Teacher profile

As a future graduate from the PRESETT Bachelor’s programme you will be expected to demonstrate the knowledge, skills and qualities, specified below.

Understanding learners

Understand how to identify learners’ needs as they evolve and adapt teaching procedures and materials accordingly
Understand the main theories related to second language learning and acquisition and their implications for practice
Reflect on their learners’ language learning processes
Involve learners in different ways of learning to help them develop their learning strategies
Advise learners on how to organise and manage their learning productively
Take into account psychological and social factors that influence learner behaviour when planning and teaching
Understand the concept of learner autonomy and its implications for teaching and learning
Guide learners in finding and using resources in and beyond the classroom that assist their learning
Identify individual learning difficulties and cater for different categories of special educational needs in planning and teaching

Planning lessons and courses

Plan teaching to meet the needs of learners and to achieve course outcomes according to the curriculum
Plan teaching of the language systems in appropriate communicative contexts
Evaluate and select materials to engage learners in line with the aims and objectives of a lesson, and the specific teaching/learning context
Plan the stages of a lesson in a way that enables language skills to be developed systematically
Plan the timing of a lesson in an organised way, allowing time for monitoring and feedback
Plan interaction patterns for different activities during the lesson
Analyse the language to be presented in the lesson and anticipate the problems that learners may face
Set aims, objectives and learning outcomes of lessons and lesson sequences appropriately
Plan lessons taking into account insights from previous classes
Anticipate non-language problems that may arise during the lesson and plan how to respond to them

Managing the lesson

Create conditions and provide facilities for learning in the classroom
Organise classroom processes through clear instructions and accurate timing
Set up and monitor a range of interactions in the classroom according to learning purposes and learning styles
Maintain a proper balance between teacher talk and student talk
Identify problems in learner behaviour and deal with them appropriately
Provide appropriate feedback to learners
Solicit and act on feedback from learners
Use classroom resources and technologies to support learning

Evaluating and assessing learning

Apply different types of assessment to suit a range of learning contexts
Identify and diagnose learners’ errors and difficulties and apply the findings in teaching and assessment
Use a range of techniques to correct errors in learners’ spoken and written language, and provide developmental feedback
Help learners to understand their errors and how to deal with them
Equip learners with tools for assessing their progress and achievement
Use given criteria from an existing assessment scale to grade learners’ progress and achievement
Refer to the National Curriculum to select texts for teaching and testing.
Design progress and achievement tests that are based firmly on National Curriculum requirements and CEFR level descriptors
Evaluate and select existing tasks/ tests from an online or a printed source for assessing learners’ progress and achievement, adapting and/ or supplementing them if needed.
Administer, mark and give feedback on tests and assessment in a timely and appropriate fashion and maintain accurate assessment records.

Knowing the subject of English

Have a B2/C1 level in the target language and make a justified use of L1 and L2 in class
Select language and terminology appropriate to the level of the learners and the type of the lesson
Give full, accurate answers to queries from students about different aspects of language and usage
Anticipate learners’ problems while dealing with the language in class
Use a range of techniques to guide learners in working out answers to their own language queries and correcting their errors
Provide a good model of pronunciation and grammatical accuracy for learners.
Keep up to date with changes and innovations in spoken and written English

Knowing the subject of methodology

Have a sufficient knowledge of theories of language teaching and learning, methodology concepts
Provide principled justification for the teaching approaches, range of techniques and materials being used
Select and create appropriate tasks and materials for the classroom
Develop their range of teaching techniques following up observation of colleagues

Managing own professional development

Understand the principles of reflective practice
Collaborate with colleagues, regularly share experiences and ideas with other teachers and get support from them
Undertake further training
Keep up to date with the latest developments in ELT
Understand how to observe and learn from other teachers
Identify areas for professional development, set goals and plan development to achieve these goals
Build learner autonomy in themselves

Teacher profile