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TEFL Videos - TESOL TEFL Reviews - Video Testimonial - TEFL Video Journal - Week 3
In this video Ben shares his thoughts and experiences at the end of the third week of his four week TEFL/TESOL course in Phuket Thailand. He talks about some of the course assessment components as well as his teaching practice work with the local Thai students.
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.
This unit introduced specialist groups of English learners and the sorts of techniques and methodologies that may be required to teach each of them effectively. These groups were listed as beginners, children, individual students and business English learners. Each present their own challenges, advantages and points to consider, therefore the purpose of this unit was to illustrate how to approach each group professionally and avoid any common mistakes. For beginners, a series of sub-categories can be identified ranging from students who have no prior knowledge of English at all to those who studied previously and have since forgotten. I found the advice in this category to be not too dissimilar to the advice given about teaching children; both require starting from a ?beginning? and a positive learning experience is advised to consist of a lot of praise, encouragement, clear use of English and visual cues. The main differences between these two groups are probably how the students are motivated and any behavioural problems that can result from a child?s inherent high energy and low concentration levels, as well as obviously course content and the pace of the class. For business English and individual students, it seems that a whole new strategy is required for approaching this group, by actively engaging and involving the students in the learning process. Where other groups may be willing to let the teacher lead on the content and structure of the course, for this group, lessons should be more focussed on the student?s identified demands and needs. It is important to consider the motivation of the students here too where a promotion or career prospects could be at stake, and the fact that they may be limited on time because of other responsibilities. For business English, it was also reassuring to know that many people fall into the trap of believing that a knowledge of business is essential to teach this specialist group, but that it is not. It was also interesting to read about monolingual and multilingual classrooms, where a single mother tongue is used in a monolingual classroom and various cultures and languages exist in a multilingual classroom. All present the potential for a varied, interesting and rewarding teaching experience, where the needs of the student as identified by their specialist group are conscientiously addressed.