Asian College of Teachers

Diploma Assignment
Self-Study and Research Module

Topic 2: Methodologies

1. What is the role of the teacher in CLT? (350 words)

Ans. The role of the teacher is to be facilitator of his students’ learning. He is the manager
of classroom activities. The teacher is entrusted with the responsibility of establishing
situations likely to promote communication. The teacher in the Communicative Language
Teaching approach has two main roles:

 To facilitate the communication process between all the students in a classroom, and
between these students and various activities and texts.
 To act as an independent participant within the learning-teaching group Both roles are
closely related to each other.

The teacher acts as an organizer of resources, and is also a resource in class. She also acts
as a guide in all the classroom activities and procedures. The teacher is also responsible for
determining and answering when learners have language needs. On the basis of such need
assessments, teachers are expected to plan group and individual instruction that respond to
the learners' needs. The teacher is also expected to be a counsellor, where she needs to be
an effective communicator trying to maximize the interaction of the speakers.

The teacher is responsible for organizing the classroom as a place where communication and
communicative activities take place. During an activity the teacher must monitor, encourage,
and suppress the need to supply gaps in lexis, grammar, and strategy but should take into
considerations said gaps for later commentary and communicative practice. Once group
activities have finished, the teacher gives feedback on the task that has just been completed,
pointing out alternatives and extensions and assisting groups in self-correction discussion.

Language teachers need to assist learners by providing them with frameworks, patterns and
rules to develop their communicative language skills. The teacher also has the duty of
structuring classrooms in a manner that motivates students. Discussing topics of genuine
interest for learners is a useful tool for maintaining and increasing learner motivation. The
learners should feel secure and valuable as individuals in their learning atmosphere because
a secure learning atmosphere fosters growth of interpersonal relationships between learners
themselves and between the learner and the teacher thereby making the class atmosphere
safe, encouraging, and accommodating.
 2. How is the role of a student in CLT different from that in the Audio-
lingual method? (300 words)

Ans. The audio-lingual method is the mode of language instruction based on behaviourist
ideology, which professes that certain trait of living things could be trained through a system
of reinforcement. The idea is for the students to practice the particular construction until they
can use it spontaneously. In this manner, the lessons are built on static drills in which the
students have little or no control on their own output.

The communicative language teaching is an approach to the teaching of second and foreign
languages that emphasizes communication or interaction as both the means and the
ultimate goal of learning a language. Students here focus on authentic language use and
classroom exchanges. The goal is to create communicative competence in the learners. It
makes use of real-life situations.

The role of the student differs in both Communicative Language Teaching (CLT) and Audio-
Lingual (ALM). Communicative language teaching emphasizes interaction. Audio-lingual
methods are grammatically structured and presented through dialogues.

There are many differences between the two methods due to the structure of the
approaches. Both methods have different goals for the student.

1. The focus of ALM is to get the speech at a native level, with the focus on
pronunciation, stress and rhythm (fluency) whereas CLT focuses on communication
comprehension (accuracy).
2. ALM requires the students to carefully avoid their errors as they are learning a set of
habits. Whereas in CLT errors are overlooked as it is considered to be a part of their
development.
3. While CLT aims for communicative competence, ALM aims for linguistic competence.
4. Students can’t use their native language in ALM but in the case of CLT,
communicating in the second language is encouraged.
5. Students aren’t required to read or write till their speech is mastered in ALM.
However, CLT can start from the first day.

3. Which methodology would you prefer to adopt to teach communicative

skills to a group of teenagers in an EFL class? Why? (350 words)

Ans. Communicative Language Teaching (CLT) Methodology is the most appropriate

method to teach communicative skills to a group of teens in an EFL class.

The reason to chose CLT is that it is a method which emphasizes on “task-oriented, student-
centered” language teaching practice. CLT engages students with realistic communication to
reach success in the use of English. It is beneficial because by knowing the use of
communication in the real life, students do not feel what they are learning is useless. Also
using realistic scenarios in teaching, enables students to guess the meaning of the message
communicated, even if they do not understand the language completely. This encourages
new learners and teens who can lose concentration and interest easily to try to listen, stay
focused and participate during the CLT class.

In the case of teens who are a group who can get distracted easily, CLT is a great method
as it does not stress on too much information about the language but focus on the language
itself. The materials used in CLT emphasize on role plays, discussions etc., enabling the
teacher to get the students interested and involved in the process of learning. CLT also
emphasizes on being able to communicate rather than accuracy; it stimulates students to
improve their communicative ability of using English by themselves.

CLT allows the teacher to use any device which helps the learner learn, thereby giving the
teacher the freedom to customize the devices and practices used to teach the language,
while adhering to the objectives and syllabus. This freedom allows the teacher to use
devices such as games and topics which teens will be interested in to facilitate learning of
the language.

Though everyone can speak a language, communicating effectively in the language requires
the understanding and interpretation of the message and CLT is a method which not only
focuses on the language’s form, grammatical accuracy, more emphasis on the
appropriateness of language use, feasibility, communication skills, but also in training
students in communicative activities and problem-solving ability; forms a great method to
teach the communicative skill.

Topic 3: Testing and Evaluation

1. Design a detailed self-evaluation form for teachers.

Teachers Self Evaluation Form

Name of the Teacher: _______________ Date: _________________Subject: English
Level: Intermediate Age of Student group: 12-15 years.

Rating Key:
5 – Excellent
4 - Very good; very effective in this part of my work.
3 - Good; an acceptable level of performance.
2 - Fair; needs my attention; must update my performance in this part of my work.
1 - Poor; dissatisfied with this part of my work ; must take immediate steps to
improve in this regard.

Teaching Skills
1) CREATE AND MAINTAIN AN ATMOSPHERE FOR LEARNING.
 Encourage pupils to express and examine their ideas, opinions and values.
 Attempt to develop empathy among the members of the class.
 Encourage a reasonable measure of humor in classes.
 Encourage students with praise, commendation and constructive criticism.
Rating
Comment

1) PROVIDE A MOTIVATIONAL ENVIRONMENT FOR STUDENTS.

 Approach lessons and the class with enthusiasm.
 Certain aspects of teacher performance such as drama and tone of voice affect
student motivation.
 Make use of desirable digressions and discussions on topics of student interest and
current events.
 Encourage students to develop the attitude that a job worth doing is worth doing well.

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2) MAINTAIN A JUDICIOUS BALANCE BETWEEN TEACHER-CENTERED AND

PUPIL-CENTERED ACTIVITIES.
 Endeavor to involve every pupil in the activity of each class.
 Avoid excessive "teacher-talk".

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3) USE EFFECTIVE QUESTIONING TECHNIQUES.

 Interpret questions or give additional information in order to elicit satisfactory
responses.
 The type of questions asked require students to use a variety of cognitive processes
in answering.
 Use methods that effectively spread questions throughout the class.
 Accept answers in such a way as to encourage further student participation.

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4) USE TECHNIQUES THAT MAKE CLEAR THE PURPOSE AND CONTENT OF

EACH LESSON.
 Use summaries, reviews and overviews to ensure that students are able to place
units in perspective.
 Emphasize clearly the important points in a lesson.
 Ensure that an adequate summary is made at the end of each class or unit of work.

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Teaching Strategies

1) USE VARIED AND EFFECI IVE METHODS OF PRESENTATION APPROPRIATE

TO THE LESSON CONTENT.
 In planning lessons, consideration is given to relating strategy to the objectives of the
lesson.
 Make use of socratic questioning, group discussions, laboratory techniques, panels,
demonstrations, lectures, role playing, team teaching, independent study, debates
and simulation games where suitable.
  Use audio visual aids and illustrative materials where available and appropriate.

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2) PROVIDE WRITTEN AND ORAL ASSIGNMENTS REQUIRING ANALYTICAL AND

CRITICAL THINKING.
 Recognize the necessity to individualize assignments.
 Use assignment sheets and programmed learning materials when and where
appropriate.
 Use problem solving techniques where appropriate.
 Assignments require students to comprehend ideas, apply these ideas, analyze,
synthesize and evaluate information rather than simply memorize and reproduce
facts.

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3) EVALUATE EFFECTIVELY, THEREBY IMPROVING BOTH TEACHING AND

LEARNING.
 Use student achievement as one measure of teaching effectiveness.
 Tests are used for both diagnosis of student problems and evaluation of their
progress.
 The evaluation methods places emphasis on the growth of the individual toward
specific goals and objectives.
 The results of evaluation are used to determine the suitability of objectives in
planning further instruction.
 Testing procedures are constantly modified and improved.
 At the end of the year, students are given an opportunity to evaluate the program by
means of constructive criticism.

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4) UTILIZE COMMUNITY RESOURCES TO ENRICH THE CLASSROOM PROGRAM.

 Invite, as guests of the school, members of the community who have expertise
and/or special experience.
 Make use of the environment of the school or area to enrich the regular classroom
program, always ensuring that the objectives of each field trip have been clearly
formulated and are understood.

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Classroom Management

1) CLASSROOM PROCEDURES ARE DESIGNED TO DEVELOP A POSITIVE

LEARNING ENVIRONMENT.
 Each student is aware of the standards of behaviour to be followed in classroom.
 Encourage each student to develop self-discipline.
 Disciplinary procedures are based on respect for the rights of others.
  Avoid destructive criticism, ridicule and sarcasm and minimize the use of fear as a
motivator.
 Set and maintain a high standard of decent and courteous language.

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2) HAVE AN EFFECTIVE METHOD FOR DEALING WITH CLERICAL MATTERS.

 In addition to procedures outlined by the school or department, effective methods for
distributing instructional materials and for recording student attendance and marks
are developed.
 Keep accurate records of administrative matters and prompt in replying to office
requests.
 Use school equipment in such a way as to give full consideration to other staff
members.

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Subject Competence and Professional Growth

1) STRIVE TO UPGRADE PROFESSIONAL COMPETENCE.

 Participated in activities designed to improve myself and the educational system,
such as additional university courses, subject councils, workshop, federation offices
and committees.
 Attempt to broaden my perspective through professional study, research, reading,
writing, travel, and try to enrich my teaching through the experience gained.

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2) MAKE USE OF AVAILABLE MEANS OF EVALUATION TO IMPROVE TEACHING.

 Receptive to the suggestions of colleagues.
 Take part in intervisitation programs with a view to exchanging ideas.

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3) TAKE AN ACTIVE PART IN CONTINUING CURRICULUM DEVELOPMENT.

 Through discussions with colleagues and through reading professional literature,
aware of curriculum innovations in subject area.
 Have been involved in the planning and updating of courses of study in my subject
area.
 Evaluate the effectiveness of the courses of study, with a sensitivity for student
interest and relevance to the modern scene.

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4) RECOGNIZE THE MAJOR OBJECTIVES TO BE ACHIEVED IN SUBJECT AREA

AND WORK TOWARDS THEIR ATTAINMENT.
  Have participated in staff and department discussions regarding philosophy and
objectives.
 Have established objectives for each course taught and they are consistent with the
overall objectives of the department.
 Question critically the methods, procedures and materials employed in terms of their
value in achieving the objectives of the program.

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Interpersonal Relationships

1) CONSISTENTLY FAIR AND IMPARTIAL WITH STUDENTS.

 Respect the dignity of each young person.
 Respect the students' point of view even though may disagree with it.
 Criticize in a discreet and private manner, concentrating on correcting the improper
behaviour.
 Try to ensure that any rewards and punishments used are appropriate to the
situation.

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2) RECOGNIZE MY RESPONSIBILITIES IN HELPING STUDENTS TO MATURE

SOCIALLY AND TO ACHIEVE SELF-REALIZATION.
 Try to build self-confidence in each student.
 Provide support and encouragement when students experience disappointment and
failure.
 Concerned with habits, attitudes and values.
 Try to understand the special needs and interests of each student.
 Try to be "APPROACHABLE" who is available with a sympathetic ear when needed.

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3) RECOGNIZE THAT ATTITUDE AND EFFICIENCY IN WORK HAS AN EFFECT ON

OTHER STAFF MEMBERS.
 Share school equipment, facilities and ideas willingly.
 Considerate of the workload and feelings of secretarial, custodial and
paraprofessional staff.
 Conscientiously avoid action which could inconvenience others, such as detaining
students at the conclusion of a class and giving inadequate notice of field trips.

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4) TRY TO PROMOTE A POSITIVE CLIMATE IN THE SCHOOL.

 Make a genuine effort to meet and help new staff members.
 Participate in staff, social and recreational activities.
  Discreet in discussing problems of a personal nature regarding students and staff.

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5) MAKE USE OF CONTACTS WITH PARENTS AND OTHER CONCERNED ADULTS

TO PROMOTE CONFIDENCE AND GOODWILL TOWARDS THE SCHOOL
PROGRAM AND STAFF.
 Notify parents well in advance of student out-of-school activities.
 Recognize the inter-dependence of the school and the parents in child development,
and ensure that parents are informed of situations requiring special attention.
 Present my school and the teaching profession in a positive light.

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Contribution to the Total School Effort

1) IN ADDITION TO REGULAR DUTIES AS A CLASSROOM TEACHER, ACCEPT

WILLINGLY EXTRA DUTIES WITHIN THE SCHOOL.
 Participate in committee work in the school such as commencement committee,
assembly committees.
 Prepared to assist whenever necessary.
 Make time and talents available beyond the classroom helping students through
extra academic assistance, coaching or managing of teams, clubs or other activities.

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2) CONCERN FOR STUDENTS EXTENDS BEYOND THE TEACHER-PUPIL

RELATIONSHIP.
 Encourage the students to take action to improve the school environment, to respect
the school property and that of others.
 In all contacts with students in the halls, on the playing-field or wherever, encourage
goodwill towards the school.
 Show concern for the total welfare of students rather than achievement in a particular
subject.
 Take corrective action outside classroom when necessary.

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3) ACCEPT ADMINISTRATIVE DECISIONS IN GOOD FAITH AND MAKE USE OF

THE PROPER CHANNELS TO SUGGEST MODIFICATIONS TO THOSE
DECISIONS WITH WHICH I DISAGREE.
 Discourage harmful gossip and chronic complaining in the staff room .
 Support the policies of the school and ensure that students understand and adhere to
these policies .
 Bring student reaction to school policy to the attention of the administration and
suggest modification where applicable.
 Rating
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Summary Chart
Area of Self-Rating Total Score in This Average Score in This
Responsibility Area Area
Teaching 1)
Skills 2)
3)
4)
5)
Teaching Strategies 1)
2)
3)
4)
Classroom 1)
Management 2)
Professional Growth 1)
2)
3)
4)
Interpersonal 1)
Relationships 2)
3)
4)
5)
Total School effort 1)
2)
3)

2. What are the factors one must keep in mind before evaluating a text book? (500
words)

Factors that must be considered before evaluating a text book are divided into 2 sections,
one being information about the book such as Title, Authors, Publisher, Price, supporting
material provided such as CD, etc., Level of the learner, Physical size (Length , units,
sections, hours), Target skill. This information will give a basic idea of the appropriateness of
the book.

Now we must look into assessment of other factors, which will decide how effective and
useful the book will be. The factors to consider are:

Rationale - Why was the book written, what gaps does it fill?
- Information about Needs Analysis or classroom piloting that were undertaken.
- Objectives spelt out.

Availability - Easy to obtain sample copies and support material.

- Can you contact the publisher for information about content, approach and pedagogical
detail?

User definition – Specification of target age range, culture, assumed background, probable
learning preferences, and educational expectations.
- Entry/exit language levels precisely defined.

Layout/graphics - Is there an optimum density and mix of text and graphical material?
- Are the artwork and typefaces functional or colourful or appealing?

Accessibility - Is material clearly organized?

- Can the students find their location in the material at any point?
- Are there indexes, vocabulary lists, section headings, and other methods of signposting the
content?

Linkage - Do the units and exercises connect in terms of theme, situation, topic, pattern of
skill development, or grammatical/lexical ‘progression’ and is this connection made obvious?

Selection/grading - Does the introduction, practice, and recycling of new linguistic items
seem to be shallow/steep enough?
- Is there a discernible system at work in the selection and grading of these items?

Physical characteristics - Space provided to write in the book.

- Is the book robust? Too large? Too heavy?

Appropriacy- Material substantial and interesting enough to hold the attention of learners.
- Pitched at the right level of maturity and language and conceptual level.

Authenticity- Is the content obviously realistic?

- Do the tasks exploit language in a communicative or ‘real-world’ way?

Sufficiency- I the book complete enough to stand on its own?

Cultural bias- Are different and appropriate religious and social environments catered for?
- Does the course book enshrine stereotyped, inaccurate, condescending or offensive
images of gender, race, social class, or nationality?

Educational validity- Does the textbook take account of, and seem to be in tune with,
broader educational concerns?

Stimulus/practice/ Revision - Interactive with sufficient opportunities for the learner to use
English so that effective consolidation takes place.
- Allowance made for revision, testing, and on-going evaluation/marking of exercises and
activities.

Flexibility- Can the material be exploited or modified as required by local circumstances?

Guidance – Are teacher’s notes useful and explicit?

- Is there advice about how to supplement the course book?
- Tape scripts, answer keys, ‘technical notes’, vocabulary lists, structural/functional
inventories, and lesson summaries provided.

Overall value for money- Cost-effective, easy to use, and successful in your teaching
situation, in terms of time, labor, and money.
- Objectives realized as stated.

Thus evaluations based on these factors, enable us to select the most appropriate textbook
for use.
 3. Write a 500-word essay on planning, preparing and administering a test.

The construction of a test involves three steps which are planning,

preparing and administering. When planning a test, instructors should begin with
their learning objectives. Well-written, measurable learning objectives will ease the process
of test planning. Use objectives to develop a test blueprint which maps out the content areas
that the test will measure. The test blueprints should contain a list of topics that the test will
cover. Topics should be relevant to the material covered in the course and representative of
the importance of the topic, with more important topics receiving greater coverage or weight.

The time needed for the test can be decided by the number and type
of questions asked. Multiple choice questions are appropriate for knowledge or
comprehension but analysis and evaluation are best measured with open-ended items, such
as essays. Instructors may also get a fair idea about the appropriate level and items to be
used in a test by comparing their blue print to a standardized test used to measure similar
areas of learning. The final step in planning the test will be to write the test items or
questions.

The next step is to prepare the test, compare the blue print with test
items provided by the publisher or other sources to see if anything from them can
be incorporated into the assessment. While preparing the test, begin with simpler
item types, then proceed to more complex items. Group items of the same type
together so that directions for them can be given once. Provide directions for
recording responses and scoring with each type of item. Check to see that items
are independent. Make sure the reading level is appropriate for the students and
space the items for easy reading. Decide how the test is to be answers whether
marked on the test or written on a separate answer sheet. Make an answer key.
Re-read the questions and proofread the test before duplication. If possible, get
the test reviewed by someone else.

Once a test is prepared it has to be administered, the

administration method of a test can have great impact on the student’s
performance. Before the test avoid instilling anxiety; give necessary oral
directions. Give test-taking hints about guessing, skipping etc. and tell students
the time allowed for the test. Inform students on how to signal to you, if they have
question or have completed the test. After distributing test papers remind students
to put their names on their papers and to check to see if they have the complete
test paper. During the test Minimize interruptions and distractions; Avoid giving
hints; Monitor to check student progress and discourage cheating and give time
warnings. After the test grade the papers and add comments; test analysis is to
be done after scoring and before returning papers; papers must be returned in a
timely manner; test items must be discussed with students.
 Thus planning, preparing and administration techniques for a test
construction, ensures successful test creation.