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Teaching does not consist on just sitting on a chair and explaining a lesson after
correcting the exercises. This kind of class may result boring and monotonous, causing
the students to lose their interest and attention. Teachers know it, and after examining
their methods of teaching, they realise that the use of certain performance skills in the
classroom allows them to gain and hold the students¶ interest. The changes in intonation
or the use of body language break the monotony and change the rhythm of the class.
Thus, students will keep paying attention. In this sense, teachers are similar to actors, as
they try to convince their audience with their skills. These skills include, as mentioned
before, the use of body language and voice, role-playing and improvisation.


 
Body language can be used to create the desired atmosphere within the classrooms.
Exaggerating movements when explaining something, for instance, can be useful to
emphasize important points and catch the students¶ attention. Another way of holding
the students¶ attention is to smile and nod when the students are talking. By doing this,
teachers are also showing their interest in what the students are saying. Following this
line, it is good to keep eye contact with the student who is talking and show enthusiasm
with facial expressions. With this, students know that the teacher is following them.
Walking around the room or towards the person who is talking has positive effects too,
as students feel involved. Consequently, their self-esteem grows.
Finally, it is important to avoid certain kind of body language, such as folding arms or
checking the time, because students may think that you are not interested on what they
are saying.
Words are not the only form of communication. Body language involves implicit
communication, so if it is positive, students will be more likely to trust the teacher.

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A low and monotonous tone of voice does not grab the students¶ attention, who fall in
boredom. Using the appropriate intonation according to the situation, incorporating
variations in vocal pitch, make teachers sound more enthusiastic and interesting, and it
is another way of getting the students¶ attention. There are several ways of training pitch
variation: One of them is reading poetry aloud, which is very useful because poetry
requires greater vocal inflection for its meaning to become clear. Another method is to
record a conversation varying the speed and tone on the voice on a tape recorder, so you
will be able to hear your voice, correct your intonation and recognise your personal
speech characteristics that may distract the students from the learning process.
It is important for teachers to take care of their voice because it is one of their main
teaching tools. Besides learning to vary their pitch and tone, they also have to learn to
control them in order to avoid throat complications.





Being a teacher implies playing a role. In fact, we can play different roles while being a
teacher. We can play the µcross¶ teacher, the µdisappointed¶ teacher and so on. However,
the different situations that take place during the class allow us to play some other roles.
When we are narrating a story, for example, we can assume the role of one of the
characters, something which will result interesting for students. In addition, assuming
the role of a historical figure is also a good way of keeping the students¶ attention.
Using role-playing techniques is also useful to convey information, to stimulate
discussion and to better communicate with students.




Like actors, teachers can also improvise. This is a good way of bringing new and
exciting ideas, and using humour may help to diffuse difficult situations and moments,
as well as to establish a rapport with students. Nevertheless, teachers must not abuse of
improvisation, because students may be aware of it and can take advantage of the
situation.


 Ô Ô

We all know that body language as well as the use of voice are important elements in
communication. To make the meaning of our words clear we use body language. In the
classroom its use can be very useful for example in order to emphasize some aspects of
the class. Teachers can learn to use body language for a purpose as well as learn to
understand and interpret body language of others.

The use of voice is important too, a well used voice changes in pitch, tone, volume and
emphasis. If teachers used well the voice could capture the student¶s attention and
initiate involvement with the subject matter. As teacher, the voice is an important tool
in our work, so we should to take care of it.

Concerning role-playing and improvisation, teachers are actors. In each class the role of
teacher is different, each student is different and need some different attentions; so, the
teacher must be a person who can adapt to different situations and improvise if it is
necessary. He needs to see if the students are sleepy, animated, excited or bored. After
reading the students, he needs to have the skill to respond to these unspoken needs. He
needs to be able to introduce an activity, a game, a song or some other method to stir up
the class and focus their attention.

£ ë
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ºUsing drama skills in the classroom´— ÿames Hanley.
<http://www.schoolzone.co.uk/resources/articles/GoodPractice/classroom/Drama_skills
.asp>
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The
 es  Te
hin is a document which describes four moments of a teacher,
depending on the way he/she teaches in the classroom and the responsibility that he/she
assumes. We distinguish four stages:

    
It is the period before a new teacher enters in the classroom; this teacher thinks that
he/she would be a very good teacher and that he/she could save the children, that¶s why
this stage is called ºthe idealistic stage´.

  

  
Normally, this stage begins in the middle of the first day of teaching. This type of
teachers take practices other teachers use; they only try to get through one day after
another. So, they take no responsibility for the student¶s learning and they make fun of
teachers who are working hard. Sometimes, many teachers never leave this stage.

     
This stage begins when teachers take responsibility for what goes on their classroom.
He/she uses effective practices and strives to improve professionally at all times. The
Master teacher may not yet be the model teacher, but their attitude and professionalism
will soon lead them there.

 
  
This type of teacher makes an impact on his/her student¶s live, every day is focused on
learning affectively. The Impact teacher has achieved the dreams of the Fantasy teacher.


 

Ô Ô

We personally think that this document describes perfectly the four types of teachers.
On our view, the first type (The Fantasy Stage) is a normal stage, all teachers think that
they will be good teachers. We think that all teachers would be, at least, in The Mastery
Stage, because they assume responsibility for the learning of the students. But, it would
be fantastic if all teachers were in The Impact Stage, because the students may view
learning as fun and the teacher thinks that teaching is an everyday joy.
It is important to mention that every teacher is different and the development of the
class depends many times on the teacher¶s and the student¶s character and motivation,
so, perhaps many stages of teaching could exist if we research into the classes.

£ ë
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ºThe introduction of New Teachers´ *evin Ryan|
<http://teachenglishbetter.com/teachenglish15.htm >

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The European Language Portfolio (ELP) is a document in which language learning and
cultural experiences can be reflected. This portfolio consists of three different parts: a
language passport, a language biography and, finally, a dossier with examples of
personal experiences related to languages.

The language passport was created in order to facilitate recognition and mobility
throughout Europe, thus showing an overview of the individual's proficiency in
different languages. This passport has to be updated constantly, and must be adapted to
the common reference levels which appear in the Common European Framework.

As for the language biography, it assesses and reflects upon the individual's learning
process and progress related to languages. The achievements and experiences which
appear both in the passport and the biography can be illustrated in the dossier, which is
the third part of the ELP.

The ELP has two main objectives: to enhance the learners' motivation and to provide a
record of their linguistic and cultural skills. The first aim relates directly to the
pedagogic function of the ELP, as it helps the learners improve their abilities, learn new
languages, look for intercultural experiences... Besides, by reflecting their knowledge of
languages, the ELP facilitates the planning of their learning and encourages autonomous
learning.

The second objective mentioned in the previous paragraph corresponds to the

documentation and reporting function of the ELP: it is addressed to people who have a
role in decisions which are important for the learner, for instance a career advisor, an
employer, a language teacher... With the ELP, these people can be informed in a
detailed and internationally comparable way about the learners' proficiency and
experience in other languages.

In the ELP, which is property of the learner, all competence is valued according to the
Common European Framework of reference for Languages, also taking into account the
principles and guidelines that have been previously agreed for all existing Portfolios.
Nowadays, different models of ELPs are being developed depending on the age and the
national contexts of the learners, but always respecting the agreed principles previously
mentioned.

Ô Ô

We personally think that the existence of a European Language Portfolio is absolutely

positive, as it reflects in a very clear way the owners' proficiency as far as languages is
concerned and also encourages and motivates them to keep on learning and widening
their knowledge.

Furthermore, it makes it easier to move around Europe without having to prove your
skills in thousands of different ways depending on the country in question; in other
words, the ELP serves to standardize the criteria used to determine the level that a
person has in a certain language.

£ ë
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ºEuropean Language Portfolio. Language Policy Division.´ Council of Europe.
<http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/introduction.html>