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Apply Now!Home / TEFL Certification / Teach English Abroad Netherlands / TEFL Mount Egerton - Victoria / TEFL Wistow
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In Unit 6 - 'Video Lessons' we are provided with two separate films which show a teacher attempting to give a first class to a small group of adults on the modal auxiliary verb 'can' and 'can't'. In both videos the same students are sat in the same horseshoe formation and taught by the same man who is attempting to teach the same material and with basically the same activities. The difference in the two video lessons lies in the way the teacher is interacting with his students and the resulting amount of active participation and interest given by the students in reaction to the teacher. The students therefore leaving either class with extremely different levels of absorbed/understood new language or potential enthusiasm for the next lesson. The first of these two videos shows a very poor example of teaching in which the instructor 'Steven' portays a man who does not enjoy teaching, finds his own class monotonous, has no interest in his students or their learning and displays little understanding of his own subject. The students are confused throughout the lesson as the subjects are never properly explained and many words beyond their understanding are given to them instructionally again with no explanation leaving them unable to decipher what they are supposed to be learning or
how to comprehend the tasks given to them. They are afraid to participate and are left feeling foolish, bewildered and isolated. There is little to no student-teacher interaction and no student-student interaction. There is no student talk time and the teacher talk time is wasted on confusing sentences, impotent explanations and a blundering attempt at a lesson plan. 'Steven' does not smile or encourage the students in any other way to feel involved and comfortable. They might as well have been chairs themselves. In the second video we are again shown 'Steven' attempting to portray to his students the meaning of 'can' and 'can't' in an animal related context. He first helps his students to understand which animals are which, allowing them to proceed to the level of understanding which functions the animals can perform such as walking, standing etc. This means the students can imagine the animal in question and objectively match the appropriate modal auxiliary verb (can, can't) with the animal (elephant, ant) and verb (run, swim, fly). This crucial stage of making sure the students could match the animal names with the physical animal was missed in the first video leaving them unable to know what actions the animal was capable of. In this second video aids were used when the explanations
fell short, images of some of the animals and mimes of the verbs. At every stage he ensured the complete understanding of the words or instructions he was presenting before continuing, along with speaking more slowly with great enthusiasm and use of emphasis. This time 'Steven' smiled and laughed with the students, encouraged them to speak to him, the class and to each other (pairing was useful here). He often elicited answers from the class gaining a high level of class interaction and ensuring every student felt involved and their learning cared for. Overall the two videos showed fairly opposing styles of teaching in many aspects, some of which i have highlighted and gave a clear insight into the psychology of the students, the teacher and their relationships to each other and to learning. The drastic end result that can occur should encourage us to pay great attention to the kind of teaching we will share with out students.", According to this unit
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