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TEFL Videos - TESOL TEFL Reviews - Video Testimonial - Anastasia
In this TESOL review Anastasia from Russia describes her experience during the TESOL/TEFL course in Chiang Mai, Thailand. ITTT provides in-class TEFL/TESOL training courses in a wide variety of exciting and interesting locations worldwide including Thailand, Egypt, India, the Philippines, Vietnam, China, Argentina, Costa Rica, England, the USA, Italy, Spain, France and the Czech Republic.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
Teachers should create a fun environment, if learning is fun, students attitude will change from ?have to learn? to ?want to learn?. It?s very important for the teacher to incorporate the appropriate activities that are suitable to the students age, English level and actual interests. The method chosen for young learners should be supported by suitable technique and activities which will attract the attention of children. Language needs to have a function in a social environment rather than a set of grammar rules, so communication should take place to be able to master it. Children interact with other learners so that they can share their language skills with each other in role-plays, games, songs, etc. The use of songs, chants and Music is an amazing tool for teaching languages, especially to children. Children love rhythm, music and movement, and it is widely recognized that the use of rhymes, chants and songs contribute to young children?s overall social, linguistic, physical, cognitive and emotional development. When starting to learn a foreign language, rhymes, chants and songs play a special role in drawing children into producing language in ways which are natural, spontaneous and enjoyable. Young learners pick up vocabulary, grammatical structures, and the rhythm of the language simply by doing what they already love to do?singing. As well as enhancing children?s learning and acquisition of language, the use of rhymes chants and songs promotes the development of positive attitudes and motivation towards learning a foreign language in both immediate and longer term. Whatever the theme, songs can help you teach vocabulary in a way you just can?t do with other activities. When you are singing and dancing, you interact with the language in so many ways. You are practicing listening comprehension, you are vocalizing, and you are interpreting the language with movement? and all in a way that is fun and non-threatening to young learners. The use of games in the classroom are a teacher?s best weapon against boredom (for himself and his students) and when used correctly, can be a teacher?s best tool for instruction. Games improve memory and stimulate the brain. Games enhance language and promote creative problem solving. It is fun and engaging, and increases motivation and positive energy around a room. Games are very flexible. They can be modified to suit the needs of students. Teachers can adapt questions/topics during Pictionary, Charades or Taboo, create their own Monopoly board to include places in the country or community or change the characters in Clue to students or teachers in the school. Games must be chosen with a purpose in mind and not used as ?time fillers?. It is therefore ideal for teachers to get to know their students ? find out what they like and what they need to learn, figure out their interests, study and learn about their culture and incorporate what they find. A teacher can check out traditional or culture specific games to help ease students into participating. The use of Stories is an important part of successful language acquisition. Motivating young learners to learn English through stories at an early age provides them the opportunity to widen their horizons and stimulate their early enthusiasm and enhance their awareness of the rich use of English. Stories are unquestionably a significant part of children?s literacy development. Stories are motivating and fun; they create a deep interest and a desire to continue learning. Listening to stories is a shared social experience; it provokes a shared response of laughter, sadness, excitement and anticipation. It exercises the imagination; children can become personally involved in a story as they identify with the characters and try to interpret the narrative and illustrations. Stories are a useful tool in linking fantasy and the imagination with the child?s real world; they provide a way of enabling children to make sense of their everyday life. Listening to stories allows the teacher to introduce or revise new vocabulary and sentence structures by exposing the children to language. The use of arts and crafts in the classroom can be an excellent way to facilitate language learning with young learners. Arts and crafts in the English classroom covers a wide area from simple activities such as cut and paste posters to more complicated projects such as making papier-mache maracas to use for the school show. The appropriacy, preparation and clarity of target language usually ensure a successful activity and lots of fun in the classroom. Crafts help to develop children's fine-motor skills, provide them with the opportunity to use their imaginations and develop their enormous creativity, and give them skills needed to work in groups as well as individually. The craft-linguistic connection provides them with the chance to create an item with their minds and hands which serves as a vehicle to expand their linguistic growth. Children are curious, lively beings with the potential to develop many different skills and abilities throughout their lifetimes. We need to capitalize on and combine the tremendous power they possess to create with their delightful imaginations and their astounding ability to acquire languages. In order to capitalize on children's boundless curiosity and their seemingly effortless ability to acquire another language, teachers must engage and stimulate all of their senses.