26. I give my students opportunities to experience success in their learning | | | | | |
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27. I give clear instructions for tasks by modelling | | | | | |
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28. I set class rules myself rather than allowing my students to do so | | | | | |
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29. I explain the importance of class rules to my students | | | | | |
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30. I encourage my students to give suggestions for improving the course | | | | | |
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31. I share my personal interests with my students | | | | | |
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32. I use activities that familiarise students with the target culture | | | | | |
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33. I encourage my students to use English outside the classroom | | | | | |
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34. I teach my students self-learning strategies | | | | | |
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35. I try to establish a good rapport with my students | | | | | |
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36. I investigate my students learning needs | | | | | |
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37. I show my students that I care about them as people | | | | | |
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38. I am careful to avoid embarrassing my students when giving feedback | | | | | |
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39. I encourage my students to set specific, learning goals for themselves | | | | | |
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40. I use activities which allow my students to mix | | | | | |
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41. I highlight and review class learning goals with my students | | | | | |
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42. I create a supportive classroom environment so my students feel encouraged to take risks | | | | | |
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43. I ask my students what they like about the course/ learning process | | | | | |
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44. I encourage students to be realistic about their language learning goals | | | | | |
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45. I make sure tasks are challenging but doable for my students | | | | | |
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46. I make myself available to my students outside class time | | | | | |
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47. I invite former/senior students to share their learning experiences | | | | | |
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48. I use humour in my classroom | | | | | |
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49. I give immediate feedback to my students | | | | | |
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50. I reward my students when they succeed | | | | | |
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51. I start all my lessons with the same presentation technique | | | | | |
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52. I use tasks that are well below my students' ability | | | | | |
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53. I help my students to get to know each other | | | | | |
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54. I show my students how much they have progressed or learnt | | | | | |
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55. I explain why a task is meaningful or relevant | | | | | |
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56. I use tasks that allow my students to interact with each other | | | | | |
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57. I encourage my students to assess themselves | | | | | |
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58. I teach my students how to use self-motivating strategies | | | | | |
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59. I remind my students of the benefits of learning English | | | | | |
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60. I use a short opening activity to relax and help my students to focus | | | | | |
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61. I avoid using authentic cultural material which is not from the coursebook | | | | | |
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62. I tell my students that they can learn if they make the necessary effort | | | | | |
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63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy | | | | | |
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64. I use authentic tasks (to prepare my students for real life situations) | | | | | |
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65. I encourage my students to teach each other | | | | | |
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66. I make tasks attractive by using games and competitions | | | | | |
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67. I match tasks to my students' needs/ interests rather than exam requirements | | | | | |
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68. I remind students that mistakes are a natural part of learning | | | | | |
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69. I select tasks from the course book even if they do not relate to students’ real life experiences | | | | | |
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70. I offer a variety of tasks to my students | | | | | |
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