Questão de Língua Inglesa

11 Leia o texto a seguir para responder às questões de 27 a 29. Rapport means, in essence, the relationship that the students have with the teacher and vice versa. Although it may be, in Jim Scrivener’s words, ‘notoriously difficult to define or quantify’ (Scrivener 2005:23), nevertheless we can recognize it when we see it: a class where there is a positive, enjoyable and respectful relationship between teacher and students, and between the students themselves. Rapport (and effective classroom management) also depends on the way that we interact with students. We might be the most well-prepared and knowledgeable teachers in our school, but if that interaction is not working well, our ability to help students to learn will be seriously compromised. Successful interaction with students depends on four key characteristics: 1. Recognizing students: students want their teacher to know who they are. They would like their teachers to know their names, of course, but also appreciate it when the teacher has some understanding of their characters. 2. Listening to the students: students respond very well to teachers who listen to them. Although there are many calls on our time, nevertheless we need to make ourselves as available as we can to listen to individual students’ opinions and concerns, often outside the lessons themselves. 3. Respecting students: correcting students is always a delicate event. If we are too critical, we risk demotivating them, yet if we are constantly praising them, we risk turning them into ‘praise junkies’, who begin to need approval all the time. 4. Being even-handed: treating all students equally not only establishes and maintains rapport, but it is also a mark of professionalism. For example, many teachers react well to those students who take part, are cheerful and cooperative, who take responsibility for their own learning and do what it is asked of them without complaint. Sometimes teachers are less enthusiastic about those who are less forthcoming, and who find learner autonomy, for example, more of a challenge. HARMER, Jeremy. The practice of English language teaching. Essex: Longman, 2008, p. 113-115. (Adaptado).