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Apply Now!Home / TEFL Certification / Teach English Greta / TESOL Yongchuan / TESOL Baltimore
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I watched each of the two videos twice: the first time I deliberately watched with the sound turned off so that I could focus more on the facial expressions and body language of the teacher and the students. In the first video I could see the teacher scowling most of the time. His movements were also very stiff and he seemed to maintain a distance from the students. During any activities in which the students were writing or drawing, the teacher would sit off to the side and at one point could even be seen reading a book (further emphasizing his disinterest in the progress of the students). When the teacher handed out worksheets, his movements were stiff to the point of looking robotic. Looking at the students I could clearly see confusion, apprehension, and even a look of being intimidated in their faces. In the second video the teacher was smiling constantly, but it wasn't fake. He was much more animated and he frequently used mime and gestures (often mimicking the movements of animals and birds) to convey his meaning. He used visual aids as well, something he also hadn't done in the first video. The very first thing I saw him do in the second video was to write his name on the white board. He also went around the room and appeared to be asking the students their names (which
were also written on sheets of paper attached to their desks). Watching the videos a second time with the sound turned on was even more revealing. In the first video the teacher's vocal delivery was sometimes too fast to be understood clearly. It seemed to be a bit too fast in the second video, as well; but not nearly as much as in the first video. The somewhat sour demeanor was also reflected in the voice and his inflection often came across as matter-of-fact, haughty, even condescending. In the first video the teacher kept repeating the term, "modal auxiliary verbs"" without giving a clear explanation of what they were. It wasn't until he began to conjugate the modal auxiliary verb ""can"
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