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      <title>Learner-based teaching by TEP Sursdey</title>
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      <language>en-us</language>
      <pubDate>2021-11-11 01:18:35 UTC</pubDate>
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         <title>1. What is learner-based teaching?</title>
         <author>tepsursdey</author>
         <link>https://padlet.com/tepsursdey/fuwjwrnf29fzlt9q/wish/1882845222</link>
         <description><![CDATA[<div>Group 1: (Sin Bopha, Dy Sreynin, Houn Sreynour, Chhorm Mary, and Ing Somnang)<br>What is learner-based teaching?<br>•&nbsp; The main principle in learner-based teaching in that all class activities can be done using information that the learners themselves bring to the class.<br>•&nbsp; What is novel about learner-based teaching is the idea that all activities can be based on that wealth of experience, be they grammar exercises, exam preparation, games, or translations.<br>•&nbsp; The basic procedure has two stages:&nbsp;<br>o&nbsp; In the first, learning prepares materials which are designed to practice or example, a particular skill, function, or grammar item.<br>o&nbsp; In the second stage, these materials are passed to other learners in the class who carry out the activities.</div>]]></description>
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         <pubDate>2021-11-11 01:20:53 UTC</pubDate>
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         <title>Group3: Pot Sreypich, Khun Sao, Sao Nimol, Teom Srey Toch, Chan Punleu</title>
         <author>tepsursdey</author>
         <link>https://padlet.com/tepsursdey/fuwjwrnf29fzlt9q/wish/1882856158</link>
         <description><![CDATA[<div>3. What are the advantages of using learner-based teaching?<br>=&gt; The advantages of using learner-based teaching are:<br>&nbsp; 1. The potential of the learner<br>&nbsp; 2. Constant needs analysis<br>&nbsp; 3. Topicality<br>&nbsp; 4. Previous learning experience<br>&nbsp; 5. Learners as authors<br>&nbsp; 6. Pace<br>&nbsp; 7. The element of surprise<br>&nbsp; 9. Peer teaching and correction<br>  10. Group solidarity</div>]]></description>
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         <pubDate>2021-11-11 01:25:27 UTC</pubDate>
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         <title>Group 4: ( Reach Kongkea, Phok Soman, Uk Bophana, Sek Phirun)</title>
         <author>tepsursdey</author>
         <link>https://padlet.com/tepsursdey/fuwjwrnf29fzlt9q/wish/1882858530</link>
         <description><![CDATA[<div>4. What are the potential problems?<br>- Subject knowledge: there is a saying that a teacher is only as good as what they know. if a teacher lacks knowledge in a subject, that dearth of understanding is passed along of the students. a teacher who knows his subjects well can only play a decisive role in leading the journey of the teaching learning process.<br>- teaching skill a teacher may know his subject well but for sharing, communicating and interacting various experience related to the learning of the subject, he needs specific teaching skills. the proficiency and deficiency possessed by a teacher in his regard are quite responsible for turning the teacher learning process a big success or failure.<br>- knowledge of learners: this is a broad category that incorporates knowledge of the conative, social and emotional development of learners. it includes an understanding of how students learn at a given development level, how learning in a specific subject area typically progresses like learning progressions or trajectories, the awareness that learners have individual needs and ability's, and an understanding that instruction should be tailored to meet each learner's needs.<br>- Friendliness and Approachability: Because it is the teacher's job to help students learn, they must be easy to approach. students will<br>have questions that can not be answered if the teacher isn't friendly and easy to talk to. the unapproachable, mean, arrogant, rude, teacher can't last long. if the student think of their teacher as their enemy, they certainly won't learn much. the best teachers are the most open, welcoming, and easy to approach. a good teacher possesses good listening skill and takes time out of their busy schedule to solve all kinds of problems for their students.<br>- Personality and behavior<br>- Level of Adjustment and Mental health<br>- Discipline.<br><br></div>]]></description>
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         <pubDate>2021-11-11 01:26:27 UTC</pubDate>
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         <title>Group 2</title>
         <author></author>
         <link>https://padlet.com/tepsursdey/fuwjwrnf29fzlt9q/wish/1889135491</link>
         <description><![CDATA[<div>Name: Dysal Molyca<br>Phorn Sophai<br>Choem Bony<br>Roth Iem Srey Pich<br>Thong Monireaksmey<br><br>1. What about coursebook?&nbsp;<br>- Positive effects&nbsp;<br>a course book can serve as a tool for supporting teachers and as an instrument of modifications and alterations. Most teachers and learners need course books to guide them towards the hard process of learning. A course book reinforces the teacher's work and offers material for further learning and revision. In brief, a course book provides teachers and learners with a structure of teaching and learning, methodological support and opportunities for revision and preparation.<br>- Negative effects:&nbsp;<br>Using of coursebooks may have destructive effects on teaching and learning processes:&nbsp;<br>a) Course books de-skill teachers.&nbsp;<br>Using course books tightly, turns teaching into a very controlled process that de-&nbsp;<br>skills teacher.<br>b) Course books cause boredom.<br>c) No textbook is perfect: It is widely accepted that no textbook or set of materials is perfect.<br>d) Every class is unique: pointing out, every class is mixed-ability. Only the &nbsp;<br>teacher knows exactly the needs, competence, potential, and learning styles of their &nbsp;<br>students. Therefore, only the teachers themselves should be responsible for material.<br>- Using course books effectively: A considerable number of experts and educators have commented of the need of supplementing the course books with material suitable to satisfy the needs of the particular learners.<br>- Selection: having in mind the aims of the course, teachers should first critically examine the course book.<br>- Supplementation: all units that do not satisfy the students‟ needs can be modified or replaced by other &nbsp;<br>ready-made, devised or authentic material.<br>- Evaluation: first of all teachers should always consider their students‟ reactions &nbsp;<br>and comments on the experience with the course book and supplementary materials.<br>&nbsp;Conclusion, course books play a significant role in EFL teaching and learning by &nbsp;<br>providing useful material to both teachers and students. However, heavy dependence on course books de-skills teachers and tires students. To avoid this careful selection of course book and appropriate and flexible use are important.<br><br>2. What is the role of the teacher?<br>The rules of the teacher:<br>_&nbsp; The teacher must be an active participant in the group, genuinely taking part in the activities, contributing ideas and opinions, or relating personal experiences.<br>_ The teacher is also a helper and resource, responding to learners' requests for help with vocabulary and grammar.<br>_ Teacher is a monitor, checking what learners have produced before they pass it on to other learners.</div>]]></description>
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         <pubDate>2021-11-14 12:37:16 UTC</pubDate>
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