Estratégias,+métodos+e+dicas+para+a+Regência

Nessa seção terá algumas orientações e links sobre a regência.

**Geral:**
[|BBC Teaching English Video Seminars] Peace Corps' e-book: [|Teaching English as a Foreign Language to Large, Multi-level Classes] Total Physical Response: "TPR is a Valuable Tool" TPR Source

**__(In)Disciplina/Sala lotada e sem estrutura / Classroom Management__**
Como Resolver Indisciplina [|Vera Menezes: "Imagined Communities: Overcoming the Constraints on Big Classes in Brazil"] Podcast on Classroom Management Part I Podcast on Classroom Management Part 2 Identifying Types of Discipline [|Student Management Part 1] Student Engagement part 2 Positive Discipline Strategies Example of a VERY organized and autonomous classroom: Tim Bedley Student Autonomy A day without the teacher Whole Brain Teaching More on Whole Brain Teaching



**__Uso de LM vs. LE__**
Set a goal of 100% English (written about Japan, but adaptable to some degree to Brazil): 100% English

Video by Cambridge University on Getting Students to Speak English in Class Flávia Herker Lopes Bernabé O USO DA LÍNGUA MATERNA NO ENSINO DE LÍNGUA ESTRANGEIRA

Marianne Raynaud: Getting Your Students to Speak Only English (French TESOL context)

From http://www.eflteachertraining.com/blog/conversation-class-ideas

"The single most important thing you can do is reframe your tasks so that there is a more “genuine” purpose for communicating. I put “genuine” in quotes because it’s debatable just how “authentic” or “genuine” ANY task in the context of a language learning class can actually be (again, a topic for another day, perhaps). Nonetheless, students are //much// more willing to “play along,” so to speak, if there is even the “illusion” of purpose. An example: > “Okay, please talk in groups about these three questions: > 1. Where did you go for your last holiday? > 2. Who did you go with? > 3. Did you have a good time? Why or why not? > I’ll give you 10 minutes. Please start.” Good luck. There are probably one or two keeners who are willing to chat about things regardless of their issues with accuracy or limited grammar and vocab or what have you, but if no one else even //looks like// they’re going to open their mouths, then neither will they. Sad, but true. And before you judge too harshly, have you ever been to a meeting or a conference with a bunch of EFL teachers? The speaker asks “How are you? Are you having a good time?” and about 3 people answer. Usually the organisers. People are people are people. I absolutely love live music, but positively //hate// it when the vocalist insists on getting everyone to shout back something inane and //appears// to ask a genuine question: “Are you having a good time tonight, Sydney?” Sure, lots of folks shreik their response. But we’re talking FANS here. Most of ‘em drunk, at that. Transpose to a meeting room. The boss says “Are you having a good day today, people?” and he or she is likely to get 3 or 4 murmured responses — quite possibly from the very same people who will scream and wave their arms for some rock singer. Anyway, rant rant rant… let’s look at a re-take of that same activity: > “Okay, let’s get into groups here… Wei Li, Xiao, and Ting, [etc. grouping students by name and physically moving chairs, if necessary]… > … right, now… I have three questions here… > [teacher reads out questions and/or writes them on w/b. Teacher then clarifies the meaning of anything in the Qs. In this case, for, say, a Pre-Int class there would be nothing worth clarifying - possibly only rephrasing "Who did you go with?" as "Who went with you?" accompanied by some body language to reinforce the idea of "togetherness"] > … > “I’d like you to discuss these questions together AND… [pause]… listen to your partners’ answers. We have groups of 3 - and one group of 4 over here - so please listen to the other people BECAUSE… [stressing this and then pausing] at the end I’m going to ask you a question. [Most students will listen very carefully at this point. You might even see them physically lean forward slightly!] > “At the end, I want you to tell me which holiday sounded the best to YOU and why. Which holiday would YOU like to go on if you had the chance? So, for example, if Yang listens to Ling and Chiang and she thinks Chiang’s last holiday sounded really really good, she needs to ask some questions to find out more information. Why? [rhetorically] Because after 10 minutes, if I ask her and she says “I liked Chiang’s holiday” what will I ask her after that? > Students: “Why?” > Teacher: “That’s right! So please ask lots of questions about the holidays. > “And… and… and… I want you to listen carefully to //all// the stories because holidays are often very similar. Maybe you went to different places, but I think at least ONE thing [gesturing] was probably the SAME. So I want you to listen and find out… what was the same for all 3 of you (or four over here [gesturing]).” Then **check your instructions**. And let ‘em rip!

**__Confiança nas próprias habilidades como professor de LI__**
One key to confidence as a teacher is practice: both of teaching and of your subject material. Seek out as much practice of English, especially spoken English, as you can. We are working to develop resources here at UFOP, including a conversation group that will meet at least once a month.

Another means to gain confidence is to collaborate with other teachers, to gain a more realistic idea of what is necessary to be a good teacher, and to learn new ways to reach your students. Excellence as an English teacher does depend on your proficiency in the language, but not only that. You can learn and enhance many other skills through conscious collaboration with your colleagues.

Remember, a native speaker of a language may not be a good teacher of the language (some of us hope we are... but there are no guarantees!). Your ability to connect with students, to explain the material, to create interesting and illuminating lessons, and to maintain an effective learning environment are even more important than always knowing the right preposition to use or having an "ideal" accent. The perspective you can transmit to your students about English as a global language, about the primacy of language in our evolving subjectivities and communities, and about empowerment and freedom, will take your students to a new level in life, even if sometimes you use the wrong verb tense. Your confidence as a teacher can come from these sources, and from your commitment to the betterment of your community, despite adverse circumstances. You should not waste your energy comparing yourself to unattainable (or unnecessary) ideals, but dedicate yourself instead to lifelong improvement-- and to your students' success, however you end up defining that during your career as a teacher.

What makes a teacher great? Video -Care about your students: listen to them, take an interest in their lives, have expectations of success. Treat students as individuals. -Get to know your students: cultivate the relationship with your students, have a truly interactive experience even when it means relinquishing control -Dedicate yourself to professional, lifelong study and expertise in your subject area -Empathy: understand what makes your students tick -Show confidence and self-assurance around your students -Openness, eagerness to make a difference, passion, energy, enthusiasm -Create "three-dimensional" learning: create learning experiences, not just plan and deliver lessons -Give students the opportunity to give of themselves and contribute to the community -Immerse yourself in the quality of the process: be relaxed and creative -Be courageous! Teaching is difficult, there are many external pressures. School can be a sanctuary for students from troubled homes!

Bill Gates TED talk on "How do you make a great teacher"?

**__Correção de erros__**
ESL Coaching Techniques: overview "Impact of Immediate and Delayed Error Correction on EFL Learners’ Oral Production" "Error Correction in ESL:Learner's Preferences"

"...and yes, smile...." video

**__Aplicação de Ensino Comunicativo em turmas grandes__**
Read peoples' opinions on the matter: [|BBC Teaching English]

**__Aplicação de outros métodos__**
A great resource is Diane Larsen-Freeman's book, //Techniques and Principles in Language Teaching//. I can give you this on your pen drive, but the file is too large to include here. Contact me if you would like it.

**__Avaliação__**
In most cases, you will have to follow your supervising teacher's system of evaluation, although perhaps you can try innovative or different ways of evaluation for individual activities, projects, or even portfolios. Before being "innovative", though, it is necessary to understand underlying principles of evaluation.

**__O uso do livro didático__**
Textbooks are great resources for teachers! Imagine having to create everything from scratch, every class, every week! A textbook also assists the teacher in defining content and carrying out evaluations. But only sticking to the textbook can result in disconnection for your students. It can also limit your creativity as a teacher. All didactic material must necessarily be adapted to your students, and sometimes (with a textbook) this means eliminating activities, substituting activities, bringing in authentic materials, taking a field trip, playing games, and so on.

PNLD 2011: Overview of adaptation of textbooks to the reality of the classroom:

**__Atividades extras na escola ou na sala de aula__**
Let the games begin! ESL Cafe Games Games & Activities for the ESL/EFL Classroom ESL Classroom Games

Uma pesquisa google sobre "Gincana Língua Inglesa" retorna muitos resultados de atividades lúdicos realizados aqui no Brasil.

**__Estimular a capacidade oral dos alunos__**
British Council Video on Teaching Speaking