Teach English in GAolintun Zhongchuchang - Tongliao Shi

Do you want to be TEFL or TESOL-certified and teach in GAolintun Zhongchuchang? Are you interested in teaching English in Tongliao Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.

Personal Qualities could be defined as those distinctive attributes or characteristics that make up an individual’s personality. On a positive note, the attributes help them to adapt to a new situation or environment and to get along with others. The personal qualities that teachers of English Language should possess are inexhaustible, however, for the sake of this essay, we would limit ourselves to some selected few that I feel are extremely important. Teachers of English Language (especially as a foreign language) should endeavour to be patient, self-confident, articulate, creative, punctual, competent, inter-culturally competent, open-minded, resourceful, flexible and purposeful. How do these qualities play out in the teacher-learner dynamic? Patient: a key quality for everybody who chooses teaching as a career path. A lot of learning processes will test the patience of the teacher, so it is of utmost necessity that teachers have a refill of it in endless supply. It is important to have it at the back of the mind that learners may not be able to grasp concepts based on the teacher’s timeline. With this understanding, teachers would not be anxious or annoyed with the learners’ progress. When it comes to disruptive learners, the level of patience one displays in such situations may lead to a change in behaviour on the part of the learners. Self-confident: no learner wants to be taught by someone who is unsure of themselves, who uses a lot of ‘maybes’ (e.g maybe it is pronounced this way, maybe you should use this word in the sentence). Even as foreign learners, they know when a teacher is fidgeting. Teachers must demonstrate that they have what it takes to teach a lesson that goes on to bring about a change in behaviour. Showing any sign of weakness would jeopardize the trust that the learners have in the teacher. Articulate: this quality follows self-confidence directly as a self-confident English teacher would certainly know how to be articulate during lesson delivery. It is expedient to be aware that articulation comes with practice and a good knowledge of the material to be delivered. Creative: every lesson requires a touch of imagination or original ideas to make it come out spectacular. One scenario in which teachers need to depend on their creative ability is when a class is largely differentiated in terms of age, professions, cultural backgrounds and so on. It behoves the teacher to devise means through which all learners can equally benefit from a lesson. Coming up with activities that are interesting for every learner would ensure maximum participation from them. Competent: One who lacks this is failing from the onset. There is no two ways about it. Having the necessary ability, experience, knowledge or skill to teach successfully cannot be undermined when working with foreign learners. Being competent would enable a teacher to navigate the hurdles that may arise in the course of teaching. Punctual: the level of punctuality the teacher demonstrates would inevitably rub off on the learners. Teachers ought to model this to the learners. Be Punctual! When the learners realise that the teacher hardly keeps to time, they will also not keep to time. Apart from being on time for lessons, teachers should be punctual in giving feedback to learners and progress report to the management. Having to remind teachers of such duties is not a good sign. Inter-culturally Competent: aside being competent in the sense that one has the necessary teaching skills, it is also important to possess intercultural competence. This consist of a range of cognitive, affective and behavioural skills that would lead to appropriate communication with people from different cultures. If the teacher is going to be teaching in a foreign country, it is important that they have good knowledge of the culture and traditions of their host country. This is to guard against saying the wrong things in class that could create an awkward position for both teacher and learners. It helps to know exactly how to better interact with the learners. This must be a prerequisite for teaching in a foreign land. Open-minded: willingness to hear and consider the ideas of your learners. For the fact that the learners are trying to acquire a foreign language does not mean they are lacking in ideas. From time to time it is necessary to ask them to give suggestions concerning learning materials or other classroom related issues. This is not only for the sake of the ideas but it demonstrates to them that a person in a position of leadership should also listen to followers and consider their opinions. Flexible: it is necessary to point out that open-mindedness is a sister to flexibility. They can only go hand in hand. Being able to adjust with ease to opinion, susceptibility to change according to the evident circumstances or needs requires flexibility. As a teacher, it is important to know when learners are bored with an activity. When learners are showing signs of fatigue, a great teacher should know it is time for a little fun activity or body exercise to get them back in the right mood for learning. Resourceful: as teachers of English to foreign learners, there will be opportunities for one to demonstrate ingenuity. Teachers must bear this in mind and ensure that they have the appropriate tools or make do with what is available on ground to tackle such situations. When faced with learners from the four learning styles (visual, auditory, reading/writing and kinesthetic), a resourceful teacher would adapt the lesson so that every learner is carried along. Purposeful: every activity performed in class or material used during lesson must have a reason behind it. Teachers should not engage in activities for the fun of it. It is important to ask oneself how the material or activity would assist in driving the lesson point or in making the room more conducive for learners. If there is no evident reason, teachers must refrain from it. In the broad sense, every lesson must be relevant.