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This issue of how to talk to students becomes crucial when teachers are giving their students intructions. There are two general rules for giving instruction: they must be kept as simple as possible, and they must be logical. Perhaps the most important point that determines how successfully students will learn is the way instructions are formulated and sometimes this point which distinguishes good teacher from bad ones. It is important, therefore, that teachers directions relating to academic activity and behavior are clear, precise, and affective. It goes without saying that the best activity in the world will turn into a disappointing failure if student don’t understand the instructions.
Before giving instructions, asking the followings. Good TTT may have beneficial qualities, however. If teachers know how to talk to students,- if they know how to rough-tune their language to the student’ level. Then the students get a chance to hear language which is their own productive level, but which they can more or less understand. Such ‘comprehensible input’ (a term coined by the American methodologist Stephen Krashen)- where students receive rough-tuned input in a relaxed and unthreatening way is an important feature in language acquisition.
In his monumental book, Breaking Rules, John Fanselow suggest that, both for the teacher’s sanitary and the student’s continuing involvement, teacher’s need to violate their own behavior patterns. If a teacher normally noisy and energetic as a teacher, her or she should spend a class behaving calmly and slowly. Each time teacher break one of their own rules, in other words, they send a ripple through the class. That ripple is a mixture of surprise and curiosity and it is a perfect starting point student involvement.
Suppose that the teacher has planned that students should prepare a dialogue and then act it out, after which there is a reading text and some exercise for them to get through. The teacher has allowed twenty minutes for dialog preparation, and acting out.
But when the students start walking on this activity, it is obvious that they need more time. The teacher then discovers that they would like to spend at least half the lesson on just the acting-out phase which they are finding helpful and enjoyable. At the moment, he or she has to decide whether to abandon the original plan and go along with the students’ wishes or whether it is better to press ahead regardless.