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This unit begins the basic structure of who is in the classroom, why they are there, and what they are doing there. The classroom is composed of students and teacher(s). The teacher's job is to teach, but there are different characteristics of teachers which make them more or less effective. Different teachers many have different inherent personalities, but that does not make a teacher automatically good or bad. A teacher can purposefully use different skills in the classroom. For example, a teacher who does not have an engaging personality is not automatically a ineffective teacher. They can use different strategies to keep their students interested. This unit describes many of these strategies.
The teacher is only part of the learning process. The classroom also contains the students, and it important to know who the students are, why they are there, and some of their past experiences. For example, a young child may be less motivated to learn a second language or not see the benefit of it yet. The teacher will need to find alternate way to motivate the student. Some students are adults and have chosen to learn a second language. These students may be more motivated because they have personal reason such career reasons. However, it is also important to know some of the background of the adult learner, because past experiences may make them more timid or lack confidence in learning. In the is case, the teacher will not assume the student is not lacking effort but rather needs a gentle confidence boost.
It is also important to know which level of proficiency students are beginning class with. The classroom may contain students of varying levels which require different kinds of lessons to be practical.
The teacher plays many roles and must remain aware of many changing aspects of the learning environment of the students.
