How many instances of s are there in:
English traning
I. Introduction
This information is designed to help teachers develop good teaching habits that align with best
practices and optimize their contact hours with students. The contents of this document provide a detailed description and explanation of the 11 teaching features mentioned in the classroom observation .The classroom observation forms align completely withinstruction standards.
Teaching features
1. Gives clear directions/models if necessary
Giving directions
When beginning a new activity, students need to have a clear understanding of
what to do and what is expected of them. They need time to read and absorb
the directions for the exercise, but bear in mind that simply reading directions
in the book might not be sufficient. Don’t assumethat because you’ve read the
directions students automatically understand what to do. Even with a textbook
in front of them, students will look to the teacher for guidance when starting a
new activity. Make sure that you reinforce written directions by explaining
exactly what students have to do and why, and communicate your
expectations clearly before they begin working. Always ask ifstudents have
any questions before moving on. If students demonstrate confusion or ask
questions about the task, take time to explain or clarify before putting them to
work. Once students have started working on the task, it will be very difficult
for you to get their attention to explain further.
Be careful with the language you use when giving instructions. For beginners,
keepdirections simple and use non-verbal communication (body language)
when necessary (e.g. say “open your books” while miming this action with your
hands). In higher levels, you can adjust the language of instructions
accordingly, such as “For this activity, you’re going to work in pairs.”
Finally, a key to giving good directions and explanations rests on the teacher
really understanding andassimilating the purpose and procedure of each
activity chosen. If you just “go through the motions” of following the TS/Link TE
or class planners without really committing to the process of student
comprehension, critical thinking, and learning, your students will simply “go
through the motions” too. Your attention to what students are doing, why they
are doing it, and how they are doing it,is vital to meaningful and successful
classroom practice.
Modeling
Sometimes, even when you explain a task very clearly, students still aren’t sure
what to do or what is expected of them. In these instances, it is necessary to
“model” what you want students to do. Modeling means personally
demonstrating the behavior you want students to perform. For example, if you
want students topractice an aspect of pronunciation, such as intonation in
questions, you simply demonstrate the correct intonation so that they can hear
how it should sound. If you want to students to exhibit a certain kind of
behavior, such as working back-to-back with a partner, you can bring a
volunteer to the front of the class and demonstrate how you want the activity
to be conducted by sittingback-to-back with the volunteer. Modeling is a very
economical way to facilitate activities when verbal explanation breaks down.
Monitors effectively
Monitoring refers to the act of circulating during individual, pair and group
work activities to check that students are on task and to facilitate their learning.
Whenever students are working on their own the teacher’s role may seempassive, but monitoring is very much a “hands-on” phase of the lesson. This is
your chance to:
• give individualized attention
• answer questions
• assess levels of accuracy and fluency (informally)
• give praise, encouragement and support
• keep the students in the target language (in many cases just your
being there assures this)
• tactfully regulate participation in a discussion...
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user
In that passage, there are two hundred and thirteen occurrences of the letter "s."
assistant