RELATIONSHIPS WITH PUPILS,

ASSESSMENT AND LANGUAGE

LEARNING
Fitria Indah Sari
Rahmali Nurul Hikmah
 Relationships with pupils
The pupils’ acceptance of the Mutual respect and rapport
teacher’s authority between the teacher and pupils

• The management of learning • The teacher and pupils recognizing

activities and the management of each other as individuals, holding
pupils’ behaviour (including the each other in esteem, and treating
maintenance of discipline). each other in a manner consistent
with such esteem.
The Teacher’s Authority

Status
Teaching Competence
Exercising control over the classroom
Exercising control over discipline
Mutual respect and rapport
•The teacher shows genuine care for
each pupil’s progress.
•The teacher shows respect for pupils as
learners.
•The teacher shows respect for pupils as
individuals.
 Classroom Climate

The most effective classrooms appear to

be those in which the atmosphere is task-
oriented but where at the same time the
social and emotional needs of the pupils are
met by establishing mutual respect and good
rapport.
PASTORAL CARE

a.Academic progress

b.General behaviour and attitudes

c.Personal and social development

d.Individual needs.
 Assessment
• The word assessment itself is derived from the
word “assess” which mean to estimate the
nature, quality or value of something. Thus, the
word assesment means the action of assesing
something.
• Assessment for learning is all about informing
learners of their progress toempower them to
take the necessary action to improve their
performance.
There are 7 techniques of assessment:
1. Project Assessment
2. Products
3. Portfolios
4. Self Assessment
5. Performance
6. Attitude
7. Written Test
Language Learning

•Language learning, as learning in

general, has to be internalized and
strategies are in fact problem-solving
mechanisms or techniques used by
learners to cope with the complex
process of learning.
These are four groups of strategies or process
included in most classifications:

•Cognitive
•Metacognitive
•Social
•Communication
Factors Influence Language Learning
Personality
exerts

Age Motivate

Ethno-cultural Students’
backgroundination expectation and
alig purpose

Task
requirernents Gender