Professional Documents
Culture Documents
Sec 1
Sec 1
As in any working role, the goal a person aims for is competence. But what is
competence and what makes a competent teacher? The best place for us to start is for
you and us to agree on what the word ‘competent’ means. The Oxford Dictionary tells us
that ‘competent’ means ‘having the necessary ability, knowledge, or skill to do something
successfully’. Far be it from us to question this definition when relating it to teacher
competence… but here goes.
Our experience tells us that we also need to include ‘habits’ when considering how
competent a teacher is. For example, it seems to us that turning up at the classroom on
time, ready to greet your students and welcoming them as they come into the classroom
is a very good habit. So is reflecting on how the lesson panned out, immediately after the
lesson or as soon as it’s possible.
So, let’s expand our definition of ‘a competent teacher’ to: A person who has the
knowledge, ability, skills and habits necessary to teach successfully. We hope you agree
with this definition. Notice that we changed the order of words a bit. There was a good
reason for this as you will be able to recall these critical components of competence by
the mnemonic ‘KASH’ for knowledge, ability, skills and habits. So, when you’re asked to
contribute your thoughts on ‘what makes a competent teacher’ during a staff meeting,
you’ll have a good aide-memoire by using the mnemonic ‘KASH’.
Let’s consider the traits and characteristics of a competent and effective teacher.
Thought-Spot
Before we share our thoughts, what do you think are the traits and qualities which would
demonstrate a competent teacher? Think of your own teachers and tutors from the past,
the ones you felt were competent. What traits and characteristics did they have? Please
reflect on this, jot down your ideas in bullet points and then check out what we think
over the next few pages.
It’s not a definitive list as we’re dealing with individuals here but we think it contains the
key traits and qualities which a teacher needs to possess to be competent. Add in any
other points which you feel are important to our list below.
Dignityand Diversity
►valuing diversity and treating students, parents, carers and colleagues equitably and
fairly and with care and compassion while respecting the uniqueness of family and
socio-economic backgrounds, cultures, races, religions and beliefs
►valuing the learning needs, effort, and potential, and acknowledging the uniqueness, of
each student
►improving the wellbeing and progress of those students with special needs
►fostering the valuing of diversity and encouraging the development of international,
multicultural, gender, and indigenous and other perspectives
►allowing, reasonably, the students’ access to varying points of view
Responsibilityand Accountability
►giving priority to the education and welfare of all students in our care
►guiding and encouraging students to achieve their potential, ensuring all students have
an equal opportunity to achieve their potential
►creating interactive learning environments, rather than environments in which the
students are merely passive recipients of information
►regarding themselves as learners and engaging in continuous professional
development, and improving teaching and learning strategies for themselves and
colleagues
►working collaboratively, co-operatively and enthusiastically with colleagues and other
educational bodies in the best interests of the education and welfare of the students
►taking precautions to distinguish between their personal views and those of the local
school district or governing body
►promoting the ongoing development of teaching as a profession
►upholding school policies, procedures and practices
►modelling the behaviour, attitudes and positive values which are widely accepted in
society and encouraging students to apply them and critically appreciate their
significance
Careand Protection
►having empathy and respect for, and rapport with, students and their families and
carers, colleagues and communities
►committing to students’ wellbeing and learning through the practice of positive
influence, professional judgment and empathy in practice
►adhering to the school’s student protection policies and procedures
►making reasonable effort to protect the student from conditions harmful to learning or
to health and safety
►refraining from any racial, gender, political, verbal, physical or emotional abuse,
embarrassment or harassment
►being generous with praise and giving positive inputs and feedback
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Print this off and keep it with you at all times. Reflect on it frequently. It will serve
you well.
This doesn’t mean that you strive to be humorous at all times. Some adult students, in
particular, may not take to this. They may feel that they are paying good money to learn
and don’t take kindly to too much fun eating up their valuable time. Or some students
may come from a culture where humour in the classroom is not the accepted thing.
Rapport exists when people develop a feeling of harmony, well-being and security. It can
be compared to musical resonance. When you strike a note on a tuning fork and hold it
near to another tuning fork, the second will also start to vibrate even though they do not
touch. This resonance or rapport occurs between people when they work and live in an
open, trusting and contented relationship.
Rapport is about meeting people on their own level and making them feel at ease. It is
based on mutual respect and agreement.
When you relate to other people, you can choose one of two standpoints from which to
start:
You can concentrate on the differences between you OR you can emphasise the
similarities between you the things you agree on, feel and think the same about and
react the same way to (e.g. Right, class, I’ve spent some time on preparing these for you. Let’s
work hard on this. Working hard together on this will make you a better speaker of English. I
want you to succeed with this so that I and the rest of the school will be proud of you. After
that, we can have a bit of relaxation and fun!)
If you emphasise the differences it will be virtually impossible to achieve rapport (e.g. I
am the boss and you’ll do what you’re told.)
The emphasis on similarities and/or differences occurs not just in the words we use
when talking to others, but in the way we express ourselves through tone, body
language and attitude.
We’ll cover this thoroughly in Module 9 but for the moment here are some suggestions:
everything is planned, instruction is clear, good class routines, standards of behaviour
are agreed, an inclusive environment is created where all learners are treated fairly and
equally…..
When students are in full flow and are communicating, it’s often wise to let it run even if
there are mistakes. After they have finished you can then pick up on the mistakes.
7. Understands the need to use a range of relevant and suitable materials and
resources
10. Assesses fairly and frequently and plans on the basis of assessment
11. Recognises and understands the range of backgrounds and experiences within
the adult learners group
12. Employs a range of teaching styles and approaches at different stages and in
different contexts
13. Understands the broad range of learner needs including the needs of learners
with learning difficulties
14. Reduces teacher talking time (TTT) and maximises student talking time (STT)
16. Facilitates language learning and acquisition both inside and outside the
classroom
Note that the end goal for any teacher should be a dynamism of these traits and
characteristics in unison, seamlessly, with teaching expertise, experience and class
management skills. In essence, the end goal we are all aiming for is an ’effective teacher
cocktail’.
In addition to bringing bits of the real world into the classroom (e.g. newspapers, CDs
and Videos), we can, if teaching in an English-speaking country, take our students out into
the world during class time, effectively using it as an extension of the classroom.
Learners need to use and understand language outside the classroom, so that they can
progress. Become a user of inside and outside activities and you will observe remarkable
progress in your students as they put into practice what has been learned in the
classroom.
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Outside-world tasks are perhaps more obvious activities for intermediate or advanced
students, but there are compelling reasons for embarking on such activities from a very
early stage in the language learning process.
The earlier students begin to engage in outside-world activities, the better, with the
obvious starting point being the most necessary survival language.
Clearly, at lower levels, extensive preparation is required so that learners have the
necessary language resources and confidence to undertake the tasks set and accomplish
them to a satisfactory degree, without becoming demotivated.
It is perhaps best to begin with activities based more on reading, such as following signs
and directions or finding places, where the majority of the talking will be discussion
between learners rather than with native speakers.
At the same time, the necessary language for asking questions of native speakers can be
pre-taught, so that more adventurous students or groups can make use of this if they
wish. Activities can then build up to conversational transactions where students are
required to address native English speakers.
It takes planning, and energy, agreement with the school head or school board,
assistance from you and others where the group is large to ensure they are safe outside
and have someone to turn to when they get into language difficulties, but it’s all worth it.
When well-prepared, students can gain a lot of fruitful listening practice and vocabulary
reinforcement from television shows, films, lectures, etc.
Knowledge of how to execute everyday language transactions has obvious survival value
for students newly arrived in a country where they may not speak or understand very
much.
These will depend on student levels and what aspect of the language you wish to
practise:
Of course, many of these activities can still be carried out where you are based in a non-
English speaking country. There are many organisations – banks, hotels, supermarket
chains, museums and so on – who have native English speakers working within them. It
will just require some additional energy from you to organise the visit.
These ‘outside world’ activities will not only make language study more meaningful and
motivating, but will stand the students in good stead when it comes time for them to go
forth as completely independent learners, without the support of teachers, classmates or
a language classroom.
Give it a go!
You cannot assume that your expectations of the classroom will be the same as the
learners' expectations. It is important that you are aware of the environment in which
you are working and don’t judge the students on the basis of your own cultural
background and educational experiences.
In some cultures, students are expected to be silent and passive learners (Japan) whilst in
others the norm will a noisy and active classroom with lots of questions being asked by
students (Spain).
Also, the social foundations on which the school operates may also be very different
from your own experiences. Some may be based on authority and punishment while
others may be based on rewards.
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Here are some very important behaviours to be aware of. You may come across some of
these in your role. Reflect on these and remember them well, so that you’ll be able to
spot them fast and draw up your approach to suit. We studied some of these in Module 1
when we considered the L2 influences on the L2 learner but it’s worth adding some in
again as they relate to this point..
Learners may bring to class the expectations regarding teacher relationships and
behaviour that prevailed in their home countries, especially if they had extensive
schooling there. Thus, learners from more traditional educational systems may expect
teachers to behave in a more formal and authoritarian fashion during classes and may
be displeased, puzzled, or offended if a teacher uses an informal instructional style, such
as using first names in class or allowing learners to move freely around the room.
Learners may also want teachers to maintain a clearly ordered pattern of classroom
activity and, perhaps, engage in extensive correction of grammatical form or
pronunciation during all activities rather than at specified points in a lesson or not at all.
Failure to conform to these ideals may give learners the impression of lazy or inadequate
class preparation.
Teacher behaviour
Teachers, similarly, bring to the classroom their own expectations regarding teacher
behaviour. This includes their views on appropriate adult behaviour within society in
general, as well as in the classroom. If, for example, the teacher comes from a culture of
self-reliance, is at ease in expressing and defending personal opinions, and is interested
in personal advancement, he/she will likely provide instruction that address these goals
and may unconsciously attribute these same goals to their students. The potential for
conflicting expectations and evaluations of behaviour between teachers and learners is
evident.
Impulsiveness/reflection
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In some cultures, such as most of the USA, children are encouraged to give an answer to
any question quickly, while in other cultures, reflection is encouraged: time is given by a
teacher for children to consider all aspects of a problem before they give an answer.
Impulsiveness rewards ‘thinking on your feet’ and being the first to speak, while
reflection rewards detailed, thoughtful answers. Obviously, a student used to being
taught in one way who moves into a classroom where the opposite approach is the
norm will be at a certain disadvantage.
Proxemics
The study of how close or far away people stand from each other when interacting is
called ‘proxemics’. Each culture has its own norms for the distance between two people
standing and conversing, and these norms may also differ for teachers and students.
Students from a culture where people stand closer together when conversing may feel
at worst rebuked or at best confused by someone standing further away, assuming that
this distance sends a subconscious negative message of some sort.
Volume
Another variant is the volume at which people pitch their voices for ‘normal’
conversation. This can vary widely, even among subcultures, and will also put a learner at
a disadvantage if either speaking too softly or too loudly is viewed negatively by the
teacher.
Eye contact
In some cultures, respect is shown by avoiding eye contact, while in others making eye
contact is evidence of honesty and respectfulness. Competent cross-cultural teachers
are alert to subtle cues that enable teachers to address the needs and concerns of
students from many cultures, and to build a truly multicultural classroom.
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