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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, we watched two lessons taught by the same instructor. In the first video, the instructor intentionally made several mistakes to create an unsuccessful lesson. The instructor does not learn his student's names which makes them feel less connected and doesn't establish good rapport. On top of that, he is scowling and talking in an abrasive tone which is making the students upset, confused, and uncomfortable. If I were a student in that class, I would have walked out and tried to find a better class. In addition to his bad attitude, the instructor also doesn't use the engage phase of the ESA lesson. He jumps right in and starts asking about modal auxiliary verbs; students aren't engaged and are intimidated to begin speaking about something they've never learned. The instructor doesn't present the idea clearly and doesn't explain the worksheets before passing them out. The student's all struggle with these study activities because they aren't engaged and they haven't understood the grammar point. The entire lesson was mostly teacher speaking to students instead of a good variety of T-S, S-T, and S-S. In addition, the teacher wasted time writing all over the board when that could have been written on a worksheet or on the board prior to the lesson. In the second video,
the instructor was much more positive and made sure to learn the students' names to establish rapport. He started with an engaging game where students listed as many animals as they could, then reported them to the teacher. This increased student talk time and made them comfortable with speaking. The teacher repeats the animal names to model proper pronunciation. He then asks questions about what the animals can do with many follow up questions to increase student talk time. Students work in pairs throughout the study phase which takes some pressure off and allows them to have student-student talk time. When students are stuck, the teacher acts out several verbs to elicit more vocabulary. Another good thing he does is using a gap fill example on the board to elicit the modal auxiliary verbs from the students. This leads right into the worksheet activity. The teacher does some drilling as well to work on pronunciation. During the activate phase, the teacher shows an example of an animal he created, then allowed students to pair up and create their own animal. Students then report back to the class about what their animal can and can't do. Overall, the second lesson went very smoothly. I feel a little more visual aid would have helped the students grasp the concepts quicker. Also,
if the teacher had spent a little less time in the study phase and a little more time in the activate phase it would allow students to really experiment with the language. If I were teaching, I would also try to find a marker that didn't squeak as much as it can be distracting.
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