Teach English in Dahua Zhen - Chengdu Shi

I choose this topic because of my personal experience. I have been teaching adults English speaking for 4 years and I have been always wondering what roles teachers should play in English speaking class. After taking the TEFl course, I realize that to some extend, I made some mistakes when teaching students English and I would like to draw some discussion on my reflection of the class. I used to think students might want to discuss topics with teachers rather than with their peers as teachers are more experienced and are able to give students more personal advice and specific correction to their speaking. Thus the teacher talking time I had could be too much while the students did not have enough time to practice speaking. I was playing a role as a giver or a contributor while students were receivers, which means I gave students information and students received information. However, according to our textbook (ITTT 101, 2011), there are various methods which benefit students’ speaking. For example, group activities get more students involved so that students talking time increases. Group activities show a new efficient form of teaching and learning, which reduces students’ waiting time and increases their speaking chance. In this way, teachers are not just a contributor but more like a monitor who manage activities、observe students’ performance and collect information. Though group activities, student-to-student practice, are efficient and practical in English speaking class, this does not demonstrate clearly whether group activities are suitable for all kinds of students. In other words, the effect of group activities is likely to alter if some students are unwilling to join in groups or engage in discussion. Sibel Tatar (2005) suggests that the reasons why students are reluctant to talk or practice in group activities are varied. In this case, if teachers maintain the role who only observe and collect information as a monitor, it is likely to reduce the efficacy of students’ speaking because being this role may not be able to get students to talk. In order to improve this situation, teachers are supposed to change their roles under different circumstances but this not mean changing teachers’ roles is the only method to improve students’ silence or the only reason that causes silence. For example, changing students’ seat position is likely to make a difference to students’ enthusiasm of speaking (ITTT 101, 2011). Ehrman (1996) suggests that students have learning difficulties and teachers are supposed to help them solve problems and fulfill their potential. Unit 3 in our textbook (ITTT 101, 2011) suggests that understanding students and building rapport between teachers and students is another method that motivates students. In other words, teachers also play a role as facilitator in speaking class when students need help. Facilitator here means to help and assist students in speaking class so that students are able to reach their aims. In conclusion, teachers play various roles in speaking class according to different factors, such as students’ performance and class efficiency. In English speaking class, teachers are contributors who deliver knowledge and necessary information to students. Teachers are also monitors and facilitators who arrange class activities and control class and help students achieve their aims. Roles are just names for classifying and summarizing the duties of teachers in class. Exploring the roles of teachers in speaking class is in fact trying to find out what teachers are supposed to do in different circumstances. Teachers are supposed to change their roles during class flexibly instead of remaining the same role as class situation will not always remain the same. References Ehrman, M. E. (1996). Understanding second language learning difficulties. Sage. ITTT 101 Copyright. (2011) International TEFl and TESOL Training Sibel Tatar (2005) Why Keep Silent? The Classroom Participation Experiences of Non-native-English-speaking Students, Language and Intercultural Communication, 5:3-4, 284-293, DOI: 10.1080/14708470508668902