TAY NINH TEACHERS’ TRAINING COLLEGE

Good morning everybody!

Welcome to our English lesson.
 UNIT 3
LEARNING STYLES
 3.1
LEARNING STYLE
PREFERENCES
3.1.1. WHAT IS YOUR
LEARNING STYLE?
- Learning styles are the ways in which a learner
naturally prefers to take in processand remember
information and skills.
- Our Learning style influences how we like to learn
and how w learn best.
- Learners may change or develop their learning styles.
* Neuro-Linguistic Programming Model (NLP)
- Auditory learners: learn best by listening
- Kinaesthetic / Tactile: learn best by touching and
doing things.
- Visual learners: learn best by reading, drawing or
looking pictures.
* Here are some commonly mentioned Learning styles:
- Auditory learners: the learner learns best by listening /
through hearing.
- Kinaesthetic / Tactile: the learner learns best by touching
and doing things / through using the body.
- Visual learners: the learner learns best by reading, drawing
or looking pictures / through seeing.
- Group: the learner learns best through working with others.
- Individual: the learner learns best through working alone.
- Reflective: the learner learns best when given time to
consider choices.
- Impulsive: the learner learns best when able to respond
immediately.
3.1.2. DIFFERENT LEARNER
STYLES
* The methodologist Tony Wright (1987) described 4
different learner styles within a group:
- Enthusiast: looks to the teacher as a point of
reference and is concerned with the goals of the
learning group.
- Oracular: focuses on the teacher but is more
oriented towards the satisfaction of personal goals.
- Paticipator: tends to concentrate on group goals.
- Rebel: refers to the learning group for his or her
point of reference, is mainly concerned with the
satisfaction of his / her own goals.
* The methodologist Keith Willing (1987) suggested 4 different
learner styles:
- Convergers: avoiding groups, independent and confident in
their own abilities, analytic.
- Conformists: emphasize learning about the language rather
than learning to use it. Depend on authority, happy to work
in non-communicative classrooms, do what they are told.
- Concrete learners: enjoy social aspects of learning, enjoy
games and group works, interested in language use, language
as communication.
- Communicative learners: language use oriented, confident
and willing to take risks, interested in social interaction with
speakers, happy to work without the guidance of a teacher.
3.2. GETTING TO KNOW YOUR
STRENGTHS
 * What are learning strengths?
• Learning strengths combine talents and abilities
with existing skills and knowledgeto help kids
take in new information. These strengths are
ways of thinking, feeling or acting that can be
used effectively.
3.3. TEACHER ROLES
 1. What are teacher roles?
• During a lesson the teacher needs to
manage the activities and the learners
in the classroom in different ways.
 2. Key concepts
• Which roles does a teacher use in a lesson?
- Every teacher changes roles during a lesson.
These roles will be appropriate to the type of
lesson, activities, lesson aims and level and
age of the learners.
- At different times we may act as a planner,
an informer, a manager, a parent or friend or
a monitor.
Here are some roles teachers often use:
1. Planner
2. Informer
3. Manager
4. Monitor
5. Involver
6. Parent / Friend
7. Diagnostician
8. Resource
Here are some roles teachers often use:
1. Planner: the teacher prepares and thinks
through the lesson in detail before teaching
it so that it has variety and there are
appropriate activities for the different
learners in the class.
2. Informer: the teacher gives the learners
detailed information about the language or
about the activity
3. Manager: the teacher organises the
learning space, sets up rules and
routines. the teacher makes sure
everything in the class is running
smoothly.
4. Monitor: the teacher goes around the
class during individual, pair and group
work activities, checking learning
5. Involver: the teacher makes sure all the
learners are taking part in the activities.
6. Parent / Friend: : the teacher comforts
learners when they are upset or unhappy.
7. Diagnostician: the teacher is able to
recognize the cause of learners’ activities
8. Resource: the teacher can be used by the
learners for help and advice.
 2. Key concepts
and the language teaching classroom
• We need to choose teacher roles which are
appropriate to the age and level of the learners,
the stage of the lesson and the purpose of the
activity.
• The correct choice of appropriate teacher roles
will help our lessons run more smoothly and
will make learning and teaching more effective.
• Some roles are more suitable for young learner
classes than for adult classes.
• Our roles change at different stages of our
teaching
+ Before the lesson:
- We are planners
- We are diagnosticians
+ During the lesson:
- When we are presenting new language or
new vocabulary, we are informers,.
- When we are setting up activities, we are
managers.
• When learners are doing activities, we are
monitors, diagnosticians, managers and a
resourse.
• When there are problems with discipline, we are
managers and sometimes a parent or a friend.
+ After the lesson:
When we think about how successful the lesson
was, what the learners understood and were able
to do and what they had problems with, we are
diagnosticians and planners.
 Follow-up activity
• What do you think is the teacher’s
role in each one?
1. Teacher to a pair of learners doing pairwork:
“How are you doing? Is everything ok?”
2. Teacher to the whole class: “We add ‘er’ to
make the comparative form of one-syllable
adjectives.”
3. Teacher to a young learner: “Does your
fingers hurt? Let me have a look?”
4. Teacher to the whole class: “Right, everyone
stand up and turn to face your partner”
5. Teacher to the whole class: “I think I know
why you are having problems”
 Answers
1. Monitor
2. Informer
3. Parent and friend
4. Manager
5. Diagnostician