9. Below you will find a short synopsis to a book on effective teaching. Choose the correct variant and then discuss some of the issues of this synopsis:

How can we really evaluate/appreciate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to mentor/monitor and assess/ access teacher performance. But do the models used really give a fair/biased evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualized and methods of measuring/weighing it are not attuned/attached to the real contexts in which teachers work. They expose/propose a model of differential teacher effectiveness which takes into account that: a) teachers may be more effective with some categories of students than with others; b) teachers may be more effective with some teaching contexts/input than others; c) teachers may be more effective with some subjects or proponents/components than with others. Building on and developing previous research on models/modals of teacher effectiveness and current/floating theories, the authors open up possible new database/debates which will be of interest to academics and researchers working in this area throughout the world.

10. Discuss the issues below in a round-table discussion. Appoint the host and get divided into two opposite teams of speakers. Discuss the following issues like in a talk-show. Use topical vocabulary and vocabulary from the text while speaking.

Here are the topics to discuss:

1. Remember those great teachers who made you excited about learning? Remember how it felt to be in their classes and to experience how they made their classrooms come alive? What made those teachers special?

2. What qualities and skills did they have to ignite student learning? Most important, how did those teachers help their students become successful?

3. What makes an effective teacher? How do you help good teachers become even better? What tools and techniques are available to support and sustain quality teaching?

4. Do systems of teacher appraisal and evaluation help to monitor and assess teacher performance? Is this system of appraisal applicable in your country? What are its benefits and side effects?

5. Do you agree that some teachers may be more effective with some categories of students than with others? Sustain your answers with examples.

6. Do you think that some teachers may be more effective with some teaching contexts than others? Why?

7. When may teachers be more effective with some subjects or components than with others?

8. What can help a teacher to focus efforts and develop the kind of teaching skills that make a positive difference in the classroom?

11. Read the following article on Teaching Plans and answer the questions.

1) Which of the plan types do you consider most difficult? Which of them is most time-consuming? Why?

2) What are the basic differences between each type of teaching plan?

3) Which of the planning types are usually skipped by teachers? Why do you think it is so?