TEACHER ROLES IN CLASSROOM MANAGEMENT

This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study

Cultivating Responsibilities of Vocational Teachers: A Framework for Preparing Education to Work

Vocational education is responsible for preparing the needs of a global workforce to develop the country's economy. understand the role of vocational education to work properly. The question that arises is how to cultivate their responsibilities for preparing vocational education to work? The solution offered is a framework to prepare vocational education to work. This understanding is bringing education to be able to follow the manpower needs in accordance However, issues of vocational education in developing countries are a lack of link and match between education and industry, lack of relevant skills of graduates with the needs of industry owners, the lack of quality, competencies, and professionalism of vocational teachers. The quality of teachers affects the quality of students' skills so that vocational teachers need to with local and global trends. Furthermore, using a literature review, steps to cultivate teacher's responsibilities were discussed in this paper. Finally, this framework grows teachers' quality in order to support state economic development.

Evaluation of Writing Assignments

Teaching English as a foreign language is now one of the most important subjects in Croatian secondary schools since English is one of the three obligatory subjects at 'matura' - standardized tests which the seniors need to pass to graduate. Writing is one of the three parts of the EL exam, the other two being listening and reading. When learning a language, students start from listening skill, move on to speaking and reading and finally to most difficult skill to master: writing. Teaching and learning writing faces a lot of challenges since it requires a lot of time to practice and even more to evaluate and monitor progress. Teacher's responsibilities are to regularly provide opportunities to write, encourage students to learn from their mistakes and promote their success. In order to do so, students should be given clear instructions on evaluation/assessment and concise feedback. Since grading written assignments takes up a lot of time, the author proposes rubrics which can be used to assess various types of writing taught at secondary level (description of place/event/person, letters of complaint, job application, invitation, discursive/opinion/for-and-against essay etc.). Author suggests four fixed rubrics and subdivisions: Task completion, Cohesion / coherence, Grammar and Vocabulary. All rubrics and subdivisions are described in the paper. A survey was also conducted on a sample of 140 students and has given an insight into students’ opinion on importance of assessment and feedback and its influence on their progress.

Classroom Management The Effectiveness of Teacher’s Roles

<p>The current study aimed at investigating and exploring the effective roles of English teacher on the development of classroom management as well as the enhancement of learners achievement in Taibah University, Ula Branch. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. This research claims that the teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The<strong> </strong>participants’ responses provided supportive evidence and were fully consistent<strong> </strong>with this<strong> </strong>study.</p>

LANGUAGE AND THE LAW

Law is language. It is not solely language, since it is a social institution manifested also in non-linguistic ways, but it is a profoundly linguistic institution. Laws are coded in language, and the processes of the law are mediated through language. The legal system puts into action a society's beliefs and values, and it permeates many areas of life, from a teacher's responsibilities to a credit card agreement. The language of the law is therefore of genuine importance, particularly for people concerned with addressing language issues and problems in the real world—that is, Applied Linguists.

Developing a Positive Teacher/Child Relationship in an Aboriginal Teaching Situation

I doubt that anyone would disagree with the need to establish a positive teacher/child relationship in any classroom situation. The fact is that most young children are expectant of this happening and are conditioned by their home environment and experience to relate to the school and the teacher. There is no doubt that this attitude tempers any sense of strangeness and assists in the development of a feeling of security so necessary to a successful school experience. Many of the steps taken to foster a positive relationship between teacher and pupils occur spontaneously and as a result of mutual interaction, on the basis of a common cultural background. In the case of Aboriginal children in a class situation, this common cultural background cannot be presumed to exist. Many aspects of the Aboriginal culture are vastly different from the European one, not the least of the differences being that the very concept of the school institution does not belong to the Aboriginal culture.Some understanding of the basic cultural differences is necessary to provide for the building up of a feeling of mutual trust and ease. Suggestions, hopefully of a practical nature, are offered to facilitate this most important aspect of a class teacher’s responsibilities, for without it, I am convinced little meaningful learning will occur.