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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
In this unit, two contrasting video clips of actual English lessons in Thailand are listed. The lesson in the first video demonstrates a number of errors in terms of teaching. For example, the teacher appears with a very unfriendly and unhappy face all the time, which make students uncomfortable and intimidated. The teacher does not remember all the students’ names, which is not helpful for establishing rapport with students. In contrast, the teacher greets with a big smile and learns all the students’ names at the beginning of the class and in the second lesson. This makes a huge difference in setting good and energetic atmosphere in the classroom between the first and second lessons. As for the engage phase, the teacher in the first video does not grab students’ interest. Instead, he suddenly asked students what modal auxiliary verbs are. As explained in Unit 5, it is better to avoid TEFL jargon to reduce Teacher’s Talking Time. If students need to remember or learn the term “modal auxiliary verb,” the teacher should give them a clear explanation or definition of them before asking them suddenly and saying “this is easy” repeatedly. In contrast, in the second video, the teacher starts a game of listing animals’ names. Since all the
students seem to know the concept of “animal” and have enough vocabulary of animals’ names, this process was useful to make students engaged. As for the study phase, the teacher in the first video is almost ignoring students (or not acknowledging students’ efforts). He keeps writing “can/can’t” forms on the board without looking at his students and waiting for students’ responses. When he gives students worksheets, he does not give them clear instructions, which makes students confused. He is not quite monitoring, but reading his own book. In contrast, the teacher in the second video effectively interacts with his students, using mimes/gestures. Also, he shows model pronunciations and asks students to repeat after him. After that, he lets students have an opportunity to say a sentence individually, so that he can check their pronunciation as well. There is no clear activate stage in the first video. In the second video, the teacher tries to make students creatively construct English sentences by using what they’ve learned in class. He shows his own example of an imaginary animal and shows how to use “can/can’t” forms. Some students get confused between creating their own animals and using existing animals. To avoid this confusion,
the teacher should have emphasized that students are expected to create their own new animals, comparing a real animal with his imaginary creature.
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