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Providing for effective teaching
Jack C. Richards
Silvi Fitrianingsih
175110500111042
( T E F L B )
Focus
1
2
How quality teaching can be achieved and maintained in a language program consequence of how well teachers teach
3 work environment that teachers can facilitate good teaching
Factors to be considered
The institution
The organization culture
The ethos and environment
The kinds of communications and decision making that take place
The management and staffing structure they support
The institution
Two types of organizational structures :
1. Mechanistic model
2. Organic model
The institution
Quality Indicators in an institution
1
2
Some schools take seriously (Morris
1994)
Characteristics of quality indicators
3
Some schools may not accept the quality indicators.
Key
Dimensions
1. A sense of mission
2. A strategic plan
3. Quality assurance mechanisms
4. A sound curriculum
5. Flexible organizational framework
6. Good Internal
Communications
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The institution
1. Professional Treatment of Teachers
2. Opportunities for Teacher Development
3. The Teaching Context
Factors to be considered
The teachers
Skills and Qualifications
Opportunity to develop the skills
Support for teachers
The Teachers
Support for teachers :
1. The Orientation
2. Adequate Materials
3. Course Guides
4. Division of Responsibilities
5. Further Training
6. Teaching Release
7. Mentors
8. Feedback
9. Rewards
10.Help Lines
11.Review
companyname.com
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Factors to be considered
The Teaching
Process
Teaching Model and
Principles
Maintaining Good
Teaching
Evaluating Teaching
Roberts (1998, 103) Compares two teaching models implicit in many language programs:
1. Operative model:
• the requirements of a centralized system
• teachers deliver a textbook as planned
2. Problem-solving model:
• adaption to learners’ need
• teachers diagnose problems, design activity
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Factors to be considered
1. Understanding of the Course
2. View of Learning
The Learning
Process :
3. Learning styles
4. Motivation
5. Support
