6) Managing the lesson is a key factor in ensuring classes run smoothly and

students are engaged in learning. This professional practice involves managing

every aspect of the lesson during the class time. This includes controlling the pace
and timing of activities, signalling transitions between stages of the lesson,
adjusting the classroom layout to support learning, responding to unexpected
classroom events, making effective use of resources and equipment, giving
instructions effectively and checking understanding. It involves monitoring learner
engagement in order to maintain motivation, establishing and maintaining
classroom discipline, adjusting plans to take advantage of opportunities for
learning that emerge during lessons and reflecting on lesson management.

 Controlling the pace and timing of activities.

 Signalling transitions between stages of the lesson.
 Adjusting the classroom layout to support learning.
 Responding to unexpected classroom events.
 Making effective use of resources and equipment.
 Giving instructions effectively.
 Explaining learning aims and content appropriately.
 Checking understanding.
 Using language appropriate to my learners’ level.
 Making appropriate decisions about which languages are used by the
teacher and learners.
 Monitoring learner engagement in order to maintain motivation.
 Establishing and maintaining classroom discipline.
 Setting up classroom activities that include a variety of interaction
patterns.
 Adjusting plans to take advantage of opportunities for learning that
emerge during lessons.
 Establishing and maintaining a positive learning environment.
 Reflecting on my lesson management, identifying strengths and
weaknesses, and making adjustments as needed.

7) Learner Characteristics

Cognitive skills

Cognitive skills are the mental capabilities, which students need for successfully
learning their subjects. Learning need students to effectively read, write, think,
analyse, remember, solve, and understand. All these cognitive skills must come
together to function effectively. There are the main cognitive skills, which are
essential for students:

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Logic

If the student doesn’t have the cognitive skill to logic and reason, their ability to
solve, plan, analyse, comprehend, deduce, and prioritize can get affected.

Concentration

Some students find it difficult to concentrate and pay attention throughout the
class. They easily get distracted.. This will help in developing highly functional
cognitive skills. Practicing mindfulness a few times a week for children help in
concentration.

Processing Speed

Processing speed is the time taken by the mind to process information or

command. It is the time between receiving information and reacting. .

Auditory Perception

The ability to hear and understand what you heard is also an important cognitive
skill. The students need to hear and understand clearly to differentiate between
sounds for even reading and spelling words.

learning preferences

Learning preferences refer to how much a learner prefers certain educational

modalities over others, such as watching a video online vs. in-person instruction.

Learners retain different types of training best through different delivery methods,
so providing multiple modalities will be most effective for learning retention.

motivation and interests

There are a lot of factors which influence success in language learning. However,
one of the most important factors is the

learner’s motivation to learn the language in order to be able to use it in real-life

situations.. Thus, a motivated

learner is the learner who wants to achieve a goal and who is willing to invest time
and effort in reaching that goal.

The most successful learners are not always those who have a natural aptitude for
learning, but those who possess

certain characteristics most of which are clearly associated with motivation.

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All the learners in the classroom do not have the same type and level of
motivation. Some learners may have a

very strong motivation to learn the language, others may have a weaker
motivation, and yet others may have no

motivation at all. However, motivation is not static and it can change in both
directions.Children need setting clear tasks goals. Using varied topics and tasks.
Using visuals. Incorporating tension and challenge by using game-like activities.
Providing entertainment in the form of jokes, stories, dramatic presentations,
movies, video clips, television documentaries, etc. Using rope-play and
simulations. Using information gap activities. Personalizing tasks and activities.
Using tasks and activities with open-ended cues.

language use

Language learning is an active process that begins at birth and

continues throughout life. Students learn language as they use it to

communicate their thoughts, feelings, and experiences, establish relationships with

family members and friends, and strive to make

sense and order of their world. They may come to school speaking

more than one language, or learn another language in school. It is

important to respect and build upon each student’s first language.

The study of English language arts enables each student to

understand and appreciate language, and to use it competently and

confidently in a variety of situations for communication, personal

satisfaction, and learning. Students become competent and

confident users of all six language arts through many opportunities

to listen, speak, read, write, view, and represent in a variety of

combinations and through a wide range of relevant texts.

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8) Flipped Classroom

A flipped classroom is a type of blended learning where students are introduced

to content at home and practice working through it at school. This is the reverse of
the more common practice of introducing new content at school, then assigning
homework and projects to completed by the students independently at home. In
this blended learning approach, face-to-face interaction is mixed with independent
study–usually via technology. In a common Flipped Classroom scenario, students
might watch pre-recorded videos at home, then come to school to do the
homework armed with questions and at least some background knowledge.

The concept behind the flipped classroom is to rethink when students have access
to the resources they need most. If the problem is that students need help doing the
work rather than being introduced to the new thinking behind the work, then the
solution the flipped classroom takes is to reverse that pattern.

What Do Students Do At Home In A Flipped Classroom?

Watch an online lecture

Review online course material

Read physical or digital texts

Participate in an online discussion

Perform research

What Do Students Do At School In A Flipped Classroom?

Skill practice (guided or unguided by the teacher)

In-person, face-to-face discussion with peers

Debate

Presentations

Station learning

Lab experiments
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Peer assessment and review

This doubles student access to teachers–once with the videos at home, and again in
the classroom, increasing the opportunity for personalization and more precise
guiding of learning. In the flipped classroom model, students practice under the
guidance of the teacher, while accessing content on their own. A side benefit is that
teachers can record lectures that emphasize critical ideas, power standards, and
even the pace of a given curriculum map. It also has the side benefit of allowing
students to pause, rewind, Google terms, rewatch, etc., as well as creating a ready-
made library for student review, make-up work, etc.

What’s The Simplest Way To Think About A Flipped Classroom?

The students do homework at school. Put another way, students preview content
home and then extend learning and/or practice at school.

9)21st century skills

The 21st century skills are a set of abilities that students need to develop in order to
succeed in the information age. The Partnership for 21st Century Skills lists three
types:

Learning Skills

 Critical Thinking
 Creative Thinking
 Collaborating
 Communicating

Literacy Skills

 Information Literacy
 Media Literacy
 Technology Literacy

Life Skills

 Flexibility
 Initiative
 Social Skills
 Productivity
 Leadership

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To hold information-age jobs, though, students also need to think deeply about
issues, solve problems creatively, work in teams, communicate clearly in many
media, learn ever-changing technologies, and deal with a flood of information. The
rapid changes in our world require students to be flexible, to take the initiative and
lead when necessary, and to produce something new and useful.

10) Teambuilding: cooperation and collaboration in ELT classroom

Collaborative learning is a method of teaching and learning in which students

team together to explore a significant question or create a meaningful project. A
group of students discussing a lecture or students from different schools working
together over the Internet on a shared assignment are both examples of
collaborative learning.

Cooperative learning is a specific kind of collaborative learning. In cooperative

learning, students work together in small groups on a structured activity. They are
individually accountable for their work, and the work of the group as a whole is
also assessed. Cooperative groups work face-to-face and learn to work as a team.

In small groups, students can share strengths and also develop their weaker skills.
They develop their interpersonal skills. They learn to deal with conflict. When
cooperative groups are guided by clear objectives, students engage in numerous
activities that improve their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place,

three things are necessary. First, students need to feel safe, but also challenged.
Second, groups need to be small enough that everyone can contribute. Third, the
task students work together on must be clearly defined.

Also, in cooperative learning small groups provide a place where:

learners actively participate;

teachers become learners at times, and learners sometimes teach;

respect is given to every member;

projects and questions interest and challenge students;

diversity is celebrated, and all contributions are valued;

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students learn skills for resolving conflicts when they arise;

members draw upon their past experience and knowledge;

goals are clearly identified and used as a guide;

research tools such as Internet access are made available;

students are invested in their own learning.