By Sam McCarter
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The classroom atmosphere is very relaxed. Students can volunteer answers when they wish to, so the class is often quite noisy. The teacher often makes use of his own teaching materials, and is often critical of the assigned text. From the descriptions, we can see that these two teachers above hold quite different theories of teaching. Interviews with the teachers about their teaching yielded quite different answers to the following questions: • How do you see your role in the classroom? How would this be apparent to a visitor?
Describe the main factors that have influenced your belief system. 2. How would you deal with the following situations if you experienced them in your classroom? What aspects of your belief system influenced your response? a. Students use their native tongue too often when completing a pair work task. b. A group of students at the back of the class pays very little attention during your lessons. Lesson report tasks 1. Appendix 1 is a self-report form developed by Pak (1986). It is designed to monitor student-student interaction during a lesson.
What kinds of learning styles and strategies do you encourage in learners? • What kinds of learning styles and strategies do you discourage in learners? • What roles are students expected to assume in your classroom? Brindley (1984) points out that teachers who favor a "learner-centered" view of learning, such as that which underlies many current methodologies in language teaching, would probably describe their assumptions in terms such as the following: • Learning consists of acquiring organizing principles through encountering experience.