Module 1: Orchestrating the classroom - Exploring Teacher and Student Roles

Topics:
What makes a good teacher?
The Role of the Teacher
Teacher-Centered vs. Student-Centered
Teacher Roles
Which role and when?
Student Roles
Adult vs. Young Learners
Student Levels

Module 1: Orchestrating the Classroom – Exploring Teacher and

Student Roles
Understanding Effective Teaching and Learning Dynamics

This module explores the dynamic interplay between teacher and student roles in creating a
successful learning environment. We'll examine key teacher qualities, various teaching
approaches, and how they align with student needs and developmental stages. Understanding
these dynamics is crucial for maximizing student learning and achieving positive educational
outcomes.

Understanding teacher and student roles is crucial for creating a successful learning
environment because it fosters a collaborative and effective learning process. Clearly defined
roles empower teachers to facilitate learning effectively while equipping students to become
active participants responsible for their own learning journey.

What Makes a Good Teacher?

Qualities of a Good and Effective Elementary English Teacher:

Passion & Enthusiasm: A genuine love for teaching and the English language is contagious,
motivating students and creating a positive learning environment.
Patience: Working with young learners requires immense patience to address individual needs
and learning paces without frustration.

Creativity: Engaging lessons require creative approaches to make learning fun and relevant,
using games, storytelling, and other interactive methods.

Adaptability: The ability to adjust teaching strategies based on student needs and unexpected
classroom events is essential for effective instruction.

Subject Matter Expertise: A strong grasp of English grammar, vocabulary, and literacy skills is
fundamental for accurate and effective teaching.

Effective Classroom Management: Maintaining a structured yet flexible classroom

environment where students feel safe, respected, and focused is crucial.

Differentiated Instruction: Catering to diverse learning styles and needs through varied
activities and assessments ensures all students progress.

Excellent Communication Skills: Clearly explaining concepts, providing constructive feedback,

and communicating effectively with students and parents are vital.

Strong Assessment & Feedback Practices: Regularly assessing student understanding and
providing targeted feedback allows for timely adjustments to instruction and supports student
growth.

The Role of the Teacher

1. The Teacher as Controller

Teacher in charge of the class and the activity

Teacher-fronted classroom

2. The Teacher as Instructor

Direct instruction, lectures, presentations

3. The Teacher as Facilitator

Guiding discussions, group work, independent projects.

4. The Teacher as Organizer

 Teacher should be able to organize students to do various activities.

Engage-Instruct-Initiate-Organize Feedback

5. The Teacher as Participant

Teachers may want to join in activity not teachers, but as participants in their own right.

Students will enjoy having the teacher with them.

6. The Teacher as Assessor

Teachers should be able to offer feedback, give correction and grades students in various
ways.

Evaluating student understanding and progress.

7. The Teacher as Prompter

Teachers should be able to motivate their students.

8. The Teacher as Resource

Teacher will want to be helpful and available

Teachers answer to some questions from the students

Teachers can be one of the most important resources students have when they:

➤Ask how to say or write something

➤Want to know what a word or phrase means

9. The Teachers as Tutor

Teachers working with individuals or s groups

Teacher will allow more personal contact and real chance for feel supported and helped.

Individualized support, guidance, and feedback

10. The Teachers as Observer

Observe what the students do

Especially in oral activities

To be able to give useful individual and group feedback.

 WHICH ROLE and WHEN?

• Teachers need to be able to switch between the various roles, judging when it is appropriate
to use one or the other.

• Teachers need to be aware of how they carry out the selective role and how they perform it.

• Effective teachers adapt their roles based on learning objectives, student needs, and the
specific activity.

Teacher-Centered vs. Student-Centered

Teacher-centred and student-centred are both different concepts. Teacher-centered is basically

a teaching approach in which teachers have all the autonomy, whereas student-centered is a
learning approach in which all the autonomy is given to students.

Both teacher-centered and student-centered have their own advantages and disadvantages, as
well as both play a crucial role in making education more effective.

In teacher-centered technique, teachers are considered the primary aspects of knowledge

sharing, whereas student-centered technique basically engages students and promotes peer-
to-peer learning.

The teacher-centered method focuses on passive learning where the teacher is the primary
source of sharing information, while Student-centered learning focuses on student engagement
and allows them to connect with others

Features Teacher-Centered Student-Centered

Focus Teacher as primary Student as active learner

knowledge source

Instruction Lectures, direct instruction Inquiry-based learning,

project-based learning

Assessment Primarily teacher-driven Diverse assessments

 assessments reflecting student learning

Classroom Teacher controls pace and Students have more

direction autonomy and choice

Teacher-Centered Student-Centered Learning

A traditional method of teaching approach A method in which students have the

where learners can learn with the help of autonomy to indulge in teaching and learning
teachers and their instructions. In teacher- process. In this approach, the focus of
centered learning, teachers are the main and instruction was shifted from teachers to
classic source of knowledge. students.

Teachers present knowledge to learners and Enhances students" engagement and

focus on passive learning. In teacher-centered promotes collaborative learning. This type of
learning, teachers encourage students to method makes students responsible and helps
participate in class activities and enhance their in developing problem-solving skills.
motivation.

Teachers are the sole representatives due to Helps in knowledge sharing and enables
which it hampers collaborative learning and students to indulge in lifelong learning as well
students find it difficult to maintain teacher as make the class more interactive and fun in
teacher-student relationship. learning.

All the controls were provided to teachers and Develop transferable skills like communication
all the class activities were conducted in the skills, problem-solving and critical thinking
presence of them. This method is helpful in skills.
maintaining classroom discipline and creates a
positive learning environment.

Benefits of a Teacher-Centered Classroom

•The teacher exercises full control of the classroom and activities.

•Being fully in control minimizes an instructor’s concern that students may be missing key
material.

•When a teacher takes full responsibility for educating a group of students, the class benefits
from a focused approach to research, planning and preparation.

•Teachers feel comfortable, confident and in charge of the classroom activities.

•Students always know where to focus their attention — on the teacher.

Drawbacks of a Teacher-Centered Classroom

•students may get bored, their minds may wander and they may miss key information.

•Students work alone, missing potential opportunities to share the process of discovery with
their peers.

•Collaboration, an essential and valuable skill in school and in life, is discouraged.

•Students may have less opportunity to develop their communication and critical thinking skills.

Benefits of a Student-Centered Classroom

•Education becomes a more shared experience between the instructor and the students, and
between the students themselves.

•Students build both collaboration and communication skills.

•Students tend to be more interested in learning when they can interact with one another and
participate actively in their own education.

•Students learn to both work independently and to interact with others as part of the learning
process.

Drawbacks of a Student-Centered Classroom

•With students free to interact, the classroom space can feel noisy or chaotic.

•Classroom management can become more of an issue for the teacher, possibly cutting into
instructional activities.
•With less focus on lectures, there can be a concern that some students may miss important
information.

•Though collaboration is considered beneficial, this approach may not feel ideal for students
who prefer to work alone.

•Some students may have difficulty focusing or retaining information in a collaborative,

interactive setting.

Student Roles

It is important to have or to create a classroom where students are not just passive recipients of
information, but active participants in their own learning to promote a deeper understanding of
English, improve their communication skills, and develop their valuable life skills.

Student Roles:

1. Active Listener: Students attentively follow instructions, listen to peers during discussions,
and focus on the teacher's explanations. This is foundational for comprehension and
participation.

2. Critical Thinker: Students analyze information, question assumptions, and form their own
opinions based on evidence. This encourages deeper understanding and independent thought.

3. Problem Solver: Students identify challenges, brainstorm solutions, and apply strategies to
overcome obstacles in their learning. This builds resilience and adaptability.

4. Collaborator: Students work effectively with peers, sharing ideas, supporting each other, and
contributing to group projects. This fosters teamwork and communication skills.

5. Self-directed Learner: Students take initiative in their learning, setting goals, seeking
resources, and monitoring their progress. This promotes independence and responsibility.

6. Inquirer: Students ask relevant questions, seek clarification, and demonstrate curiosity about
the English language and literature. This drives engagement and deeper exploration.

7. Reflective Learner: Students reflect on their learning experiences, identify areas for
improvement, and adjust their strategies accordingly. This promotes metacognition and
continuous growth.

8. Communicator: Students express their ideas clearly and confidently, both orally and in
writing. This is essential for effective participation and sharing knowledge.
 9. Digital Citizen: Students use technology responsibly and ethically, accessing information,
creating content, and collaborating online. This equips them for the digital age.

10. Creative Thinker: Students explore new ideas, express themselves creatively through
writing and other mediums, and approach challenges with innovative solutions. This
encourages imagination and originality.

11. Peer Mentor: Students support and guide their classmates, fostering a collaborative and
inclusive learning environment. This develops leadership and empathy.

12. Organizer: Students manage their time, materials, and learning resources effectively. This
promotes responsibility and efficient learning habits.

Adult vs. Young Learners

Young Learners

Characteristics

1. Children are at pre-school/in the first couple of years of schooling.

2. Generally they have a holistic approach to language, which that they understand meaningful
messages but cannot analyze language yet.

3. They have lower levels of awareness about themselves as language learners as well as about
process of learning.

4. They have limited reading & writing skills even in their first language.

5. Generally, they are more concerned about themselves than others.

6. They have a limited knowledge about the world.

7. They enjoy fantasy, imagination, & movement.

Theories

1. Jean Piaget

There are four universal stages of development that all children go and the development was a
process of acquiring the principles of formal logic.
Piagetian stages of development are:

a. Sensory-motor stage (from birth to two years old)

b. Pre-operational stage (from 2-7 years of age)

c. Concrete operational stage (from 7-11 years of age)

d. Formal operational stage (from 11 onwards)

2. Lev Vygotsky

The social environment, the cultural context, and the influe peers, teachers and parents
engaged in interactions with children are major sources of learning and development (Social
Constructivism).

3. Eric Lenneberg

Brain plasticity was only conducive to language learning until puberty (Critical period
hypothesis).

TECHNIQUES

1. Teaching Listening

Children should start with easier "listen & do" activities. Teacher øften talk a lot in target
language because they provide the language input, teacher use "language modification" to
avoid and solve misunderstandings, like repetitions, comprehension checks, TPR, and listening
to stories.

2. Teaching Speaking

Children do not have to be able to produce comprete sentences/questions to initiate an

utterance. After they hav exposed to English through listening they soon want and are able to
participate in interactions with the teacher and each other.

3. Teaching Vocabulary and Grammar

Vocabulary and grammar should be taught and learnt together. It's better if grammar is noticed
and learnt from meaning-focused input, children need to be able to see the relatonship
between form and function.

4. Teaching Reading and Wriiting

It is useful for children to start with tracing and copy Visual aids like posters containing
commonly phrases, calendars, and English notice board would children's attention and help
them make the links between spoken and written forms.

Activities recommended are:

singing, reciting rhymes, listening to stories, playing games according to learners' age, interests,
and abilities.

Techniques

1. Repetition

2. Introducing new words

3. Introducing new patterns

4. Creating a need

BARRIERS

1. The teacher do not give the children space to notice.

2. The children do not try for themselves.

3. The children do not experiment enough.

4. The children are unsuccessful.

5. The children do not make links.

Adult Learners

Characteristics

1. Self-direction

2. Practical and results-oriented

3. Less open-minded

4. Slower learning, yet more integrative knowledge.

5. Use personal experience as a resource.

6. Motivation

7. Multi-level responsibilities

Techniques

1. Analyse and Repeat Patterns

Adults can learn languages in a deliberate way. The structure of practicing new sentences is one
of these keys - analyse, understand, apply, repeat.

2. Set Goals and Track Your Progress

Goals, projects, missions they are the lifeblood of sticking with where we are at as a language
learner.

3. Move On From Setbacks

Moving on from setbacks is largely a challenge to your mindset. Remember that language
learning is not a straight forward line. In fact, it doesn't even have an end point. You just go
along the path every single day and become a little better with each step.

4. Know And Respond To the Learning

Being aware of your social learning styl go a long way to help you to create a language learning
routine that you'll enjoy for a long time. For example, the difference between extroverts and
introverts shows in how they practice, read and speak languages.

5. Build Great Habits

The adult language learners who want to get a better handle about how to build winning habits,
start with how they make habits stick in other areas of their life.

ADULT LEARNERS' BARRIERS

1. Situational barriers

2. Institutional barriers

3. Dispositional barriers

4. Academic barriers

5. Employment training barriers

6. Cultural barriers
 Student Levels

Level Ability Example of language CEFR (Common

taught at this level European Framework
of Reference)

Beginner Knows no English numbers, days, basic <A1

greetings, the verb 'to
be' (I am, you are etc)

False Beginner Has encountered "holiday English" - <A1

English, but has very
limited ability to
speak basic phrases. A coffee, please.
Thank you.

Elementary Can form very basic forms of be: I am A1

phrases; limited happy, she is clever
ability

Pre-intermediate Knows the basic clothes (e.g. blouse), A2

structures of the past tense,
language; has a wider comparatives,
range of vocabulary functional language
(e.g. in a
relationship), and
structures such as the
present perfect tense.

Intermediate Able to tackle more Phrasal verbs: hang B1

complex structures up, pick up, check out
but may still struggle
to form these
correctly

Upper-intermediate Extended ability and Conditionals: If I were B2

knowledge of you, I would go to the
structures doctor. Past: Used
to/get used to.

Advanced Much more accurate Inversion: Little did C1

 use of structures and she know he was
more depth in their about to propose!
use and
understanding

Proficiency Near native speaker All idiomatic C2

level language: I can't
remember off the top
of my head, and
giving your opinion in
an argument.