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Chapter Summaries

Chapter 1 – Classrooms at Work:

Chapter one brushes upon different ways of working with English learning classrooms. One is
invited to look at different cases in the very first section. In said cases the main question asked is “Is
teaching necessary in every moment of the class?”. The clear answer to this is discovered to be negative,
due to the need to let the students their own space and time to apply the knowledge the teacher is
providing.

The reader is met with the comparison of traditional teaching and “entertainer” teaching. The
first one characterized by the continuous talking of the teacher; this being a more Point A to Point B sort
of interaction; focusing on the students ability to catch the information before the teacher moves onto
the next topic, as well as making the teacher the only holder of wisdom. The latter allows a back and
forth of constructive interactions between students and teachers and encourages a more comfortable
atmosphere for the students to open up about doubts and queries as well as their own contributions to
the topic that might be discussed during class.

Concepts such as the “experiential cycle” are introduced in the second section of this chapter as
a general mechanism that should be followed but not strictly. A reoccurring comment is the fact that
classrooms; as well as people, are very unique and stand out from one another; therefore the so-called
rules or instructions on how to plan the perfect class do not apply the same way for every single one of
them. They should be rather used as a reference point and readjusted with the progression of the class.

The purpose of the teacher is discussed as well as the connection between teaching and
learning; concluding on the notion of both of these concepts happening at the same time in certain
cases, depending of the students’ engagement. A teacher could be pouring their heart out into their
lesson, but the nature of their technique might interfere with the knowledge reaching their final
destination in the students’ mind.

The different teacher archetypes are mentioned with the purpose of reflecting on achieving a
good balance in between characteristics and strong points that each archetype has. In section four< as
well, one takes notice of the importance of rapport within the classroom; something related to the
“entertainer” teaching practice, due to it cultivating the optimal “vibe” for the student.

Maria Claudia Poblete

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