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List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?
A good teacher should have passion. A passionate teacher about the subject taught is vital to making the students to understand it. Creativity teachers develop good lesson plans and projects as well as solve problems. Flexibility leads to a teacher who can handle several disciplines. Integration of the curriculum and content is what life is all about; a teacher who can integrate is necessary (Harmer, 1998). Connection between the teacher and student is vital to acquire a good relation hence a better understanding of the course. The most important quality is passion. Education is all about passion and the lack of it all the other qualities are rendered useless.
State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important.
A teacher is an educator; he or she is placed with the duty of instilling knowledge to the students. This is the most important as the students are meant to acquire knowledge. A teacher is also an entertainer, the creation of a fun environment to enable the students have interest in the subject. A teacher is also a supporter; he or she should be in a position of offering support when a student fails. A teacher is a role model; he or she should be an example of an ethical being to the students, let alone equipping them with skills and knowledge. He or she is also an assessor; they assess the knowledge of the students and ate not to be influenced by anything.
List 5 qualities you would expect to find in a ‘good’ learner. Which of these qualities do you consider to be more important, and why?
The desire to learn is the first in learning anything. A learner should be a good listener, giving a keen ear and absorbing it is necessary to success. A good learner asks questions with the intention of solving a problem. A student should accept his or her mistake as a way of being able to acquire knowledge. A student who experiments puts the extra energy in learning and shows the willingness to learn. The most important quality is the desire to learn as it is the beginning of acquisition of knowledge and the loss of it leads to failure or loss of interest.
What are some of the major differences you would expect to find between adult and young learners?
Nervousness, adults are way nervous when compared to young people. The level of being aware of a language in adults in the new language is matched with their inborn ascent. The young people acquire the new language far more easily. The behavior of the adult is more in motivation and attention while the young people’s behavior is limited or short. In life experience, the adults are more experienced when compared to the young people.
List the levels of language ability that learners are often grouped into and give a brief summation of each level:
There is the beginner who has no knowledge to the very basic. There is the elementary knowledge where one is able to comprehend and connect concepts. There is the pre-intermediary who is able to comprehend and connect varied topics effectively though missing in fluency. In intermediate, one is able to connect several topics with small number of vocabulary and has no articulacy and precision. The upper intermediate is able to connect several topics though lacks precision. Finally there is the advanced, which has massive information of the language.
Give as many reasons as possible why students are motivated to study English. The reasons that you give do not have to be in the unit reading material.
Students study English as it is their career path, it is of benefit to them in their daily life, and it is the language used in science among other subjects. It is the language used to connect the world while others study it as a language of choice like French and Chinese. Others study it for the purpose that it is attributed to be easy.
Bibliography
Harmer, G. (1998). How to teach English: an introduction to the practice of English language teaching. Longman.
