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Apply Now!Home / TEFL Certification / TESOL Cape Woolamai - Victoria / TEFL Suizhou / TESOL Beausejour Canada
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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:
This time I will write down the answer I gave in the task sheet of unit 10, so I can explain you how I thought the two lessons were different. It was really useful for me to see two lessons after each other as the differences and the errors were more obvious, it was easier to spot the areas to improve and it was really good that the video showed the reactions of the students so I could see the effect of the actions and tasks of the teacher. Task 1 – Imagine you are a student in the class on the CD-ROM. How would you have felt during: Lesson one? In lesson 1 I would feel confused and frustrated. The teacher is giving for granted that students know what he is talking about. He is expecting too much from them and he is repeating “very very easy!” which discourages the students making them think that they are not good enough. I honestly wouldn’t like to be treated like that. I would prefer a teacher who is able to engage me and make me feel I can learn. I feel like he is not giving students the opportunity to make mistakes which sometimes helps to learn certain thing. I don’t really like the way he talks to the students and not even the way he uses his facial expressions. The exercises werent exciting so I would be bored on the lesson. In the first lesson I
would probably react by thinking that it was a wrong decision studying English. Lesson two? Lesson 2 definitely felt far more engaging, interesting and easier to understand. It is a very well-planned lesson, and the teacher is making students comfortable. The atmosphere is completely different from the first lesson. He is funny, ironic, he jokes with the students, and he puts himself at the same level as the student being able to create a more intimate environment. I would surely enjoy this class. Task 2 – Which lesson was the more effective? Why? The second lesson was definitely more effective. It has a ESA structire that is great to teach the topic the teacher had to do: Engage-Study-Activate. Secondly it is interesting, funny, it makes the students feel positive and confident which can help them to open up and be willing to learn. Also the teacher's communication skill was far superior (body language - eye contact - smile) and the material was presented in a more organized way, moreover the teacher explained the exercises to the students to make sure that they understood, he gave the first example to help them. Task 3 – What main differences did you note between lesson one and two in the following areas? The teacher’s attitude to the students: In the first
lesson the teacher,is almost rude to the students. He doesnÂ’t know their names, he appoints them with numbers and he doesnÂ’t really care about who they are. He didnÂ’t even try to create any sort of connection with them and I do believe it is very important establishing a connection between teacher and students because it helps to learn. He doesnÂ’t care if students may need him during the activate phase; he starts reading a book not caring about problems students may have. In the second lesson the teacherÂ’s attitude is completely different. He keeps smiling during all lesson. He asks them to show their name and he calls them by name. He is organized, he tries to encourage them. He has a very positive attitude and he gives individual attention to students when needed. The studentsÂ’ attitude towards the teacher: In the first lesson students seem to be a bit overwhelmed. Students are not really given the opportunity to do anything except listening or attempting to guess answers without having digested the lesson and the grammar. In the second lesson students are better engaged more encouraged to participate as they were in a comfortable situation and were more confident in what they had learned. The teacherÂ’s voice (clarity, complexity, speed etc): In
lesson one the teacher speaks very fast and he his voice is kind of monotone. He doesnÂ’t have any nice pitch and the clarity is bad, the teacher did not appear happy to be in the class. In lesson 2 the teacher seems first of all very friendly and in a good and positive mood which means for the students to be free to do even mistakes and ask for more explanations. His voice is very clear, he can modulate his tone according to the different situations in the class. It can be ironic (in a positive way), dubious when he wants to underline there is something wrong and let the students correct themselves; complexity is appropriate to students level and regarding speed, the teacher is able to speak slow and clear and make the students understand him. The teacherÂ’s instructions and explanations: I think that the explanation of the grammar part in the first lesson is the worst part of the entire lesson. Again he didnÂ’t make it clear. He was not clear when explaining the use of can, the difference in pronunciation of can and canÂ’t. Moreover he didnÂ’t underline contracted form and he didnÂ’t give examples to make sure students were able to produce sentences with can and canÂ’t when talking about animals. His explanation seemed to be a little awkward. He didnÂ’t
use any body language, he was never using eye-contact and as a result students didnÂ’t understand anything. In lesson 2 The teacher was good at explaining the grammar, by miming the verb, by writing many examples, and by using pronunciation drilling to focus on the difference between can and canÂ’t. Students understood the grammar point very well and as a result they were able to correctly pronounce canÂ’t and to produce correct sentences when talking about what animals can and canÂ’t do. The teacher was clear enough, he did very engaging activities to rise students participation and he used a language level suitable for the studentsÂ’ level. Monitoring of the students: In lesson one there was a total absence of eye contact from the teacher. He couldnÂ’t remember their names and he was often speaking with the same student in the class. During the study phase he seems very indifferent, he started reading his book, not caring at all about students needs. In lesson number 2 the teacher was extremely good in balance TTT and TTS, he was giving equal attention to all students in the classroom and he was moving around the classroom to monitor the students. He used a lot of eye-contact, body language and controlled practice without intruding in the flow of the activity.
Engage stage In lesson 1 he kept repeating himself during the grammar 'explanation" without engaging the students
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