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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:
One of the biggest differences in the second video is that the teacher creates a much better environment for learning almost immediately. Not only through his positive energy and smile, but through introducing himself and going around the room and making sure he knows the name of every student in the class, unlike in the first video where he asks for a students name only when he calls on them. In the first video he creates an environment that is rather intimidating for the students since rather than prompting a response out of the students he tends to merely repeat the question and almost make the students feel ashamed by repeating that they should know this material. When students ask questions in the first lesson since they are having difficulty he keeps moving forward and even says that heÂ’ll answer one of the questions later and doesnÂ’t really explain the difference when he does. He also doesnÂ’t explain the worksheets that he passes out, give the students an idea of how long they should work on them, or even bother to break them into groups. In the second lesson there is a very clear plan throughout the entire lesson. He begins by prompting names of animals out of the student and challenging them to come up with as many names as possible making the activity into a
game. He also prompts students to come up with similar animal names using miming and gestures. These same gestures are also used to compile a list of actions of animals before moving into explaining can/canÂ’t. When the students start their assignment he also explains the first example before passing it out and for the activate project he also has a completed demo example to help inspire and give the students an idea of what they are supposed to be making, even though some students didnÂ’t understand the instructions and didnÂ’t create imaginary animals.
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