Guidance on the other tasks of teachers

Creating a positive learning environment Learning a language requires social risk taking as we ask learners to work on activities that challenge them and to communicate with others in English while their interlanguage is still transforming. We need to create classroom environments that are conducive to learning. It should be an environment which is viewed by students as comfortable, supportive, engaged, motivated, safe and secure. At Vinschool, a student-centered approach is focused in an attempt to create a positive and engaging learning environment. As stated in the Classroom Observation Rubrics, it should be an environment where students “effectively use and assist the teacher in the organization and use of learning resources and equipment. The organization of the materials and learning environment promotes effective classroom interactions (teacher - students and students - students) in all learning activities and increasing period effectiveness.” In such an environment, students really participate in all activities rather than just sitting and listening quietly and passively. They are encouraged to become inquirers, explorers and true leaders of their own learning. They are provided with opportunities to work in teams, celebrate wins and learn from their own as well as peers’ mistakes. For guidance on how to build a positive learning environment, please read Section 4 in the Teacher Guides (Primary Teacher Guide and Secondary Teacher Guide)

Establishing classroom routines and procedures "Routines are the backbone of daily classroom life. They facilitate teaching and learning…. Routines don’t just make your life easier, they save valuable classroom time. And what’s most important, efficient routines make it easier for students to learn and achieve more." (Learning to Teach…not just for beginners by Linda Shalaway) A well-established, consistent classroom procedure indicates a classroom culture where students are fully aware of what’s expected of them and how to do certain things on their own at different phases of a lesson. According to Vinschool’s Classroom Observation Rubrics, the highest evaluation will be granted to teachers, in whose class “students take ownership in the application and enforcement of classroom rules and procedures such as time management, management of learning activities and materials, etc. Together, they contribute to a well-disciplined, creative and effective period without teacher's guidance or prompting.” Major principles for the establishment and reinforcement of classroom routines and procedures are: Routines, a set of classroom rules, and expectations for student success need to be established at the start of the school year. Classroom rules and expectations needed to be reviewed on a regular basis throughout the year, especially after long breaks from school. Students should be involved in the development of classroom rules and routines so that they will take ownership of and responsibility for their own behavior management. Recommended steps to establish classroom routines are: Ask the class to discuss and help choose approximately five classroom rules. Ask for input and provide examples (i.e., vignettes, role-play scenarios). Provide clear consequences for rule violations (i.e., redirection, time out, phone call home). Be firm and consistent with the identified consequences. Post the list of classroom rules so they are clearly visible from all student areas and seats. Establish routines for different parts of the school day (beginning of the period, end of the period, when using materials, participation, etc.). Address students individually when a rule is violated. Explain the consequences and provide clear choices to complete an assignment or meet behavioral expectations.

Building rapport Rapport is a term used to indicate interpersonal relationships between teachers and students or students and students. Rapport compasses a mutual, trusting and prosocial bond (Catt, Miller, & Schallenkamp, 2007). Good rapport exists in “a class where there is a positive, enjoyable and respectful relationship between teacher and learners and between learners themselves” (Harmer, 2007). An outstanding manifestation of rapport establishing and maintaining, as defined in Vinschool’s Classroom Observation Rubrics, is observed when “the classroom atmosphere is consistently friendly and respectful, reflecting genuine warmth, caring and sensitivity to students' health, interests, perspectives, etc. as individuals. Creativity and a variety of approaches are used effectively to promote collaboration, interaction, and positive relationships. The good rapport creates an atmosphere in which individuals and the whole class take intellectual risks in exploring knowledge.” If you want to explore useful tips to build good rapport with your students, read the following resources for brilliant ideas. Building rapport with your students 6 Ways to Build a Rapport With Students Creating rapport in a classroom