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Apply Now!Home / TEFL Certification / TEFL Cape Jervis / TEFL Program Philippines / TEFL Yuyao
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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:
There are many points of difference between Lesson One and Lesson Two, illustrating a number of areas where effective teaching techniques are lacking in the first lesson and where they're provided in the second lesson. Each major point is described here: 1. BODY LANGUAGE AND SPEAKING VOICE. To begin with, in Lesson One, the teacher's body language is poor and his speaking voice and mannerisms are distant and ineffective. For example, he never smiles, is very humorless and he does almost nothing with his body to communicate with or connect to the class. He does not gesture or call on any students by pointing to them. He doesn't ask the students' names at the beginning of the lesson, to make them feel comfortable. In Lesson Two, by contrast, he immediately starts the lesson with a big smile, and smiles frequently throughout the lesson, uses body language to teach and connect with the students, both to be friendly and to show the class he's enjoying what he's doing. He starts using the students' names immediately to engage them. 2. TONE OF VOICE AND SPEED. GESTURES AND MIMING. In Lesson One, his tone of voice is intimidating and authoritative. In Lesson Two, he's very friendly and his voice is gentle and understanding. In Lesson One, he has no vocal variety-he just sounds impatient
and even irritated. In Lesson Two, his voice switches between slow, clear English for explaining things, to being jokey and fun where needed, to being authoritative when the students are practicing during the study phase. In Lesson One, he begins with a technical grammatical explanation of the language point. He doesn't offer any explanation in easy terms and then expects the students to know what he's talking about. In Lesson Two, he uses simple English and lots of gestures and miming to get his points across. 3. ORGANIZATION AND NO DISTRACTIONS. In the first lesson, he writes the conjugation of the modal auxiliary verb can (and can't) on the board, but in the wrong order with some information missing. Also, he picks up his lesson plan form and walks around with it in front of the students, distracting them with his body language. In the second lesson, the grammar point is written correctly and in the right order at the start. He does not carry his papers around in front of him in the second lesson, he doesn't do anything to distract the students from concentrating and learning. 4. TEACHER'S JOB IS TO EXPLAIN, CORRECT AND LEAD. In Lesson One, he expects the students to already know the points (“Very easy, yeah?”) and so he intimidates them. In Lesson Two, he puts the burden
of explanation on HIMSELF by slowly, carefully and clearly communicating the language point. In Lesson One, he doesn't require the students to make complete sentences and when a student asks a question, he doesn't know the answer and says “I'll tell you later” (which he does, but it's not a coherent explanation). In Lesson Two, the students must make complete sentences out loud to the group. He corrects them where necessary. 5. CLEAR AND EFFECTIVE EXPLANATIONS. In Lesson One he hands out a worksheet with little explanation of how to complete it, and there's a long gap of silence. He doesn't interact with or monitor the students while they're doing the worksheet. He mumbles something to himself, and there's no interaction between the students to help each other or to get help from the teacher. As they go over the worksheet, there is no praise or encouragement about how they've done. In contrast, in Lesson Two, his instructions for completing the worksheet are very clear and he is engaged with the class, waiting for them to finish. He goes over each answer slowly and clearly to make sure all the students participate and understand the answers, and he gives them lots of praise and encouragement to do the activities. 6. TRANSITIONS. Lesson Two demonstrates that there
is an effective technique to transitioning from one activity to another, by explaining step by step what's going to come next, demonstrating it, and then providing the materials needed to do that part of the lesson. The teacher in Lesson One does nothing to transition between the study portion and the activate portion of the lesson. He just silently goes over to a pile of papers in the corner and gets some more papers out. He gives instructions for doing the next activity about four times, wording it differently each time, until the students are totally confused. 7. EFFECTIVE MONITORING AND CORRECTION. In Lesson One, as the students hesitantly respond to the questions he accepts absurd answers, not correcting them or giving feedback on their answers. (“An elephant can kick a football.” “Yeah?”) In Lesson Two, if an incorrect answer is given, the teacher tells the students (“A walrus can run.” “No, a walrus can't run.”) and corrects them if necessary. 8. ENCOURAGING AND FACILITATING STUDENT PARTICIPATION. In Lesson One, the students are not participating in the lesson effectively-they're looking down or looking around distractedly, answering in a low voice (or not at all) and not raising their hands or taking notes or asking questions). In Lesson
Two, the students are clearly participating enthusiastically. They're paying attention, facing front, looking at the teacher, raising their hands, speaking out, laughing, smiling, taking notes, working together to come up with answers. 9. TIME MANAGEMENT In Lesson Two, the teacher uses extensive gesture and mime to demonstrate concepts and animate his explanations. He does none of that in Lesson One. In Lesson Two, His study phase explanation is organized. In Lesson One, he writes things down in the wrong order, leaves things out and then goes back to fill in where he forgot, thereby wasting time. 10. DEMONSTRATION AND FOCUSED EXAMPLES. Finally, in Lesson One, when the students are directed to draw a fantastic animal, he doesn't show any examples to demonstrate what he wants. In Lesson Two, he has his own finished example of a superanimal to demonstrate what he wants. In Lesson One, he then adds vocabulary at the end of the lesson that the students haven't yet learned (“Tell me how many eyes, feet, limbs, whatever”), which only adds to the confusion. In Lesson Two, no extra vocabulary is introduced. Only words that are necessary to the lesson are used.
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