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This introductory unit is divided into two sections, teachers and learners. The first portion of the introduction provides a brief overview of the roles and responsibilities of a teacher, as well as its compatible classroom situations. The second portion introduces different learners of language, characterized by their age groups, acquired levels, motivation, future goals, etc.
To teach an effective course, a teacher should be sensitive to the situations that call upon each of the roles mentioned above in the introduction. Although it is often quite hard to disentangle oneself with preferred approaches of teaching and learning, a stimulating classroom should be led by a teacher who is open to change their ways of engaging with students and create environments tailored to each individual group, providing a safe space for trial and error.
Reflecting on past experiences of studying languages in Canada, China and Japan, I find that this task is especially difficult in Eastern cultures. As mentioned in the unit, Asian learners tend to shy away from active participation in a classroom. When asked directly whether they have grasped the material at hand, many students are hesitant to give honest answers. As someone who plans to teach English in Japan, this is a challenge that I need to further contemplate and work upon.
