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Apply Now!Home / TEFL Certification / TESOL Course Uq / TESOL Work Phuket
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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 unit was a bit unusual as it did not contain any theoretical part. It was more practical in nature and involved the watching of two sample lessons. The lessons showcased two extremes—a very bad lesson and a pretty good and successful one. The first lesson was supposed to demonstrate what a lesson shouldn’t look/feel like. The teacher did his best to incorporate many of the common mistakes teachers make in their lessons. First of all, he skipped the engage phase, started directly with elicitation and did not make the students feel at ease at all. In most of the activities, he either skipped the instructions or they were not very clear; he didn’t provide students with any time limits for the activities or any materials like paper or pens that the students needed for the drawing activity for example. The teacher not once during the whole lesson attempted to learn and use students’ names to address them. Moreover, while the students were doing the activities, he either distracted them by repeating rubbish like “it’s very easy” or simply sat at his desk reading a book. He did not use visual aids to illustrate the meanings of the words denoting animals which could have facilitated the students’ comprehension. Another mistake the teacher made was that
he did not monitor students’ progress—he wasn’t available for questions and did not give any individual attention to them. There were a lot more things he did wrong (pretty good acting I must say) or could have done better. The second video was supposed to illustrate a successful lesson. This time the teacher did most of the things right—there was a very successful engage phase; he was friendlier and learned the students names; he used a lot of humor throughout the lesson. What I liked a lot was his demonstration techniques and body language—mimicking and imitating animals, his gestures, as well as the use of visual aids (pictures). As they say “A picture is worth a thousand words”. I also think he made very smooth transitions between the different activities and stages. Students felt much more at ease and willing to participate actively in the lesson. There was much more STT and the teacher himself used activities that made sure students get more speaking opportunities. He also monitored students, ready to answer any questions or provide assistance. One more thing that distinguishes the second lesson from the first is that the teacher PRAISED the students. Praise is crucial for boosting students’ confidence, which in turn enhances their performance
and willingness to participate. These are just some of the merits of the second lesson which was way more successful and effective than the first one. Depending on how much time the teacher had had, he could have included a second Activate activity or some sort of a game where one student described (without any pictures/visual clues) an animal (what it can or canÂ’t do) and the rest the students had to guess the animal.", The video lessons were really helpful in this unit because they allowed me to apply everything I have learned thus far in a practical sense. I appreciate the ability to compare the first and second videos and have a first-hand comparison of positive and negative teaching strategies. The clear distinctions of the factors were very much needed., TeacherÂ’s attitude
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