Unit 2.

THE
TEACHER
 I. Being yourself

Agen II. ESTABLISHING AND

MAINTAINING RAPPORT

da III. Ways of listening

IV: Turning the volume up and

down

V: Finding the right voice tone

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 I. BEING YOURSELF
 Don’t try to be a
“teacher”
Behave more as a job title

Seek additional ways of differentiating yourself as a teacher

Sit in front of ( -> sit with)

Talk at ( ->talk with)

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 I. BEING YOURSELF
 Have real conversations
Make a real conversation, listen and respond appropriately.

If something a student says makes you disagree, say

“Hmm, interesting”
Give your genuine personal reactions.

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 I. BEING YOURSELF
 Don’t pretend omniscience
If you don’t know the answer to a question -> say that you
don't know.

Pretend that you know or confuse students with roundabout

explanations and avoidances.

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 I. BEING YOURSELF
 Be wary of staffroom
advice
• Being genuinely warm and friendly with students is
dangerous.
• Be reserved, formal, and a little distant.

Treat such advice cautiously, think it through

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 I. BEING YOURSELF
 Be appropriately
authoritative
YOU being appropriately authoritative.

Use the cloak of teacher superiority and

hierarchical authority.

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II. ESTABLISHING AND MAINTAINING RAPPORT

1 How to build good rappot (T-S)

Authenticity
Good listening
Showing respect and support
Good sense of humor

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 IRRORING, PACING, LEADING
II. ESTABLISHING AND
MAINTAINING RAPPORT

• MIRRORING: Secretly copy

• PACING: Follow up, keep up with
• LEADING: Lead the change

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 Is it OK to be friends with II. ESTABLISHING AND

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MAINTAINING RAPPORT
our students?
Where to place yourself?
-Who they are outside - Who they are outside the class - Who they are outside the
the class is irrelevant to is sometimes relevant to class is crucial to classroom

ts
s

ple
in-classroom work. classroom work. work.
er

en
rk

o
tud
-Interaction in class - Interaction in class should be - Interaction in class should be

pe
wo

ss
should be entirely work? mainly work-focused, though regular human interaction,

as
as

a
focused. there is space for other things.
ts

ts
person to person.
s
nt

en

en
-The teacher should not - The teacher can ask ques
e

ud
- The teacher should take an

ud
ud

St

ask questions about about personal issues, if

St
St

active interest in the students as

personal issues. necessary.
 Is it OK to be friends with II. ESTABLISHING AND
MAINTAINING RAPPORT
our students?

- Slightly move further along the line to the right.

- Give experiments and see how they work.
- Keep things balanced.
- Be aware of risks: loss of discipline, blurring of hierarchical roles.

Students are workers Students are students Students are people

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 III. WAYS OF LISTENING
Three distinct varieties of
1. Conversational
listening 2. Analytical
Listeninglistening 3. Supportive listening
When S has smth personal
Everyday conversation, Pay attention to language
to
partial concentration than the content
communicate
Do our best to understand,
Ask questions and steal Analyze the problems &
overlook errors and
the conversation give feedback
problems
Stay with the story/ hear the
Inappropriate for classroom Follow teacher’s agenda message they want to
convey
NGUYỄN THỊ NHƯ QUỲNH Follow the speaker’s agenda
 IV+V: VOLUME AND TONE
Volume:
• Don’t do “public announcements ” all the time
• Ss tend to mirror the teacher’s volume

Tone: • open, warm, friendly

• factual, information giving • storytelling
• personal, supportive • humorous
• hesitant uncertain • authoritative tone …
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