In teaching procedure everything should be in consideration of the tutor. Among the other perspectives of teaching creating English environment plays a great role and can be considered as a second teacher in the classroom. It is necessary to build the environment that will support learning, since it does not appear magically; it takes time, commitment and belief in oneself and one’s students. In a creative and supportive, responsive environment apprentices feel more confident and capable of accessing the language and content, they are ready to learn, teachers feel more competent, knowing how they have done their best to meet the needs of their trainees.
There are physical, social, mental environments. These three types of the environments of the surroundings fulfill each other and always come together. Hence what the auditors come across firstly? They confront with physical environment as soon as they get in the room. Walls, desks, board, technique, all the stuff are under the attention of the students. If neophytes attend the same teaching room every lesson then the walls become very important for them. Teacher can build up on them a picture dictionary of words and phrases related to the events teacher has been creating with the devotees during the procedure. It means that the picture dictionary is not prepared in advance; it is made during the lessons with learners. Students should be able to participate in creating classroom dictionary. It is essential that each trainee has his or her own word written on the wall. This method gives motivational impact on apprentices. Creating such things in the auditorium can give the opportunity to interact with the pupils. In addition to this teacher may use walls to manage the classroom. Some “Do’s and Don’ts” are written one by one. Teacher should know the measurement: there must be both Dos and Don’ts.
Besides the walls, windows or board, seating arrangements gives productive effect on learning and teaching procedure as well. Teacher has to choose best seating arrangement for his/her grinds, depending on the task and their needs. There are many types of seating: paired desks or tables for two, U-shape seating, Chevron for tables of four, U-shape plus rows, round-table seating, etc. One may think that it takes too much time to decide using which seating for the task. Teacher, in advance, should prepare the tasks and make choice how to settle the trainees. In seating arrangement supervisor takes the consideration the weak and clever students, active and passive, naughty and well-behaved ones. Educator ought to estimate conditions. She/he should try to avoid distracting stimuli, tries not to place the educatees near air conditioners, open window in cold days, heaters, high traffic areas, open doors.
English language classroom should have required teaching equipment, technologies, such as TV-set, overhead projector, loudspeaker etc. According to Mpya (2007) “the classroom should be wheelchair-friendly, doorways should be widened, stairs should be removed, be replaced with ramps to allow movement”. The department of education should provide a safe and accessible conditioned lecture theater to encourage students to learn. For example, using TV-set or projector for videos is fruitful in teaching idioms, proverbs, developing pronunciation skills, and avoiding accents, teaching English dialects, etc. access to video can help motivate pupils and create distinctive context for their learning experience. In 2012 a questionnaire administred to 224 students of Benguet State University to measure of effectiveness of video presentation to student’s learning. From the outcomes, it was found out that there is no significant difference on student’s gender. Moreover, results revealed that a significant difference exists among students’ perceptions of the effectiveness of video presentation when grouped according to their academic level. Furthermore, it is revealed that the level of effectiveness of video presentation to students learning is highly effective. In modern pedagogy of foreign language techins demands that in each class must exist the digital media technologies.
Teacher is an engine of the class. Familiar and established routines and procedures can support learning. They provide a ‘road map’ that helps learners know what to expect. They can help part of the learning process to become automatic, thus freeing up cognitive space to concentrate on something else. Tutor should be able to manage the students. Equality, order, following the rules, freedom, friendship, kindness, strictness, helping, and patriotism feelings are important in organizing foreign language environment. In the classroom equality playa a great role, that each trainee should have the equal rights, responsibilities, and obligations: Teacher stands in a place where all students are able to see. According to Engelbrecht et all, 1999 p.72 in Mpya “the atmosphere of the teaching space should be supportive through nurturing the personal, cognitive, and social development of all learners in order to encourage learning and maintain the motivating atmosphere of the auditorium”.
A classroom needs to provide a safe and supportive environment in which all learners are willing to participate in class activities without feeling ridiculed. They are learning a language, language is speaking, and speaking is interacting. Shame, fear and others may discipline the progress. For this reason freedom, friendship, kindness should exist in the study hall. It is preferred that teacher should use neutral feedback instead of bad one. Examples of ‘no-blame language’
- What do we need to remember here?
- I know you can ...
- Which part didn’t I explain well enough?
- That’s right, isn’t it?
- Lots of people get mixed up on this bit.
- I’m sorry, I should have made it clearer.
- OK, so you haven’t quite mastered it yet.
- Up to now this bit has proved a little tricky.
For especially oriental students English is another new world that they may come across with so many controversies. On the purpose of adapting them into the new culture and mood teacher should allow them to feel free. When the people feel convenient in somewhere, they can be included in the progress.
Ambience is an extremely important and fun part of creating a positive learning environment. Teaching space should be dynamic and engaging place to be for the educatees. The role of the teachers goes both ways- they are responsible for imparting knowledge to the learners, but they will be a more successful teacher if they also allow themselves to learn from students as well. It means that not only supervisor, but also trainees can be informer or instructor. Pupils’ ideas should also be taken into consideration in explaining something.
New language, new culture, new opportunities. These things attract the students and they want to be fully surrounded. In some cases as a comparison there should be pieces of national culture, traditions. For example, translation of proverbs, pictures of beautiful places or famous people, ancestors together with the foreign one. It helps the learners to keep balance in diving into a new culture.
Language proficiency is best raised through active and frequent use. It is important to provide students with maximum English exposure as well as meaningful and purposeful activities through which they can learn and apply the language. Using public address/multi-media projecting systems and school assemblies to conduct various language related activities, e.g. presentation and sharing sessions by students and guest speakers from the community, language games quizzes, story-telling, news reading methods are useful ways of involving all the trainees in to the new atmosphere.
Each teacher will have different standards and values in the classroom, but the only universally important element is that these remain consistent so that students know what to expect and what is expected of them.
The findings suggest that there are substantial opportunities for strengthening — in most cases creating — links between teacher appraisal and feedback and the rewards and recognition teachers receive. School evaluations and teacher appraisal and feedback have little financial impact. On average across TALIS countries, only around 10% of teachers’ appraisal and feedback is linked to any kind of monetary reward and for only 16% is it linked to career advancement. In addition, school evaluations are linked to the remuneration of only one-quarter of teachers and less than four teachers in ten works in schools where school evaluations are linked to the school budget.