Nunan, David
The Self-Directed Teacher : Managing the Learning Process / David Nunan and Clarice Lamb. - 1st ed. - Cambridge : Cambridge University Press, 1996. - xiii, 296 p. : ill. ; 24 cm. - Cambridge Language Education . - Cambridge language education .
Includes bibliographical references (p. 285-291) and indexes. About the Author(s): David Nunan is Professor of Applied Linguistics and Director of the English Centre at the University of Hong Kong. He has worked as a teacher, researcher, and writer in many countries, including Britain, Thailand, Japan, Singapore, the United States, and the Middle East, and is currently on the Board of Directors of TESOL.
Clarice Lamb is the director of the ATLAS English Learning Center and a professor at the Catholic University (PUC-RS) in Porto Alegre, Brazil. She has taught English and has been a pedagogical coordinator in both the United States and Brazil and is currently training teachers in South America." (Back Cover).
"The Self-directed Teacher prepares teachers to make independent decisions in key areas such as lesson planning, teacher talk, group work, error correction, resource management, and evaluation. The text uses a task-based approach, and the material presented is well supported by theory and research." (Back Cover). CONTENTS: Introduction: The language teaching challenge 1. A context for classroom action
Introduction
Setting the context and defining terms
The curriculum in outline
Needs analysis
Setting goals and objectives
Summary and conclusions
Projects 2. The planning process
Introduction
Lesson preparation
Pre-instructional decision making
Collaborating with colleagues: Planning and staff meetings
Summary and conclusions
Projects 3. Classroom talk
Introduction
Direct instruction
Error correction and feedback
Teacher questions
Instructions
The use of the first language
Summary and conclusions
Projects 4. Classroom dynamics
Introduction
Pacing
Classroom monitoring
Cross-cultural aspects of classroom management
The "effective" teaching movement
Dealing with behaviour problems
Summary and conclusions
Projects 5. Instructional groups
Introduction
Teacher and learner roles
Small group and pair work
Large classes
One-to-one instruction
Self-directed learning
Mixed-level groups
Summary and conclusions
Projects 6. Managing resources
Introduction
Using commercial teaching texts
Making the most of the teacher's manual
Exploiting resources that lack a teacher's guide
Electronic support
Using computers in the classroom
Visuals and realia
Summary and conclusions
Projects 7. Affective issues in the language classroom
Introduction
Motivation
Attitude
Anxiety
Summary and conclusions
Projects 8. Monitoring and evaluation
Introduction
Formal evaluation
Informal evaluation
Self-evaluation
Evaluation by others
Summary and conclusions
Projects Appendix: Language learning in action
9780521497732 (pbk)
94049134
Languages, Modern--Study and teaching.
Language teachers--Training of.
Methodology
The Self-Directed Teacher : Managing the Learning Process / David Nunan and Clarice Lamb. - 1st ed. - Cambridge : Cambridge University Press, 1996. - xiii, 296 p. : ill. ; 24 cm. - Cambridge Language Education . - Cambridge language education .
Includes bibliographical references (p. 285-291) and indexes. About the Author(s): David Nunan is Professor of Applied Linguistics and Director of the English Centre at the University of Hong Kong. He has worked as a teacher, researcher, and writer in many countries, including Britain, Thailand, Japan, Singapore, the United States, and the Middle East, and is currently on the Board of Directors of TESOL.
Clarice Lamb is the director of the ATLAS English Learning Center and a professor at the Catholic University (PUC-RS) in Porto Alegre, Brazil. She has taught English and has been a pedagogical coordinator in both the United States and Brazil and is currently training teachers in South America." (Back Cover).
"The Self-directed Teacher prepares teachers to make independent decisions in key areas such as lesson planning, teacher talk, group work, error correction, resource management, and evaluation. The text uses a task-based approach, and the material presented is well supported by theory and research." (Back Cover). CONTENTS: Introduction: The language teaching challenge 1. A context for classroom action
Introduction
Setting the context and defining terms
The curriculum in outline
Needs analysis
Setting goals and objectives
Summary and conclusions
Projects 2. The planning process
Introduction
Lesson preparation
Pre-instructional decision making
Collaborating with colleagues: Planning and staff meetings
Summary and conclusions
Projects 3. Classroom talk
Introduction
Direct instruction
Error correction and feedback
Teacher questions
Instructions
The use of the first language
Summary and conclusions
Projects 4. Classroom dynamics
Introduction
Pacing
Classroom monitoring
Cross-cultural aspects of classroom management
The "effective" teaching movement
Dealing with behaviour problems
Summary and conclusions
Projects 5. Instructional groups
Introduction
Teacher and learner roles
Small group and pair work
Large classes
One-to-one instruction
Self-directed learning
Mixed-level groups
Summary and conclusions
Projects 6. Managing resources
Introduction
Using commercial teaching texts
Making the most of the teacher's manual
Exploiting resources that lack a teacher's guide
Electronic support
Using computers in the classroom
Visuals and realia
Summary and conclusions
Projects 7. Affective issues in the language classroom
Introduction
Motivation
Attitude
Anxiety
Summary and conclusions
Projects 8. Monitoring and evaluation
Introduction
Formal evaluation
Informal evaluation
Self-evaluation
Evaluation by others
Summary and conclusions
Projects Appendix: Language learning in action
9780521497732 (pbk)
94049134
Languages, Modern--Study and teaching.
Language teachers--Training of.
Methodology