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In this unit, the different types of roles a teacher may were introduced: manager, where the teacher takes the active/lead role in class, using work where the students concentrate on the teacher; organizer, where the teacher helps to arrange students and/or the class for an activity or change in activities; assessor, where feedback is provided to students (in a careful manner so motivation is not compromised); prompter, where the teacher gives occasional aide to students during an activity, being careful to allow them the time to think/succeed first; participant, where the teacher takes on an equal role to the students in an activity; tutor, where the teacher provides more in-depth support in a one-on-one setting; resource/facilitator, where the teacher acts as a source of knowledge for students; model, where the teacher demonstrates proper use and pronunciation of the language through their own use; observer/monitor, where the teacher watches and oversees activities rather than actively participating, allowing them to understand how the students and activity progress overall.
The role a teacher uses will depend in large part upon the activity and the students.
Elements of a good teacher were noted as follows: kind and patient, passionate, lively and entertaining, motivational/inspirational, knowledgeable about their subject, able to develop a rapport with students, inclusive, diplomatic and approachable, perceptive and watchful but not overly critical. A teacher needs to be able to grab and maintain interest without overwhelming or causing fear in their students. They should help the student find their internal, self-driven reasons for learning.
Elements of a good student were as follows: willing to listen to the language, experimental with the language, asks questions, thinks about their own learning process and progress, able to accept error correction, desires to learn. Good students have a desire for and interest in what they learn.
The differing levels of learners were reviewed, ranging from beginner with very little to no experience with a language, to advanced with a practical mastery in need of only nuanced usage. The European system has different titles and a lettered system -A1/2 correspond to the beginner/elementary stages where grammar and vocabulary are limited and communication is possible for only simple ideas (Breakthrough and waystage), B1/2 are intermediates (threshold and vantage) with an ability to communicate on a wider range of topics while still making many mistakes, and C1/2 are the upper intermediate/advanced learners (effective/mastery) who have a good to great base for both grammar and vocabulary and communicate easily in most situations, making mistakes only in complicated, unusual or nuanced settings.
The unit completed with a note on how important finding and maintaining motivation is for a student's learning.
The job of a good teacher isn't to motivate students, but to help them find (and use) their own motivation.
