- TEACHER AS A PROMPTER PRO
- TEACHER AS A PROMPTER CODE
- TEACHER AS A PROMPTER PROFESSIONAL
- TEACHER AS A PROMPTER FREE
This REALLY helps with maintaining eye contact with the camera rather than your eyes focusing elsewhere.
TEACHER AS A PROMPTER PRO
This works the same way as Teleprompter Pro Lite, however, your video appears right next to the teleprompter words.
TEACHER AS A PROMPTER CODE
Note: You have to provide an e-mail address for the app to send you a special product key code for the lite version of this app.Īfter downloading this app I discovered its sister app, Video Teleprompter Lite. WHY HAVE I NEVER THOUGHT OF THIS BEFORE? I have been typing and reading straight from my Notes app. What I REALLY like about this app is how one could use it behind a podium when giving a speech. I had never seen this one before! My first thought was that my old eyes had a hard enough time seeing my 17" laptop screen from afar, how in the world would I be able to use an iPad? However, kids would have no problem.
TEACHER AS A PROMPTER FREE
Catherine Williams, a member of the FB group, posted about the free app, Teleprompter Pro Lite. I mentioned some of the tools above that could be used to assist in video production. It has been estimated that some two billion people speak the language (Graddol, 2006 Ur, 2009), many.The other day the topic of what to use when you are constantly rerecording video after video came up in one of my Facebook groups ( hence the birth of this post). A lot more people now use English and many of these people are non-native users of English. The users and uses of English have changed a great deal in the past thirty years or so. Lastly I conclude by suggesting that the teachers take a critical stance towards their roles and adopt new roles that are more attuned to the changing status of English as a global language. EIL-orientated teacher roles such as promoter of intercultural competence and multiculturalism, promoter of other varieties of English, critical user of course books and teaching methodology are discussed in this section. Generate Discussion and Lesson Prompts through the Use of ChatGPT Prompts. The second part of this article examines a set of EIL principles and the kinds of teacher roles that reflect these principles. communicative language teaching) and promoter of English-only classrooms. Examples of teacher roles under this category include those that view the teacher as an ambassador of the inner-circle culture, model of the native-speaker variety of English, user of western-based teaching methodology (e.g.
The second set of roles refers to those that require a critical examination as they may run counter to some of the EIL principles discussed in the second part of the article. The prompter containing the principles of the English language, and suggestions to teachers with an appendix, in which are stated the opinions of different.
Included in this first set are such roles as: motivator, needs analyst, materials developer, organizer of learning activities, monitor of student learning and provider of language input. International research evidence suggests that a diminishing prestige of the teaching profession together with dissatisfying working environment is the prevailing reason for teacher turnover, with salaries being only a minor source of dissatisfaction (Borman & Dowling, Citation 2008 Ingersoll & Smith, Citation 2004 TemaNord, Citation.
The first set refers to those that all good language teachers are expected to play, as these roles are based on general educational principles or second language teaching principles. An international perspective on teacher working conditions. In this article, I first look at the traditional roles of language teachers.
language teachers in general, and NNESTs in particular, hold attitudes towards EIL that are far from being enthusiastic". Citing Jenkins' (2007) work, Llurda (2009: 126), for example, maintains that ".
TEACHER AS A PROMPTER PROFESSIONAL
While the professional literature indicates that many applied linguists seem to give whole-hearted support to the EIL models of teaching (Mckay, 2002 Sharifian, 2009), the reality at the ground level is that many teachers are less eager to embrace such models. In addition, and perhaps more importantly, they need to develop a favourable attitude towards the teaching of EIL. To implement an EIL approach, the teachers need to learn and do a lot of things-they need to understand what it means to teach English in the EIL context they need to know what kinds of roles they should play in promoting EIL pedagogy and what roles they should be critical about if they want to put into practice an approach to teaching English that is compatible with EIL principles they also need to be willing to learn new knowledge and skills before they can comfortably assume their new roles in teaching EIL. One of the key factors in the successful implementation of an English as an International (EIL) approach to teaching English is the teacher (McKay, 2002).
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