Teachers and Learners
In resent years, under the influence of Humanistic and Communicative theories, great emphasis has been placed on “ learner – centered or student – centered” teaching.
In this framework, it is students’ needs which drive the syllabus and it is the students’ learning experiences and their responses to them which should be at the heart of a language course.
The measure of good lesson is the student activity taking place, not the performance of the teacher.
In some educational traditions, students and teachers find learner – centered classrooms quite difficult and there are many occasions when the teacher will want to be at the front of the class to motivate, instruct, or explain something to the whole class.

3. Describing Teachers Controller Organizer Assessor Prompter Participant
The role of a teacher
Within the classroom our role may change from one stage to another or one activity to another.
Yet any role which the teacher adopts and which is designed to help students learn- is to some extend facilitative.
Some of the roles that a teacher has; are:
Controller
Organizer
Assessor
Prompter
Participant
Recourse
Tutor and
Observer

4. Describing Teachers Controller
When teachers act as controllers they are in charge of the class and of the activity taking place in a way which is different from a situation where students are working on their own groups.
Controllers take the roll, tell students things, organize drills, read aloud and in various other ways exemplify the qualities of a teacher – fronted classroom.
Teachers who view their job as the transmission of knowledge from themselves to students are very comfortable with themselves as controllers.
There are a lot of times when acting as controller makes sense such as when announcements need to be made, order has to be restored, explanations are given, or when the teacher is leading a question and answer session.

5. Describing Teachers Organizer
Organizing often involves giving the students information, telling them how they are going to do the activities, putting them in pairs or groups and finally closing things down when it is time to stop.
the first thing as an organizer is to get students involved, engaged and ready. Which means, making it clear that something “new is going to happen and that the activity will be enjoyable and interesting.
Once the students are ready, we want to give any necessary instructions, say what students should do first and what next.
At low levels sometimes it is good to give instructions in their own language.
An important tool is to organize a demonstration.
We can summaries the role of organizer as follows:
– engage – instruct (demonstrate) – initiate – organize feedback

6. Describing Teachers Assessor (Evaluator)
One of the thing that students expect from their teachers is an indication of whether or not they are getting their English right. This is where we have to act as an assessor offering feedback and correction and grading the students in various ways.
But doing so, saying whether students can pass to the next level we should make some important points:
Students need to know how and for what they are being assessed: ex. Pronunciation, punctuation (in writing), accuracy or fluency (in speaking), Grammar etc.
When we act as assessors we must always be sensitive to students’ possible reaction.

7. Describing Teachers Prompter
Sometimes when students are involved in a role-play activity they are “lost in words” and they are unable to proceed productively for the lack of vocabulary.
What should teachers do in these circumstances: hold back and let them work things out for themselves or ‘nudge’ them forward an a supportive way?
In such situations we want to help but we do not want, at that stage because we want to encourage the students to think creatively rather than tell them every single word.
Sometimes we offer words or phrases, suggest that the student say something.
Or suggest what could come next in a paragraph if a student is writing.
Often we have to prompt students in monolingual groups to speak English rather than use their mother tongue.

8. Describing Teachers Participant
There are also times when we might want to join in an activity not as a teacher, but as a participant in our own right.
There are good reasons why we might want to take part in a discussion:
It means we can give our students things from inside instead of Prompting or Organizing them.
When it goes well, students enjoy having the teacher with them and as well for the teacher participating is more enjoyable than acting as a resource.
The danger of teacher as a participant is that we can easily dominate the proceeding .

9. Describing Teachers Recourse
Suppose that students are involved in a piece of group writing or discussion:
They might ask the teacher what the word or phrase means. They might want to know information in the middle of activity about the activity itself or about where to find the information.
This is sometimes the most important recourses they have.
However, a few things need to be said about this teacher role:
No teacher knows everything about the language and there are a lot of questions that students can make.
However, we should offer guidance as to where students can look for that information.
And sometimes there are cases when you should have the courage to say:
“ I do not know the answer to that right now, but I’ll tell you tomorrow.

10. Describing Teachers Tutor
When students are working on a longer projects, such as piece of writing or preparation for a talk or debate, we can act as a tutor; working with individuals or small groups.
In such situations we combine the roles of ‘Prompter and Recourse’ acting as Tutor.
It is difficult to be a tutor in a very large group since the term implies a more intimate relationship than that of Controller or Organizer.
It is essential for us to act as tutors from time to time, however difficult it may be.
In this more personal contact the learners have a real chance to feel supported and helped.

11. Describing Teachers Observer
We will want to observe what students do (especially in oral communicative activities), so we can give them useful group and individual feedback.
We should be careful not to be too instructive on their every word, or writing thing down all the time.
It is useful when taking notes on student’s performance –either as a whole class, or for individual students – to have columns not only for what they get wrong but also what they do right.
We need to be able to work and observe simultaneously, listening, watching and observing so that we can create the best kind of rapport between us and them.
The teachers also observe in order to judge the success of different materials and activities , so if necessary make changes in the future.

12. Should make lesson interesting, students don’t fall asleep.
Describing Teachers
How to be a good teacher
What makes a good teacher?
Should make lesson interesting, students don’t fall asleep.
Must love his/her job.
Should have his/her own personality.
Have lots of knowledge ( not only his subject)
Should be an entertainer (in a positive sense)
Should be approachable ( so student can talk about problems)
Good manager ( knows how to control the class)
Try to correct students without offending them

13. How should teacher talk to students
The way of teacher’s talking is one of the crucial teachers skill.
( teacher should choose the words he/she uses)
Experienced teachers use physical movements ( gestures, expressions, mime, voice)
They should also choose a good tune ( not a rough one)

14. How should teachers give instructions
They must give instructions as simple as possible
They must be logical
They should know what is important for their students
What information they need first
They should check if the students understood the topic/questions

15. Who should talk in class
Students are the people who need to practice
TTT ( Teacher Talking Time should be proportional)
The best lessons are where the STT ( Student Talking Time is maximized

16. What are the best kinds of lesson
The greatest enemies of successful teaching is student boredom
Teacher should always change something ( casual clothes, not always sit down, if noisy and energetic should sometimes be calm and slowly
There is needed surprise and variety within the class ( teacher should change the techniques of teaching, not always writing, grammar, etc)
Variety does not mean anarchy

17. How important is it to follow a pre-arranged plan
Why important a variety lesson plan?
Teacher should have objectives
Should sometimes allow more time for one exercise
Teacher should know when to finish the exercise
Should be flexible to cope with different situations
( the CD player doesn't work, teacher might forget to bring the material)

18. Thank you for your attention!