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Unit 10 presents two videos of two different lessons about modal auxiliary verbs.
In the first lesson, the teacher speaks about the subjects in a very confusing way, immediately making questions without providing proper context and not taking time to clearly explain what is the lesson point and what is expected from the students in each activity. Although the teacher’s attitude in the first lesson may seem friendly on occasion, he also intimidates the students when, for instance, he corrects them in an almost derogatory way or admonishes some students in front of their colleagues for being late to class. As a consequence of this attitude, the students feel confused and intimidated throughout the lesson and, although they are clearly invested in their learning process and are trying to engage with the teacher, their participation is significantly not as effective as it should be.
In the second lesson, the teacher’s attitude is in stark contrast with the attitude in the first lesson. The lesson point is stated at the start of the lesson, every activity is introduced with a clear explanation, and each question is posed to the students with proper context. Also, every student is asked to participate individually in a randomly balanced way so that everyone feels that they are an active part of the lesson. When a student makes a mistake the teacher either tries to guide them towards the correct answer further eliciting more participation, asks other students to help their colleague, or uses the mistake to introduce a new perspective on the subject at hand. As a consequence, the students engage with the teacher and with each other throughout the lesson in a very effective way.
The same group of students participate in both lessons which are given by the same teacher. The lessons have a similar Straight Arrow ESA structure and have the exact same lesson point. The only difference between the two lessons is the attitude with which the teacher performs them and, as such, the first lesson is a clear example of what not to do when it comes to a teacher’s attitude even if their intentions are good, while the second lesson is a good example how a teacher can elicit effective participation in a lesson while, at the same time, build up a good relation with all the students.
