TEACHERS ATTITUDE TEACHING IN CLASSROOM

Teacher's Attitude Teaching In Classroom

Teacher's Attitude Teaching In Classroom

Introduction

This study is significant as the ability to engage students in the ESL classroom should result in classes running more smoothly, with less behavioural problems, with students taking greater pride in their work as well as gaining deeper understanding of their learning. Allowing students greater freedom of expression in their work may result in students developing a stronger level of ownership over their learning and might result in a higher rate of time on task. It may be that students who are offered the option of designing their own projects could relate to tasks more as real life skills and thus increase their intrinsic motivation as opposed to being extrinsically motivated to make a project simply because it is required by the teacher (Butler, 1987).

A Literature Review: A Lesson Plan for Grade 9-10 Students

The two competing models of language processing, the bottom-up view and the top-down view, have also had a central place in the debate on the nature of reading comprehension. Until recently, the bottom-up approach was the basis of the vast majority of reading schemes. As in the case of listening, there is a general agreement that efficient readers use top-down and bottom-up processing simultaneously. The best reading materials will encourage an engagement with larger textual forms, through problem solving exercises, but not neglect the role of individual words, phrases and grammatical devices in guiding the reader around the text.

- Predicting: students will look at the title of the passage in pairs and discuss their expectations of the contents based on the title before reading the passage; they will then write down five to ten words they expect to find; they will then read the passage and see if their words appear;

- Extensive reading: skimming ('to identify important ideas'); scanning ('to pick out points of detail');

- Information retrieval: the students, in small groups, will be guided to extract the main ideas that gives the most accurate summary of the passage as a whole; they will decide how the race has affected people's lives; they will then read the passage again and make notes on how it will affect their lives;

- Evaluation: each student is asked to express his/her opinion, and then compare the passage with others;

- Follow-up: they will be asked to come up with a new similar challenging activity to make use of and extend their information.

- Dealing with unfamiliar words: students will look for words and phrases which are defined in the passage and new to some of them at least. Also, will indicate whether the listed words from the passage have a positive or negative meanings;

- Linking ideas: students identify the meaning of selected cohesive devices in the passage; they then answer factual questions about the passage;

- Exercises: students, in small groups, will list, discuss, and tell each other what are the qualities to win the race; in what ways life is faster now than in the past;

- Attitudes: I would ask the students ...