The successful completion of a foreign language sequence is often a requirement of many undergraduate degree programs. This may mean re-entry into the workforce or even furthering studies. Because of this, students must be proficient in the ability to communicate in the major foreign languages. This may mean learning a new language or two. Or it may mean ending up on the international job market. Whether students plan to become teachers of English or another foreign language, they likely have not taken any university foreign language courses in English. Such courses are important to students for many reasons. First, the skills learned through such courses prepare students to be proficient in English. Second, it is common for degrees in the United States to require a foreign language proficiency, meaning that a student’s degree is in a major language, such as French, German, Italian or Spanish. The courses that prepare students for this latter require close study of the major languages.
There are two difficulties that teachers have in teaching English as a Second Language. The first involves understanding the technical, scientific and/or technological terms used by the native English speakers. The second is mastering the social, cultural, and colloquial aspects of communication, as well as the affective components. The vast majority of transfers of language occur through teachers utilized on-the-job training and informal education. Thus, it is critical for the teacher to be able to understand the basics of the foreign language spoken by the students and translate it technically and culturally. Teachers may choose to enroll in specialized online or classroom courses with enabling technologies and linguistic channels of approach.
The study of the fundamentals of a foreign language opens up a host of problems for the teacher. Language-learners make up a significant portion of the student population in any high school (ESL, IELTS, etc.) and a typical class has at least one. Ideally, a class should have two or three students learning at a time. By far the upper age-group should have completed the course by the time they reach the university level. It might be reasonable to assume that a teacher should be fluent in the major languages of the target language-and in many cases it would be beneficial to the teacher to be.
By learning the major languages, this way the teacher could approach the language to convey the meaning in English. For example, in a conversation about the World Cup, the teacher would not simply assert that the student understood the World Cup. The teacher would make specific predictions such as: “The student will say/he does not understand– because he/she is not too familiar with the World Cup.” The teacher would be using specific information and would not require the student to recall certain facts. But even before the teacher presents the World Cup information, the student may think he/she knows the information and respond accordingly. Granted, there are advanced preparations that teachers can pursue in order to help their students translate the technical and academic information presented in the text books and make it happen in the classroom.
I would certainly encourage the use of preparation software, which many teachers have access to now as another method of ensuring literacy in the students. Prep software can supplement whatever other activities teachers are already doing within their English as a Second Language program. For example, if logs are created to show how the student is progressing through a particular lesson, the teacher can have the students read the same logs at home and discuss them with their parents. The parents can then monitor how well the child is making use of the information. The importance of informed and learned parents is always placed on display through the similar public education system that they are a part of. In doing so, it is necessary for teachers and parents to collaborate in the achievement of educating their students. This is a shared responsibility. That is the beauty of learning and the benefit of technology. With the meter always running and a meter which can’t be filled with ‘yes’ or ‘no,’ technology is the vehicle which should be used to make every possible difference in the lives of our students.
So you have been assigned to oversee the classroom while the teacher is on vacation. This will be a great opportunity for you to get to know the students that the teacher will be working with during his or her absence. If you are a dedicated teacher, classroom job will be a great way to get to know the students because you will get to know them on a personal level. If you are more apt to get a desk job, that is perfectly fine too.
However, if you are not a dedicated teacher and more apt to be a teacher, classroom job will be a great way for you to get to know the students. A classroom job will allow you to be in charge of a classroom of students at a specific time so you can get to know them well. So, how do you get to know your students if you are a dedicated teacher or a dedicated student? So, the first thing you need to do is develop a window of time wherein you teach a specific subject. If you want to know more about what a teddy bear can really have, you can read on the fun story that follows. I’ll explain it so you will be ready to go.
The first thing you need do in order to get to know your students well is to have a close relationship with them. If you want to get to know students well, you should relate to them in real life. You should treat them like you would like to be treated. This means that you should treat them with care and respect, and talk to them with respect. Don’t over do it. Remember, you are not their friend, and don’t try to win them over as well. and be honest. Don’t try to be their friend, and don’t win them over. When you show them that you are serious and that you can provide something of value, their attitude will change. I have always used this strategy when I have been sent to make campus decisions.
Developing camaraderie: camaraderie starts with you being honest with your consultant and company. Tell them the bad news about your current job and the hard times you are having. Tell them all about your life, your responsibilities, and your area of interest. This gives them a good idea of who you are as a person, and it makes them feel comfortable with you.
One of the most important things to remember about students is that they will be nervous. Now, I know everyone says that no one ever becomes nervous when they are on an exam, but if you are nervous your results are bound to be poor. People, when they are nervous, they cannot concentrate on the task at hand, and so they often miss spots. If you are nervous your students will miss their opportunity to learn and get help on the material.
Nervousness will negatively impact your students chances of excelling, so do your best to act and control your nerves. When you are nervous your class will suffer. I will discuss with you how to eliminate nervousness and get rid of test anxiety when you complete this test. Test anxiety: test anxiety will negatively impact your ability to do well during the exam and may lead to frustration and worse results. Have a chat with your study group and find out how they are doing. Also talk to your colleagues who did the previous exams. Some of them may have tips that may help you. Find out how they did. As a student, you should always be aware of your weaknesses and strong points. It is all part of getting prepared for the final exam.
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