Teach English in Hailiutu Zhen - Bayannao'er Shi — Bayan Nur

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In current teaching situations, there are often no rules on how classroom grouping will be arranged. While the most sensible and logical option is to have students all at the same level of English, often one-on-one teaching is often result. To begin with, one-on-one teaching allows teachers to develop their own approaches and strategies to best assist student learning. For teachers, having a single level of teaching allows for students to work at a level until mastery, with hands on assistance. When it comes to selecting material, it is often easier when we know our students. One-on- one classrooms allow teacher/student relationships to become personal. Thus, when we build relationships, we can gain student confidence, and are able to help individually guide students toward successful learning objectives. Materials are often then able to be specifically catered to individuals and their learning levels. When it comes to lesson pacing to minor student understating it is often easy to judge. A teacher can often go back or reiterate lessons in order to drill a student’s knowledge further. On the other hand, students often benefit from one-on-one learning. Students get one-hundred percent attention from the teacher and can ask for direct help. Often, students express the value of being able to work at their own pace and are often able to get direct feedback to help assist their advancement in learning English. This means an increased opportunity to engage in real life communication. The learners needs can be addressed fully due to an expanded flexibility of timing and structure. On the contrary, one-on-one learning has a few drawbacks that often reflect on students and teachers alike. For many teachers there often are limited resources for teaching one-to-ones. Often, teachers feel pressured to achieve results due to a higher degree of responsibility. Due to a lack of resources, suitable material and activities structuring an effective syllabus might pose some difficulty. One main concern is the relationship between teacher and learner might pose a personality difference. In addition, the teacher might find it difficult to measure the student’s level of progress without other learners to compare with. In contrast, students often experience a few drawbacks to one-on-one learning. Many learners often feel more comfortable practicing a new language in front of a group dynamic rather than in front of a teacher. Learners might exhibit embarrassment or anxiety making mistakes directly to a teacher. Classes in general might become boring if the teacher does not vary or find new approaches for the learner. This might lead to student/teacher burnout as classes can be physically and mentally exhausting. Due to the lack of opportunities to interact with other learners, there will also be a diminished student/student support system. Students will be expected to do all the work expected from them, and motivational levels might vary. While one-to-one classes are not easy, they deserve increased attention from both the students and teachers alike. It is helpful to push your learner, know when to stop a lesson, and use homework to support learning.