تعبير بالانجليزي عن دور المعلم

تعبير بالانجليزي عن دور المعلم تعبير عن المعلم الاستاذ المربي بالانجليزي  تعبير عن وظيفة المعلم باللغة الانجليزية تعبير عن وظيفة الطبيب بالانجليزي تعبير عن وظيفة بالانجليزي تعبير بالانجليزي عن المعلم المفضل تعبير قصير عن المعلم عبارات عن المعلم بالانجليزي صفات المعلم الجيد بالانجليزي تعبير عن وظيفة المعلم بالانجليزي تعبير عن المدرس بالانجليزي تعبير عن المعلم Teacher فقرة انجليزية عن المعلم

The role of the teacher.

1.1. The teacher is mediator.

analyzes the data available to him:

· Knowledge of his students

· Acquired from his students (conceptions, beliefs, cognitive acquisitions, learning already done ...)

· Learning expected in class

- according to these data, he chooses the objective, therefore the obstacle to be crossed by the pupils;

- organize the device by defining:

· task

· equipment

· Groups if there are more than one, or how to determine them

· the duration

· Work instructions specifying:

. . . .the meaning and purpose of the activity

. . . the conditions of realization (duration, material, procedures, possible aids,

. . . Prohibited aid, nature and form of expected production, evaluation criteria ... ..)

· The space environment conducive to the exchange (arrangement of furniture.)

This whole device is designed in such a way that there is a confrontation of points of view and conceptions between the children concerned.

THE MEDIATOR TEACHER

The teacher mediates on two levels:

· Between the knowledge and the students (it is he who knows the conceptual objective aimed at and who will animate the socio-cognitive conflict according to this objective)

· Between the pupils themselves (it is he who animates the socio-cognitive conflict and who manages the pupils' speeches).

By this double mediation, he acts on three levels:

- action on students' representations of the task and their conceptions

· Destabilization of students, caused by the statement of opinions and conceptions of other students. He must accept the error (any misconception) and make it face other conceptions, right or wrong.

- action on the construction of a problem and a resolution procedure

· The problematization of knowledge. At this point, we are looking for ways to validate knowledge, without thinking about whether it is right or wrong. The error is used in the process.

- action on pupils' words: the teacher reformulates, agrees and encourages to speak; he channels the students' proposals.

· Control of student activity

TEACHER COMMUNICATOR

To practice mediation, the teacher must be effective in communication:

· It must promote communication between students

· He / she must communicate well with the students and be understood.

His skills must be developed:

- in verbal communication (use and adaptation of the voice, use of the resources of the language.)

- in non-verbal communication (expressions, gestures, postures, positioning in the class, identification of behavior of break of attention etc ...)

It must animate class situations:

- By creating the spatial conditions of a good exchange (furniture layout, children ...)

- By stating at the appropriate time clear and precise instructions; by checking if they have been understood; by making them reformulate.

- Facilitating and managing spontaneous student interventions

- By reformulating or reformulating (use of active listening.)

- By asking judicious, non-inductive and non-judgmental questions

- By systematically exploiting children's proposals