Name: Xavier WuName: Xavier Wu ID No.: 9610008MID No.: 9610008M Instructor: Dr. Mavis ShangInstructor: Dr. Mavis Shang Dept. of Applied English of I-Shou Dept. of Applied English of I-Shou UniversityUniversity

The Onset—The Onset—

* The Teachers and the Flaws* The Teachers and the Flaws

Skills and QualificationsSkills and Qualifications Support for Teachers Support for Teachers

Leung and Teasdale’s Points—Leung and Teasdale’s Points— * Teaching Experience* Teaching Experience * Professional Qualification* Professional Qualification Lortie’s Views for Profession—Lortie’s Views for Profession— * A Common Knowledge basis* A Common Knowledge basis * Restricted Entry * Restricted Entry * High Social Status* High Social Status * Self-regulation* Self-regulation * Qualification* Qualification The Idea for the Standards of Quality The Idea for the Standards of Quality (Appendix 3)(Appendix 3)

Robert’s Idea for Teacher Knowledge—Robert’s Idea for Teacher Knowledge— * Practical Knowledge: Teachers’ Repertoire* Practical Knowledge: Teachers’ Repertoire

* Content Knowledge: Teacher’s Understanding* Content Knowledge: Teacher’s Understanding

* Contextual Knowledge: Context, Norms, and * Contextual Knowledge: Context, Norms, and KnowledgeKnowledge

* Pedagogical Knowledge: Professional Knowledge* Pedagogical Knowledge: Professional Knowledge

* Personal Knowledge: Beliefs, Principles, and Approach* Personal Knowledge: Beliefs, Principles, and Approach

* Reflective Knowledge: Self-correcting Ability* Reflective Knowledge: Self-correcting Ability

The Basic Teaching Skill of the UCLESThe Basic Teaching Skill of the UCLES—— * Language Awareness* Language Awareness

* The Learner, Teacher, Teaching/ learning Context* The Learner, Teacher, Teaching/ learning Context

* Planning for Effective Teaching* Planning for Effective Teaching

* Classroom Management and Teaching Skill* Classroom Management and Teaching Skill

* Resources and Materials for Teaching* Resources and Materials for Teaching

* Professional Development* Professional Development

Robert’s Points for Novice Teachers—Robert’s Points for Novice Teachers— * Less Perceptions for Classroom Events* Less Perceptions for Classroom Events * Less Judgement for Lesson-planning* Less Judgement for Lesson-planning * Less Knowledge for Pre-assumption* Less Knowledge for Pre-assumption * More Focus on Textbook Instructions* More Focus on Textbook Instructions * Less Practical Classroom Management* Less Practical Classroom Management * Less Focus on Pupil Learning* Less Focus on Pupil Learning * Less Pedagogic Content Knowledge* Less Pedagogic Content Knowledge * Less Concept for Coherent Teaching System* Less Concept for Coherent Teaching System * Less Specialized Terminology* Less Specialized Terminology

Robert’s Points for Novice Teacher Robert’s Points for Novice Teacher Development—Development— * More Observations of Experienced Teachers* More Observations of Experienced Teachers

* More Observations of Training Videos* More Observations of Training Videos

* More Short Theory Courses* More Short Theory Courses

* More Practice Teaching under the Supervision* More Practice Teaching under the Supervision

* More Experience with a Mentor Teacher* More Experience with a Mentor Teacher

Robert’s Characteristics for NNS Teacher Robert’s Characteristics for NNS Teacher Need—Need— * A Priority for Language Improvement* A Priority for Language Improvement

* An erosion through Classroom Discourse* An erosion through Classroom Discourse

* The Support from a Textbook* The Support from a Textbook

* Personal Experience for Learing Difficulty* Personal Experience for Learing Difficulty

* The Same Common Culture and Group Norms* The Same Common Culture and Group Norms

* Teaching Behavior from Mother Tongue Culture* Teaching Behavior from Mother Tongue Culture

* The Influence of English* The Influence of English

The Institution’s Responsibility for The Institution’s Responsibility for Teachers—Teachers— * Self-reflection and Evaluation* Self-reflection and Evaluation

* Strength and Weakness* Strength and Weakness

* Specialized Knowledge and Skills* Specialized Knowledge and Skills

* Curiosity and Interest* Curiosity and Interest

* Relevant Professional Knowledge Base* Relevant Professional Knowledge Base

* Involvement in Professional Organizations* Involvement in Professional Organizations

The Orientation The Orientation * The Needs for the Clarification* The Needs for the Clarification Adequate MaterialsAdequate Materials * The Involvement and Guidelines * The Involvement and Guidelines Course GuidesCourse Guides * Course * Aims * Objectives *Materials * Course * Aims * Objectives *Materials

* Methods * Activities *Accessment* Methods * Activities *Accessment

Division of ResponsibilitiesDivision of Responsibilities * Job Descriptions * Clear Demarcation* Job Descriptions * Clear Demarcation Further TrainingFurther Training * Specialized Training for Needs* Specialized Training for Needs Teaching ReleaseTeaching Release * Free Time for Refreshment* Free Time for Refreshment MentorsMentors * Idea-expressing * Problem-sharing * Advice-receiving* Idea-expressing * Problem-sharing * Advice-receiving

FeedbackFeedback * Constructive * Non-threatening * Positive * Constructive * Non-threatening * Positive RewardsRewards * Positive Acknowledgement* Positive Acknowledgement Help LinesHelp Lines * The System for Problem-solving* The System for Problem-solving ReviewReview * Program * Problem-solving * Critical * Program * Problem-solving * Critical ReflectionReflection

Teaching Model and PrinciplesTeaching Model and Principles

Maintaining Good TeachingMaintaining Good Teaching

Evaluating TeachingEvaluating Teaching

Robert’s Comparison of Teaching ModelsRobert’s Comparison of Teaching Models——

Operative Model:Operative Model:

* The Requirements to a Set Timescale* The Requirements to a Set Timescale

* A Mechanistic Model* A Mechanistic Model Problem-solving Model:Problem-solving Model:

* The Adaption to Learners’ Needs* The Adaption to Learners’ Needs

* A Organic Model* A Organic Model

Teaching Models on Methods or ApproachesTeaching Models on Methods or Approaches——

The Communicative Approach:The Communicative Approach: * Authentic Communication * Pair and Group Activities* Authentic Communication * Pair and Group Activities

* Negotiation * Information * Fluency* Negotiation * Information * Fluency The Cooperative Learning Model:The Cooperative Learning Model: * Cooperation * Common Tasks * * Cooperation * Common Tasks * Coordination Coordination The Process Approach:The Process Approach: * Participation * Sequential Stages* Participation * Sequential Stages The Whole-language Approach:The Whole-language Approach: * Real Communication * Authentic Texts * Reading * Real Communication * Authentic Texts * Reading * Writing * Writing

Teaching Models on Principles—Teaching Models on Principles— * A Consistent Focus * Practical Tasks* A Consistent Focus * Practical Tasks

* Realistic Use * Communicative Use* Realistic Use * Communicative Use

* Cooperative Activities * Accuracy and Fluency* Cooperative Activities * Accuracy and Fluency

* The Role of Facilitator * Communicative and Skill-* The Role of Facilitator * Communicative and Skill-

basedbased

* Learning Awareness * Self-monitoring and * Learning Awareness * Self-monitoring and

Goal-settingGoal-setting

A Teaching Pholosophy—A Teaching Pholosophy— * Reflection on Self-teaching Style* Reflection on Self-teaching Style * Personal Beliefs and Principles* Personal Beliefs and Principles * Interpretation of Teacher Role* Interpretation of Teacher Role Breen’s Teaching Principles—Breen’s Teaching Principles— * The Form of Language * Vocabulary or Meaning* The Form of Language * Vocabulary or Meaning * The Usage of Language * Mental-processing * The Usage of Language * Mental-processing CapacitiesCapacities * Familiarized and Manageable * Internalized and * Familiarized and Manageable * Internalized and MemorizedMemorized * Affective Involvement * Learner’s Needs or * Affective Involvement * Learner’s Needs or InterestsInterests * Monitor for Progress * Provision for Feedback* Monitor for Progress * Provision for Feedback * Responsibility or Autonomy * The Lesson and the * Responsibility or Autonomy * The Lesson and the GroupGroup

The Reflection on Model or Philosophy—The Reflection on Model or Philosophy— * The Consistence with Teaching Model or Philosophy* The Consistence with Teaching Model or Philosophy

* The Hold of Other Principles * The Hold of Other Principles

* The Expected Roles of Teachers* The Expected Roles of Teachers

* The Role of Instructional Materials* The Role of Instructional Materials

* The Classroom Activities and Practices* The Classroom Activities and Practices

Jack’s Ideas for Quality Teaching—Jack’s Ideas for Quality Teaching— * Teacher’s Effort * Teaching Process * Appropriate * Teacher’s Effort * Teaching Process * Appropriate MeasuresMeasures The Monitoring System—The Monitoring System— * Information-collecting * Course-modifying* Information-collecting * Course-modifying * Formal Mechanism * Informal Mechanism* Formal Mechanism * Informal Mechanism Davidson and Tesh’s ObservationDavidson and Tesh’s Observation * Information-collecting * Course-modifying* Information-collecting * Course-modifying * Formal Mechanism * Informal Mechanism* Formal Mechanism * Informal Mechanism * Vertial and Lateral Communication* Vertial and Lateral Communication

Teaching ObservationTeaching Observation

* Regular Observation * Colleague Observation* Regular Observation * Colleague Observation

* Supervisor Observation * Positive Feedback* Supervisor Observation * Positive Feedback

* Problem-discovering * Teaching Evaluation * Problem-discovering * Teaching Evaluation

* The Sharing with Teaching Approach and Strategies* The Sharing with Teaching Approach and Strategies

Identification and Resolution of ProblemsIdentification and Resolution of Problems—— * Timely Identification * Timely Resolutionl* Timely Identification * Timely Resolutionl

* Resolution-ensuring * Good Communication * Resolution-ensuring * Good Communication SystemSystem Shared Planning—Shared Planning— * The Opportunities * Collaborative Planning* The Opportunities * Collaborative Planning

* Pair-work or Goup-work * Course-planning* Pair-work or Goup-work * Course-planning

* Material-developing * Lesson-planning* Material-developing * Lesson-planning

* Problem-resolving * Potential Problem-* Problem-resolving * Potential Problem-identifying identifying

Documentation and Sharing of Good Documentation and Sharing of Good Practices—Practices— * The Sharing of Positive Teaching Experiences* The Sharing of Positive Teaching Experiences Davidson and Tesh’s Examples—Davidson and Tesh’s Examples— * A Presentation at a Professional Conference* A Presentation at a Professional Conference * A Knowing at a Professinal Conference or Workshop* A Knowing at a Professinal Conference or Workshop * Reflection and Sharing with Colleagues* Reflection and Sharing with Colleagues * The Development of Teaching Materials and * The Development of Teaching Materials and DemonstrationDemonstration * The Sharing of Workable or Unworkable Ideas* The Sharing of Workable or Unworkable Ideas * The Discussion with a Particular or Program Issue* The Discussion with a Particular or Program Issue

Self-study of the ProgramSelf-study of the Program

* A Quality Certification * Long-term Goals * A * A Quality Certification * Long-term Goals * A

Professional GrowthProfessional Growth

Kells’s Suggestion—Kells’s Suggestion—

* Three to Five Years for a Self-study * Three to Five Years for a Self-study

* The Teachers, Administrators, and Students’ * The Teachers, Administrators, and Students’

InvolvementInvolvement

An Appraisal System for Quality TeachingAn Appraisal System for Quality Teaching—— * The Reward for Good Performance* The Reward for Good Performance

* The Needs for Further Training* The Needs for Further Training

* The Reinforcement with Staff Development* The Reinforcement with Staff Development

* The Improvement for Teaching* The Improvement for Teaching

* The Provision for Contract Renewal and Promotion* The Provision for Contract Renewal and Promotion * The Interest in Teachers’ Performance and * The Interest in Teachers’ Performance and DevelopmentDevelopment

Developing The Appraisal System—Developing The Appraisal System— * The Views for Teachers’ and Administraor’s* The Views for Teachers’ and Administraor’s

* All Posibilities for Teaching Style* All Posibilities for Teaching Style

* Teaching as Individual Activity* Teaching as Individual Activity

* UCLES’s Appraisal System (Appendix 3)* UCLES’s Appraisal System (Appendix 3)

* Brown’s Appraisal System (Appendix 4)* Brown’s Appraisal System (Appendix 4)

* Murdoch’s Appraisal System (Appendix 5)* Murdoch’s Appraisal System (Appendix 5)

The Focus of Appraisal with Relevant The Focus of Appraisal with Relevant Work—Work— * The Lesson Plan * The Lesson Plan

* Teacher-made Teaching Materials* Teacher-made Teaching Materials

* Course Outlines and Handouts * Course Outlines and Handouts

* Class Assignments* Class Assignments

* Professional Participation* Professional Participation

Conducting The Appraisal—Conducting The Appraisal— By a Supervisor: Problems of Understanding By a Supervisor: Problems of Understanding (Appendix 4)(Appendix 4) By a Colleague: Constructive and useful (Appendix 8)By a Colleague: Constructive and useful (Appendix 8) By Self-appraisal: Less ThreateningBy Self-appraisal: Less Threatening By Lesson Report: Structured Descriptions (Appendix By Lesson Report: Structured Descriptions (Appendix 6)6) By Teaching Journal: Descriptions and ReflectionsBy Teaching Journal: Descriptions and Reflections By Audio/Video Recording: Strengths and By Audio/Video Recording: Strengths and WeaknessesWeaknesses By Student Appraisal: A Sense of Teaching (Appendix By Student Appraisal: A Sense of Teaching (Appendix 7) 7)

Understanding of the CourseUnderstanding of the Course The View of LearningThe View of Learning Learning StylesLearning Styles MotivationMotivation SupportSupport

The Onset—The Onset— * Learner’s Understanding * Learner’s Understanding

* The Same Expectation with Teacher* The Same Expectation with Teacher Brindley’s Statement—Brindley’s Statement— * Different Expectations Before Class* Different Expectations Before Class

* Awareness for Each Other After Class* Awareness for Each Other After Class

* Negotiations Between Both Parties* Negotiations Between Both Parties

Alcorso and Kalantzis’s Findings—Alcorso and Kalantzis’s Findings— * Preference for Traditional Activities* Preference for Traditional Activities

Learner’s Learning Views—Learner’s Learning Views— * Managerial Learner * Independent Learner* Managerial Learner * Independent Learner

* Needs Analyst *Cooperative Learner* Needs Analyst *Cooperative Learner

* Helper Learner* Helper Learner

Learning Styles—Learning Styles— * Concrete Learner: Learning by Teaching Aids* Concrete Learner: Learning by Teaching Aids

* Analytical Learner: Learning by Self-problem-resolving* Analytical Learner: Learning by Self-problem-resolving

* Communicative Learner: Learning by Actual Drilling* Communicative Learner: Learning by Actual Drilling

*Authority-oriented Learner: Learning from the Model *Authority-oriented Learner: Learning from the Model A Questionaire—A Questionaire— * A Way to Identify Learners’ Learning Style* A Way to Identify Learners’ Learning Style

Motivation—Motivation— * Why to Learn * How to Affect * Which Point* Why to Learn * How to Affect * Which Point

Support—Support— * Mechanisms for Course Delivery * Mechanisms for Course Delivery

* Interface Between Learning and Opportunities* Interface Between Learning and Opportunities

* Self-access for Learning Needs and Interests* Self-access for Learning Needs and Interests

Thanks for Your Listening!Thanks for Your Listening!