Contribution/ Originality: This study contributes in the existing literature of English teaching. The present study is one of very few studies which have investigated synonym teaching strategies in the light of social constructivism

It helps students overcome shyness. The small group setting encourages the more quiet students to become active rather than passive learners in the sense that they can make their voices heard without drawing great attention to themselves. Additionally, a shy student will take part in a group presentation because he is bolstered by the support of his group members and the attention of the audience is divided among all the participants, rather than being focused on him alone. After this has happened a few times he will gradually begin to feel more comfortable doing things in front of the class.


3.3. Teacher’s Leading Role
The individual-centered teaching model does not underestimate the importance of the teacher. Autonomy is more than acting on one’s own. On the contrary, the function of the teacher is one of the decisive factors. Before directing their students, teachers should make sure that they have had a thorough grasp of the differences and similarities among the synonyms they are going to teach. They should play a dominant role and give instructions and offer useful information as a director and knowledge transmitter when students feel confused or need assistance. They should also evaluate students’ work and give some advice, encouragement and guidance to help students improve their learning ability. Only the teachers adopt their roles appropriately in the teaching process, can the development of students’ language skills be accomplished.
While most teachers are experts and have effective communication skills, teacher leaders differentiate themselves by being change agents. They take up initiatives and work to make them successful. Education is a professional field that is constantly being “reformed” and reacting to social, economic and political changes. This continuous change makes being a teacher exciting and exhausting, and it is why teacher leadership is so important—every school needs teachers who will “lean in” when change happens.
Changes may stem from a school district’s administration (the principal, the superintendent, the school board), or from a state mandate, such as new state or federal law. Change also may be needed within a grade-level team or a department and be focused on helping a particular group of students. Teacher leaders themselves might initiate change based on evidence that things need to be done in a different way. When teachers are change agents, they are leading a transformation in their schools or their local and professional communities by supporting (and inspiring—up next) others to make changes that will have a meaningful and positive impact for students.
The principle of professional competency of a teacher characterizes the knowledge, abilities and beliefs a professional teacher possesses to promote effective learning and teaching and to help the learner achieve their full potential.
Professional-pedagogical skills constitute the basis of professional competentness, generalized in a teacher’s profession grammar, including the following skills: communicative (language skills and abilities of professional-pedagogical communication), organizational (the ability to organize both one’s own activities and pupils’ activities), gnostic (the ability to analyze pupils’ capacities to language acquisition and retain motivation in work), assessing (connected with the ability to assess the level of the formed habits and skills and make their corrections).