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Apply Now!Home / TEFL Certification / TEFL TESOL Institute
Check out Tesolcourse.com about TEFL TESOL Institute and apply today to be certified to teach English abroad.
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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:
The first video showed a teacher who clearly disdained teaching as well as his students. He was hardly prepared with no ESA lesson plan. He spent way too much time writng on the board, without explaining or pronouncing the material. He offered no examples of the grammar point, as well as no visuals. The teacher was obviously not aware of learning objectives at different levels, that lower level students do not learn all the modals at once. The teacher's voice volume was consistently loud and intimidating throughout, creating an extremely uncomfortable atmosphere. There was too much teacher talk time, with no allowance for student talk time. He did not know the students' names.He did not give any instructions on written work, nor did he try to elicit or prompt student answers in a humane way. He obviously did not know the difference between can and could, when he told the inquiring student they were the same. He should have shown the difference in pronunciation between can and can't, as well as find another marker that didn't squeak. The teacher also did not monitor the students or offer assistance during written exercises, and he read a book during this time. There was no feedback of the activity, and time constraints were never told to the students. The general attitude was one
of someone who has no business in the classroom. The second video showed a well-prepared, enthusiastic, and professional teacher who obviously liked his students and was invested in their learning. The stages were timed, with the teacher giving the students clear and audible directions. The teacher's voice volume varied according to the activity. The teacher acted much more of a facilitator in this class than a dominant teacher. Student talk time occurred more than teacher talk time.. The teacher knew how to prompt and elicit student answers, without rude correction as before. he knew the students' names, and used randomly called on the students, as to keep their attention. The modals can and can't were learned through enjoyable activities and vocabulary the students had acquired before Many examples were given, as well as visuals and mimes used. Pair work was also used and even information questions were practiced in the context. The overall atmosphere of the classroom was completely conducive to learning.
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