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Apply Now!Home / TEFL Certification / TESOL Saint Petersburg / TEFL Wandiligong / TEFL BENGHAZI
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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 I watched two videos of a teacher teaching the same material to the same class, but two different ways. The first video I cringed almost the whole way through. There was no introduction of the teacher, he was hard to understand because he spoke so fast, and he kept using the term Modal Auxilary Verb and tried to get the students to give examples based off that term. It was very abrupt. It seemed to me he started off with a study phase. It was clear the students felt uncomfortable, intimidated, and confused. I was confused. Over and over he emphasized how easy it was which was intimidating to the class. He didn't know the names of the students and did not try to know their names. He gave very little to no instruction and used three worksheets, all of the same kind of activity. When he moved to the activate part he gave no instruction at all as to what he wanted. He was not encouraging and did not seek to understand the students or make sure they understood. I was quite relieved when I put on the second video. Right away he introduced himself and wrote his name on the board. He proceeded to hear the name of every student and had their names clearly visible so he could continue to call them by name. He spoke clearly and slowly. In the second class he started with an Engage
phase, having students work together in pairs. In the second lesson he allowed for much more student talk time and less teacher talk time. His instructions of the activity was clear and he gave them a time frame to work in. When the activity was completed, he had them read out their answers, repeating back what they said. He always sought to understand what the student was trying to say and encouraged them in that. I thought it was good how he was aware of what animals were needed to be known for his study phase. He had pictures prepared so it was clear the students knew what each animal was. From that point he went into teaching on can and can't. He had the sentence on the board so the students could say clearly the sentence, unlike the first lesson where they just used one word. He also used actions to help students think of verbs. Once he could see the students understood the difference between can and can't and it's meaning, he went into the activate stage. This was much better as he had a picture prepared that he had already done. Again he put them into pairs so it gave good talk time between the two. He gave a time limit on this as well to ensure that they would be able to share their animal they created. I thought it was great that he did not correct the one pair who actually
used a real animal. He stayed focused on the point he was teaching, and that they did correctly. He didn't try to correct quickly, he allowed the partner to help when a student was struggling. When the class was done he ended nicely. It was very helpful to see an ESA lesson walked out like this and to see the difference between a good and a bad lesson.
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