Necessary skills of an English teacher in managing English classes at Thach Thanh 3 High school

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - TRƢƠNG THỊ THU HIỀN M.A MINOR THESIS Necessary skills of an English teacher in managing English classes at Thach Thanh High school (Các kĩ cần thiết giáo viên Tiếng Anh việc quản lí lớp học ngoại ngữ trường THPT Thạch Thành 3) Field: Methodology Code: 60.14.10 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - - TRƢƠNG THỊ THU HIỀN M.A MINOR THESIS Necessary skills of an English teacher in managing English classes at Thach Thanh High school (Các kĩ cần thiết giáo viên Tiếng Anh việc quản lí lớp học ngoại ngữ trường THPT Thạch Thành 3) Field: Methodology Code: 60.14.10 Supervisor: VŨ THUÝ QUỲNH, M.A Hanoi, 2011 LIST OF ABBREVIATIONS TT: Thach Thanh TT3: Thach Thanh CLT: Communicative Language Teaching LIST OF TABLES AND FIGURES Table 1: The results of teachers’ attitudes Table 2: The results of the teachers’ experiences in English teaching Table 3: The results of dominant roles applied in English classes Table 4: The results of the roles which are difficult to apply in English classes at TT3 high school Table 5: Characteristics of the students participating in the English learning survey Table 6: The results of the students’ attitudes Table 7: Ranking and percentage of the importance of items contribute to an effective class manager Table 8: The results of the students’ experiences TABLE OF CONTENTS CANDIDATE’S STATEMENT ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS AND TABLES PART I - INTRODUCTION Rationale Aims of the study Scope of the study Methods of the study Research questions Significance of the study Organization of the study PART II - DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Different views on the roles of an English language teacher 1.2 The importance of the language teacher in managing an English class 1.3 Characteristics of a good English language teacher 1.4 Communicative approach in English language teaching 1.4.1 Definition of Communication 1.4.2 The nature of Communicative Language Teaching 1.5 Kind of activities in English language teaching 1.5.1 Whole-class teaching 1.5.2 Pair work/Group work 1.5.3 Individual work 1.6 Summary CHAPTER II: METHODOLOGY OF THE STUDY Background of the study 2.1.1 Description of the English syllabus in TT3 high school 2.1.2 Description of the students at TT3 high school 2.1.3 Description of the teachers at TT3 high school 2.1.4 Description of physical setting 2.2 Design and methodology of the study 2.2.1 The participants 2.2.2 Research instruments 2.2.3 Methods of data analysis 2.3 Summary CHAPTER III: PRESENTATION AND ANALYSIS OF DATA 3.1 Questionnaires 3.2 Informal Interviews 3.3 Summary CHAPTER IV: FINDINGS AND SUGGESTIONS 4.1 Findings 4.1.1 Research question 1: How did English teachers at TT3 high school manage their English language classes? 4.1.2 Research question 2: What are the difficulties in managing their English classes? 4.1.3 Research question 3: What are some suggestions to manage English classes more effectively? 4.2 Pedagogical implications PART III - CONCLUSIONS Summary of the study Limitations of the study Suggestions for further study Conclusions REFERENCES APPENDIXES PART I: INTRODUCTION Rationale English is an international language; it has become a compulsory subject for students at schools in Vietnam nowadays In English classes, teachers have to take different roles in managing their students Ince (2000) emphasized that teachers should know how to manage the classes and teach students to manage themselves There are many common important roles that English teachers act in language teaching Moreover, they need to know more about the skills to manage English classes well Like many English teachers in Vietnam, teachers of English at TT3 high school faced with a common problem: lack of necessary skills in managing classes In fact, there are many reasons for the shortage of necessary skills Thus the present study therefore, tries to find out the solutions to change the situation This led the author to the choice of the study: “Necessary skills of an English teacher in managing English classes at TT3 High School” Aims of the study The aims of this study is to look into the theoretical background of an English teacher and his/her roles in classroom management, investigate the use of teacher’s roles in managing English classes in TT3 high school - a school located in Thach Thanh district, Thanh Hoa province It also helps English teachers at TT3 to aware of the difficulties they and their students have to cope with The findings and suggestions are also suggested to overcome these constraints Scope of the study The study is designed to explore the necessary skills of an English teacher in managing English classes at TT3 high school Methods of the study The study employs survey research in which two mains instruments of data collection namely informal interviews and questionnaire were used The data collected for the study came from two sources: the students and English teachers at TT3 high school The collected data is, then calculated, analyzed, compared and finally interpreted for the results of the study In addition, document analysis of relevant materials was reviewed which laid the theoretical foundation for the study Research questions 10 The study searched for the answers of the research questions: - How did English teachers at TT3 high school manage their English classes? - What are their difficulties in managing English classes? - What are some suggestions to manage English classes more effectively? Significance of the study The significance of the study might be, first, it fills the gap of necessary skills in managing English classes Second, it sheds the light on some pedagogical issues in managing English classes in Vietnam general and in Thanh Hoa particular Organization of the study This study consists of three parts: Part I: Introduction presents the rationale, the aims and objectives, scope, the methods, significance and organization of the study The research questions are also mentioned in this part Part II: Development includes four chapters: Chapter I: Literature review reviews the theory related about roles of an English teacher Chapter II: Methodology of the study discusses the methods of the study, i.e Describes background of the study, participants, design and methods of the study Chapter III: Presentation and analysis of data discusses the presentation of statistical results and analysis of data Chapter IV: Findings and suggestions focuses on the answers of three research questions, and presents pedagogical implications Part III: Conclusions summarize the study with limitations of the study, presents some suggestions for further studies 11 PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Different views on the roles of an English language teacher Based on the results in the study of Arafat S (683-685), (Vol 19 (2), 2005) (research on the roles of English Language Teachers as Perceived by Learners of English) showed that: Regardless of the amount of time the teachers spend with their students in managing English classes They have different roles that affect their student’s learning Some of these functions display through daily contact with students in the classrooms and concern relate instructions, others results from students affect to teachers in the large school settings and may affect students’ general linguistics, social and cultural development Language teachers must make decisions all the time Some of the decisions are relatively minor ones, but other decisions that the teacher should consider might be the major roles of the teacher in managing English classes and what are the potential roles that the teacher can play and lead to best results in proving students with chances to participate and to be responsible for their learning These roles have been dealt with differently in different teaching methods Suggestoptia Lazanov (1982), O’Connell (1982) and Racle (1979) viewed the role is the authority in the classroom, students must trust their teacher and respect him/her Lazanov also showed that students will retain information better if they get it from someone whom they can trust and who has authority on them The role of the teacher as suggested by Gattegno (1972), Madesen (1979) is the role of an engineer or a technician The learners are helped by the teacher in their learning The teacher will help their students if they need Blair (1982) and Curran (1976) indicated that counselor role is the major role of the teacher To learn the foreign language, students can be threatened Thus, the teacher helps them overcome the difficulties dealt with learning it The roles of the teacher according to the communicative approach as suggested by, Celce-Murcia (1983), Brumfit (1979) and Madsen (1983) that the teacher is seen as facilitor of the learners’ learning 12 Harmer (1991) showed that the roles of the teacher is to provide students with different situations related to the real life Students will have many choice to practice authentic situations which make them understand more easily Students are shown how to perform language functions are decided which functions are more important for which level According to Diller (1978) and Paulston (1971) suggested that in the classroom the teacher directs the activities and the students’ role is less passive than the others They are more like partners in two process: teaching and learning In this role, the teacher participates and works with students in activities The roles of teachers are different so teachers should base on students’ need in their learning process to act these roles to get high effectiveness Prodromou (1991) also suggested several roles for the teacher, for example, a manager, a monitor, a counselor, an informant, facilitator, a social and a friend Stevick (1996) suggested that teachers and students have many expectations in order to have effective language classrooms This state means that both teacher and students should be involved in the activity They may get interactions during the teaching and learning process Underhill (1989) also believed that the teachers can play difference roles They can be lecturers, teachers and facilitators Larsen-Freeman (1986) believed that the teacher can be a supporter Teacher should encourage students to work individual to promote their self reliance The teacher is also seen as a motivator and stimulator, a prompter These point of views show that when teachers act any roles, they have to consider what their students need and expect from them Teachers know what and how to with their students in using these roles to work in learning activities Harmer J (1994) mentions list of roles of a language teacher as a prompter, a participant, a resource, an assessor, a controller, a tutor, an observer and an organizer In the role of a prompter teacher helps students with vocabularies, gives a group / a pair suggestions on how to continue Teachers also prompt students to use English, asks questions to check understandings so that students can work on their own Nevertheless teacher need to it sensitively and encouragingly with description 13 Teacher joins in activities to encourage students to participate and help them with the answers when the teacher acts as a participant Teacher can be dominant because when he/she participate in activities if he/she isn’t careful, students will become passive Teacher acts as a resource is a person for students to ask information they need and where to find further information Encouraging and directly making students more independent with their learning In the role of an assessor, teacher provides students feedback, corrects, grades and provides criteria for them In this role, teacher should make it clear for students to get their clear ideas, should be fair and be sensitive support When teacher acts as a controller, he/she teaches, give announcement, lead a question and gives students knowledge Teacher restores order when students tests or misbehavior Besides these advantages, this role has some disadvantages Students become passive because they not have much chance to speak and not have experimental learning Teacher may be tired and students may be bored There are no activities so the classroom atmosphere boring Teacher helps students when students work on long projects, directs, guides and points them In the role of a tutor, teacher should be careful not to take over Teacher don’t focus on the person who he/she likes, distribute your tutoring to everyone who needs it In the role of an observe, it is very important for teacher to give students useful feedback and helpful to take notes If it is a success, it will give teacher different feelings If they are problems, they will help teacher find the ways to help them to solve Teachers should be careful not to be intrusive (officious) Teacher should sit in the back not get to close students or he/she will disturb students when they are thinking Organize is one of the most important roles that teacher have to perform in English class In this role, teacher organize activities, puts students into groups or pairs, tells them how to it, how to start or how to end When students start activities, teacher gives short and clear instruction and tells them how much time they have When students end, teacher stops the students and gives them feedback Arafat, S (687 - 688) (research on the roles of language Teachers) also emphasized in the study: Cross (1995) on the other hand emphasized that prospective language teachers should try their best to be in contact with current affairs, global issues, social concerns, 47 31 Madsen, H (1979) Innovating Methodologies Applicable to TESL In teaching English as a second or foreign language, ed Marianne Celce Murcia and Lois Mclntosh, Rowley, Mass: Newbury House Publisher Inc 32 Nunan, D (1991) Language Teaching Methodology, Hemel Hempstead, UK: Prentice Hall International 33 O’cnnel P (1982) Suggestopedy and the adult language learner in Humanistic, approaches: An empirical view, EILT Document 11 London: British Council 34 Paulston, T (2004) The classroom as a stage and the teacher’s roles Teaching and Teachers Education Volum (20) August, pp 589-(05) 35 Peck A (1988) Language teachers at work Hemel Hempstead, UK: Prentice hall International 36 Peterson, T August (2004) The classroom as a stage and the teacher’s roles Teaching and teacher Education Volume (20), PP 589-(05) 37 Prodromou, (1991) The Good Language Teacher English Teaching Forum 21 (2), 2-7 38 Racle G (1979) Can suggestopedia revolutionize Language Teaching? Foreign Language Annals 12, 9-40 39 Richard, J C (2001) Before methods In C N Candlin and N Mercer (eds) 40 Richard, J C & Rodger, T S (1986) Approaches and methods in Language Teaching Cambridge University Press 41 Rosenshine, B & Steven, R (1986) Teaching Functions M Wittrock (ed) Handbook of Research on Teaching Macmillan Publishing Co, p376-341 42 Savignon, S & Rodger, T S (1984) Initiatives in Communicative Language Teaching Reading, MA: Addison-Wesley 43 Smith, R., (1995), Successful School Management, Cassell, London 44 Susanne Arafat The roles of English Language Teachers as Perceived by Learners of English as a Foreign language at An-Najah national University AnNajah Univ.J.res (H Sc)., Vol 19 (2), 2005 45 Stevick, E W Memory (1996) Meaning and Method Boston MA: Heinle and Heinle 46 Thompson, G (2003) Some misconceptions about Communicative Language Teaching ELT Journal, 50/1 48 47 Tibbitts, F Working in pairs and groups Human Rights Education Associates 48 Tunba Ince (2000), Extensive Varieties of English language teaching research paper on the subject of classroom management University of Istanbul 49 Underhill, A (1989) Process in Humanistic Education ELT Journal 4(4), 250260 50 Underwood , M (1987) Effective class management: A practical approach London: Longman 51 Ur, P (1999) A course in language teaching: Practical and Theory New York: Cambridge University Press 52 Ur, P (1988) Grammar practice activities New York: Cambridge University Press 49 APPENDIX 1: Questionnaires Language teaching survey I General Gender: (Please circle the appropriate item) a Male b Female Which is the highest academic/professional qualification you have obtained? (Please circle the appropriate item) a A teacher’s certificate in English language education b A diploma in English language education c A bachelor’s degree in English language education d A master’s degree in English language education e Others, Please, specify:………………………………………………………… …………… Which grade you teach? Please circle the appropriate item(s) a Grade 10 b Grade 11 c Grade 12 Where is your school located? (Please circle the appropritae item) a Rural area b Urban area How many years have you been teaching English? (Please circle the appropriate item) a 1-2 b 3-5 c 6-8 d more than years On average, how many students are there in your class? (Please circle the appropriate item) a 31-45 b 46-55 c more than 50 II Teaching Do you think that teacher’s roles in an English language class play the most important? (Please circle your choice) a Yes b No c Others, Please, specify:……………………………………………………… 50 In your opinion, you manage your English language classes: (Please circle your choice) a Well b Normally c Not so badly d Badly In your opinion, managing English classes the most successfully, the teacher has to: (Please circle your option(s)) a Prepare the lessons carefully b Well organize students activities c Have good co-operation from students d Make the tasks suitable to the students e Set clear goals for students f Others, Please, specify……………………………………………………………………… What are the benefits of managing English language classes well? Please circle your answer(s) a To help the teaching and learning process run smoothly b To make the class more interesting c To get students in good orders d To make students more motivative e Others, Please, specify: ………………………………………………………… When students are organized to activities, they participate: ( Please circle the only option) a Actively b Passively c Forcedly d Others, Please, specify: ……………………………………………………………………… According to you, an English class is managed efficiently when: Please, circle your answer(s) a The teacher plays appropriate roles b Classes are organized in a suitable way for the learning activities c Students have good co-operation with the teacher 51 d There is discipline and harmony in the class e Others, Please, specify:……………………………………………………………………… According to you, which are the most difficult factors in the roles of a class manager? (Please circle your answer) a Language class-sized b Students at different levels c Students not co-operate well d Class facilities e Due time per learning period f Others, Please, specify……………………………………………………………………… Which factors you think can affect most on the success of managing classes? Please, circle your best answer(s) a Teacher’s teaching experiences b The good organization students activities c The English language proficiency of the teacher d The English language proficiency of the students e The hard work of the students f The co-operation from the students g The teacher’s good preparation h Others, Please, specify:……………………………………………………………………… Being successful teaching in teaching English, the teacher should: (Please, circle your choice) a Use appropriate methods at pre, while and post stages of teaching b Change roles appropriately to the teaching stages and activities c Maintain discipline in the class d.Well organize students activities e Provide clear instruction before the tasks with samples f Control the tasks g Others, 52 Please, specify………………………………………………………………………… 10 Please look at the following list of teacher’s roles in an English class and then tick the dominant roles applied in your English classes and the roles you found difficult to apply in TT3 high school (Put a tick into columns that you choose from the list) Teacher’s Dominant roles applied in your roles English classes Controller Organizer Assessor Prompter Participant Resource Tutor Observer Difficult roles to apply in your English classes 53 APPENDIX 2: Questionnaires Language learning survey I General Gender: (Please circle the appropriate item) a Male b Female Grade: (Please circle the appropriate item) a 10 b 11 c 12 Study result of the previous semester: a Excellent b Good c Fare d Bad You have learned English: a Less than years b years c More than years II Learning What you think about teacher’s roles in promoted learning English at your school? (Please circle your choice) (Vai trị giáo viên có lợi ích việc nâng cao chất lượng học Tiếng Anh trường em? Hãy khoanh tròn vào ý sau) a It is a vital activity in language teaching (Nó hoạt động việc dạy ngoại ngữ) b It is neither good nor bad (Nó khơng tốt khơng xấu) c It is one of the most important and useful activities (Nó hoạt động quan trọng có ích việc học ngoại ngữ) d It motivates students (Nó tạo động lực cho học sinh) e Others, Please specify:……………………………………………………………… (Hãy đưa ý kiến khác) In your opinion, How your English teachers play their roles in English classes? (Theo ý kiến em, thầy đóng vai trò lớp học Tiếng Anh nào?) (Please circle your choice) a Very well b Well 54 (Rất tốt) c Normally (Bình thường) (Tốt) d Not so badly (Không tồi lắm) e Others:……… (Ý kiến khác) In your opinion, in order to learn English better, you need: (Theo ý kiến em, để học tốt môn Tiếng Anh, em cần: (Please circle your choice) (Hãy khoanh tròn vào ý sau) a Prepare the lessons well before going to school (Chuẩn bị tốt trước đến lớp) b Concentrate on the lessons highly (Tập trung cao độ vào giảng) c Have collaboration with your friends or get their opinions (Hợp tác với bạn bè lấy ý kiến từ họ) d Set the goals for your self-study (Đặt mục tiêu tự học cho thân) e Others, Please, specify:…………………………………………………………… (Hãy đưa ý kiến khác) Which factors you think can affect most on the success of the teacher in managing English classes? (Please, circle more than one options) (Những nhân tố em nghĩ ảnh hưởng đến việc quản lý lớp học giáo viên? Hãy khoanh tròn vào nhiều ý sau) a Teacher’s teaching experiences (Kinh nghiệm dạy học) b The teacher’s organizing activities (Tổ chức hoạt động giáo viên) c The English language proficiency of the teacher (Năng lực tiếng Anh giáo viên) d The English proficiency of the students (Năng lực tiếng Anh học sinh) e The hard work of the students 55 (Sự làm việc chăm học sinh) f The collaboration of the students (Sự hợp tác học sinh) g The teacher’s good preparation in making lesson plans (Sự chuẩn bị tốt giáo viên việc soạn giáo án) h Others, Please, specify:……………………………………………………………………… (Hãy đưa ý kiến khác) When you are organized to activities in class, you often participate: (Khi tổ chức hoạt động lớp, em thường tham gia:) ( Please circle the only option) (Hãy khoanh tròn vào ý sau) a Actively (Một cách tích cực) b Passively (Một cách thụ động) c Forcedly (Một cách ép buộc) d Others, Please, specify: ……………………………………………………………………… (Hãy đưa ý kiến khác) In your opinion, an English class is managed efficiently when: (Theo ý kiến em, lớp học ngoại ngữ quản lí cách hiệu khi:) (Please, circle your choice) (Hãy khoanh tròn vào ý sau) a The teacher plays appropriate roles (Giáo viên thể thích hợp vai trị) b Classes are organized in a suitable way for the learning activities (Các lớp học tổ chức cách thích hợp cho hoạt động học tập) c Teachers co-operate to each others (Giáo viên hợp tác với nhau) d Discipline and harmony environment in the class 56 (Kỉ luật môi trường thân thiện lớp học) e Others, Please, specify:……………………………………………………………………… (Hãy đưa ý kiến khác) In your opinion, which is the most difficult factor for an English teacher in the roles of a class manager? (Please circle your answer) (Theo em, nhân tố khó khăn giáo viên Tiếng Anh với vai trò người quản lí lớp học? Hãy khoanh trịn vào ý sau) a Language class-sized (Học sinh lớp ngôn ngữ) b Students at different levels (Học sinh trình độ khác ) c Students collaboration with teachers and with their peers (Sự hợp tác học sinh với giáo viên bạn tuổi) d Class facilities (Cơ sở vật chất lớp học) e Due time per learning period (Thời gian cho tiết học) f Others, Please, specify……………………………………………………………… ……… (Hãy đưa ý kiến khác) Besides pair work/group work activities, to make English lessons more interesting, your teacher often lets you: (Ngoài hoạt động tổ/nhóm, để học Tiếng Anh thêm thú vị, thầy (cô) em thường cho em:) (Please, circle you best answer) (Hãy khoanh tròn vào ý sau) a Play roles to make English conversations (Đóng vai tạo hội thoại Tiếng Anh ) b Play language games (Chơi trò chơi ngôn ngữ) c Tell English-Vietnamese funny stories 57 (Kể chuyện cười Anh-Việt) d Chat in English (Tán gẫu tiếng Anh) e Others, Please, specify:…………………………………………………………… (Hãy đưa ý kiến khác) In your opinion, which is the most frequent activity in your class? (Please, circle your choice) (Theo ý kiến em, hoạt động thường xuyên diễn lớp em? Hãy khoanh tròn vào ý sau) a Individual work (Làm việc cá nhân) b Pair work (Làm việc theo cặp) c Group work (Làm việc theo nhóm) d Others, Please, specify:……………………………………………………………………… (Hãy đưa ý kiến khác) 10 Priotize the following items that lead to an effective class manager seem to have by making 1-6 in term of their important orders (number is the most important and number is the least important) (Sắp xếp từ đến mục sau theo thứ tự tầm quan trọng dẫn đến người quản lí lớp hiệu Số quan trọng nhất, số quan trọng nhất) Items Patient (Kiên trì) Harmony and discipline (Thân thiện kỉ luật) Ranking of importance 58 Helpful (Hữu ích) Fair (Công bằng) Well- prepared lesson plans (Chuẩn bị tốt giáo án) Motivative in pair or group work encouragement (Động lực khuyến khích hoạt động cặp/nhóm ) 59 Appendix 3: Teacher’s Interview Theo ý kiến thầy để làm tốt vai trò giáo viên lớp học Tiếng Anh giáo viên phải làm gì? Tại thầy lại nghĩ vậy? Theo chuẩn bị kĩ trước lên lớp yếu tố quan trọng mà giáo viên cần làm Thầy cô phải nghiên cứu kĩ để từ tổ chức cho học sinh hoạt động học tập, truyền đạt đơn vị kiến thức phù hợp với đối tượng học sinh mà dạy Thầy thường tổ chức hoạt động học để tạo hứng thú cho học sinh? Khi tổ chức hoạt động này, thầy khuyến khích học sinh cách nào? Mình thường tổ chức cho học sinh hoạt động theo tổ nhóm nhiều lúc hiệu chưa cao có đứa tranh thủ nói chuyện riêng nghịch Học sinh thích tổ chức số trị chơi học có sử dụng Tiếng Anh q trình chơi nhiều tốt Khi tổ chức trị chơi chúng hứng thú tham gia Cũng có nhiều cách để khuyến khích học sinh tham gia, có lúc cho điểm học tập, khen ngợi, đơi bút bi chẳng hạn, chí tràng vỗ tay khuyến khích em Trong tiết học thầy thể vai trị nào? Mình thường sử dụng vai trị cách phù hợp với nội dung học đối tượng học sinh để học sinh tiếp thu nhiều kiến thức tốt Thầy thường xuyên sử dụng tiếng Anh hay tiếng Việt học? Tại vậy? Trong học thường kết hợp tiếng Anh tiếng Việt, nhiều thử cố gắng nói tiếng Anh nhiều học sinh dường thấy khó hiểu Khi nói câu đơn giản thơng thường câu đề nghị, mệnh lệnh thường sử dụng tiếng Anh Khi giải thích tượng ngữ pháp khó sử dụng tiếng Việt cho học sinh dễ hiểu Thầy thường làm để học sinh đạt hiệu tốt hoạt động học tập ? Trước hết giáo viên phải tạo hứng thú cho học sinh tham gia, hướng dẫn học sinh cách cụ thể cần làm Điều mà học sinh mong muốn thầy cô nhận xét, sửa lỗi xếp loại cho học sinh để giúp em tiến nhiên giáo viên cần thực việc cách tế nhị công 60 Appendix 4: Teacher’s Interview Theo ý kiến cô để làm tốt vai trị giáo viên lớp học Tiếng Anh giáo viên phải làm gì? Giáo viên phải chuẩn bị cẩn thận trước lên lớp, biết cách tổ chức hoạt động cho học sinh Để trả lời nói: Mình chuẩn bị kĩ để làm chủ lượng kiến thức học từ tổ chức hoạt động lớp cho phù hợp với đối tượng học sinh có khuyến khích học sinh tham gia cách tích cực vào hoạt động Cơ thường tổ chức hoạt động học để tạo hứng thú cho học sinh? Khi tổ chức hoạt động này, khuyến khích học sinh cách nào? Mình thường tổ chức cho học sinh hoạt động theo tổ nhóm, có lúc lại tổ chức số trò chơi học bớt căng thẳng học sinh cảm thấy tự tin đứng trước chỗ đơng người Có thể khuyến khích học sinh điểm, q nhỏ có ý nghĩa, chí lời khen Trong tiết học thể vai trị nào? Mình thường kết hợp vai trò người giáo viên lại với học, nhiên quan trọng người thầy phải biết tổ chức, hướng dẫn đồng tham gia hoạt động em Cô thường xuyên sử dụng tiếng Anh hay tiếng Việt học? Tại vậy? Trong học thường kết hợp tiếng Anh tiếng Việt, có lúc thói quen nghề nghiệp nên nói tiếng Việt lại chen vào từ tiếng Anh Lâu minh dạy tiếng Anh theo đường hướng giao tiếp nói tiếng Anh nhiều với học sinh làm em thêm khó chán nản Vì hay nói tiếng Anh với câu đơn giản hay dùng ngày, cịn dạy khó q dùng tiếng Việt để giải thích cho học sinh dễ hiểu giải thích từ hay phần ngữ pháp khó Để học sinh làm tốt hoạt động học tập thường làm để học sinh đạt hiệu tốt nhất? 61 Giáo viên phải khuyến khích học sinh tham gia, hướng dẫn cho em cách rõ ràng thông tin cần thiết để em hiểu rõ cần làm với hoạt động Sau giáo viên nên nhận xét, sửa lỗi đánh giá hoạt động học sinh cách tế nhị mang tính khuyến khích