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This unit mainly deals with the roles and qualities of language teachers and language learners. It begins with the discussion of a "good" teacher. Then it examines the roles of teachers as managers or controllers, organizers, assessors, prompters, participants, tutors, resources or facilitators, models, and observers or monitors and how these roles affect teaching and learning. It is followed by a discussion of good learners. After that, the unit looks into the different aspects of learners in terms of age, learning experiences, motivation, nervousness, language awareness, behavior problems, life experience, culture and first language, and language levels and how they interact with learning and teaching. It stresses the importance of motivation on the learners' part and suggests classes be varied and interesting.
I have learned that the roles of the teachers depend on the types of activities they conduct and there is a fine line between teacher-centered and student-centered classrooms. It is possible that when a class finishes, it is a mixture of both. Throughout the class, teachers adopt the roles of managers and organizers, to give instructions and to balance teaching and learning. When teachers start an activity of discussion, they would need to observe the activity as a whole and to offer help when necessary but not to intervene too much. The teachers may sometimes join the discussion themselves and thus act as participants. During the discussion, teachers may listen carefully to what is said and take notes for feedback after the discussion activity. It is important to switch different roles effectively and appropriately.
