Teaching
Process Learning in Language Teaching and Acquisition
(words 660)
My first thoughts are to say that Process Teaching seems a more relaxed attitude to teaching. It is encouraging that with this teaching method, a material light approach is advocated. From my own point of view, I try to be a proficient teacher and have worksheets to help the students as well as use material to stimulate the students throughout a lesson. The materials-free approach goes against what is seen day in day out in the staff room (there is always a cue at the photocopier) and classrooms although the opportunities are there to create better learning.
The Process Teaching method of learning English, although being competent and wanting to do their best, teachers can feel more relaxed and appreciate more clearly that it is the students who are the ones who should be speaking and helping each other. The teacher acts as a facilitator. Thus, it makes teachers take a look at themselves; standing in front of the whiteboard, projecting grammar, and doing lots of writing (using handouts) albeit in their own way teaching proficiently. However, this being said, any teacher still can think that for two and half hours the students have got have a chance to freely talk and have an attitude that they are as much a part of the class as the teacher. I sometimes find that for some students, it is hard to get them to talk, especially where some foreign language systems of learning English do not facilitate the conversational aspect of learning such that Process Learning could fall short of achieving its aim.
As for my classroom performances, I try to put various processes into practice (helped by the Dogme teaching book). For example, one lesson was a Task-Based exercise where I tried to bring in elements of Process Learning where the students would ask me questions or sometimes just say one word during the task. I would try and use this as a building block for more language. I think teachers should provide the scaffolding for the students to build their language and even if they say one word it has to be remembered that any word has a thought behind it that can be expanded.
Referring more to my lesson, I set up the students with some pictures of people doing sports. I asked some focus questions for each sport. I got the students to write the questions on the whiteboard and elicited the answers. The students gave me the answers and showed they were capable of answering the questions. I then gave each group a set of seven pictures showing sports. There were two groups and I sat between them. I let them answer the questions for each of their sports. Now some students did not know the answers to the questions and as a helper/facilitator, I encouraged them to ask me questions and to use their language by any means possible. Thus, Process Learning was being used. As such the students seemed at ease to speak even if it was one or two words. As previously mentioned, I said before sometimes that one word was enough to get some students started. The whole group joined in, this was great as I felt they were trying to use their language.
Once they had answered every question about the sports, I then had a competition where one team explains a sport and the other has to guess what it is. Again, looking at Process Learning, the stage was set and they knew what to do. For myself, I sat in between them and just facilitated the process, encouraging them to open up. This exercise went on for more than an hour. I think the students enjoyed it.
To finish this reflection on Process Learning, I think this method has been beneficial and can be used in lessons even though using it completely would be a wide-ranging change that many students would need a bit of time to get used to.
TEFL Teacher Trainer – Roles and Responsibilities
As a teacher of TEFL to prospective teachers, there are first a number of general responsibilities for the daily teaching job. I must provide a learning environment that is conducive to a TEFL learning atmosphere. I must be teaching the methods of TEFL using recognised teaching methods. I also have to show how TEFL would be taught in the classroom. This means explaining my methods of teaching a foreign language that mirrors methods that can be taught in their classes. Furthermore, I need to show future teachers how to interact with others and help them with their initial questions and understanding of TEFL. I have to instruct them on the basics and fundamental needs of a career starting in TEFL teaching which will teach them to be creative and provide them with an understanding of what will entail when they take up their first teaching role abroad.
My job has a range of specific duties, I must complete on a daily basis. I have to create a lesson plan that fulfills all the units of study that the students have to understand, complete, and reflect on. This learning of the basics of TEFL teaching gets the students ready for their employment abroad with a deeper upstanding that will give them confidence. I have to set an educational plan for each day so I am satisfied I have completed all that is needed to be covered for the TEFL certificate while making sure all the students are involved individually and in groups while being interested, informed, and challenged.
Within the 20 hours of teaching practice the trainee teachers take, I must prepare creative activities for the students to complete. These activities although for the benefit of the teachers must also highlight the teaching methods of TEFL as the groundwork for their future needs. It is my prerogative to apply strategies that highlight TEFL teaching methods. It is important to be creative as this is fundamental to the methods of teaching TEFL. This involves group work, presentations, teaching practice, feedback, and reflection.
I have to also monitor the students’ development over the course. This entails helping them with their ideas, teaching practice, and showing them how to teach. I must also recognise those who are taking the course and not showing a willingness to complete it or who think that just appearing is a pass. These people have to be spoken to or encouraged to work as an individual and in a group to complete all tasks and to complete the certificate program that agrees with all TEFL accreditation.
Form Meaning Use – Lesson Evaluation
I used Prezi presentation for this class. I used the same material, but this time I put it up on the screen for the students to see. I think this worked a lot better. I think sometimes the students do not follow you that well when you hand out sheets and start talking about it. I have noticed they do not follow that well. So, this time I had both, sheet and Prezi. This went a lot better. I also added a story for them to follow as I was teaching an understanding of sentences and the use of a story very much highlighted the concept that I was putting across. It was amazing as well how many students kept asking questions for clarifications. Of course, they are native speakers and the story had missing information, but I thought it was great because as an English teacher they were asking questions in English. One point of issue is that at the end of my presentation I asked the students to try Form Meaning Use in a sentence, but they just used my last example and thought they had to copy that. I did not follow that they only thought they had to copy my last example and not make up their own. I thought I made it clear.
Reflection
Firstly, I started using Prezi for this class as it was new to me and I certainly found the benefits of it worked for the class. This was part of my reflection process as I was debating from the last class how to improve. It was hard to just get the students to follow me on the sheets, so Prezi worked well. I also improved my explanation of Form, Meaning, and Use. I now started to include a demo lesson to explain the point which highlighted the lesson subject far clearer. I feel all my thoughts and subsequent changes to my lesson relate to points made by Richards and Lockhart that “much can be learned about teaching through self-inquiry” and also that “much of what happens in teaching is unknown to the teacher” (1994, p.3). I feel now that this lesson is where I want it to be, but it would not have been there if I had not made that ‘self-enquiry’. Moreover, as I mentioned in my first reflection that it was ‘amazing how many students kept asking for clarification.’ The students now have material that is of some quality for their studies that encourages questions and understanding.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
A TEFL Trainer – Ofsted Quality Assurance
(1011 words)
Quality Assurance is a high priority for the company I work for. First of all, the students are our customers, so the company’s aims revolve around giving a high standard product that leaves the students feeling they made the right move to choose our company’s second language teaching course. For this piece of writing, I will outline some of the provisions my company and I have/use to not only keep the quality high but also to gain knowledge for improvement.
To promote equal opportunities
The courses I teach have students from many backgrounds, countries, and of varying ages. It is my job to accept all these people as achieving the goal of passing the course and being involved. For example, on the last course, there was a woman from Poland who was 28, an 18 year Englishman who was just taking his A levels, and an older Englishman of about 55 years of age. Taking these three as an example, they all had their reasons to be there, and the only way for them to pass the course was to work together as a group and as individuals. To promote this combination, my first job as their teacher trainer, as soon as they arrive, is to welcome them and get them introduced to each other, so they feel part of the group and they get the chance to meet each other. During the course, there are many pair-work and group-work activities, so it is my job to encourage collaboration between these kinds of people whatever their background. I promote peer and group evaluation where students constructively help each other. Eventually, when they come to complete their practice teaching in pairs there is encouragement from all the class towards a successful conclusion.
To identify, understand and learn from the factors which facilitate or hinder the students
The course has set modules, but within that, in my job as a trainer, I still have to make the students confident and knowledgeable about teaching a second language. In this respect, formative assessment is taken after each module to give feedback to the trainer, and for the students to be able to discuss how the course is progressing and their grasp of the facts so far. For example, one formative assessment has each of the students choosing to stand in a particular corner of the room which relates to their experience and knowledge of the class they just had. One corner may have the statement, ‘I have a question’. The students who stand in this corner have a chance to discuss issues they may have. They are then told to write down some questions they may have which are then discussed with the trainer and the rest of the group. The trainer can take away this assessment to improve on the next lesson while the students have been given a platform to voice their problems (good or bad). The reason for writing their ideas is that the trainer can take away the material and assess it to see for improvement.
Post Course Feedback from students
Once the students’ course is complete, they are sent a feedback form where they are given chance to comment on the course and the trainer that delivered the course content. That feedback is collated by my company and discussed with them internally. If need be I am contacted and made aware of issues that the students had or content that was valuable for the students. Correspondence is always made between myself and my manager post-course to discuss issues.
To set and achieve high standards and targets across all provision
For the 20 hours of study, a scheme of work and lesson plans are written detailing all aspects of the course. This makes provision for the encouragement of active learning while giving available time for the students to practice their teaching and discuss material. There are also resources for the students to use and contemplate over that show course content. The trainer also uses Prezi presentation facility to help students understand the content clearly.
Observation (form and feedback)
Over the 20 hours of study, the students complete two practice teaching lessons. They are given help in completing their lesson plans by the trainer. This sets them on the right path while lesson stages are discussed. This puts them in good stead for performing for the first time in front of the class. Once they start their practice teaching they are observed by the trainer who completes an observation form. This form is given to the students which includes all stages and the techniques they used in their lesson as well as comments on how they performed. There are also comments on what may need to be changed in their next practice teaching. This form is given to them for them to contemplate over and ask questions if need be. Also, after their teaching is finished as a group there is a feedback session where students can make comments on what they liked, and maybe what they would change. I feel this gives the students a holistic picture of where they are at with the course and their teaching.
Facilities for learning (To provide a safe environment)
The students are first welcomed outside the class. Coffee, tea, and biscuit are provided nearby. The students have seats and two sofas, so they can relax before the course starts. At times when there is a break, these facilities are used. The classrooms are adequate for the 15 to 20 students there are. There is a good size screen for the projector for the students to observe the course content. The table and chairs are put into a U shape which encourages discussion. The heating in the room is put on before the students arrive, so once they have had their coffee they are welcomed into the warm classroom. The provision for food is excellent as below the classroom there is a restaurant, and within 3 minutes walk, there is a newsagent and a Tesco store that sells less expensive food (sandwiches, crisps, and drinks).
Simple but Effective
I was having a look through some TOEIC lessons about analysing questions I did and found this conversation activity. I thought I would share. So, you give strips of paper out with each of the answers on them. The students (in pairs) must work together to come up with a flowing conversation that uses all the answers. There should also be room for a beginning and ending, too.
Answers:
I am her/his girlfriend/boyfriend.
We were friends.
He was my limousine driver.
She cuts my hair.
We go jogging together.
We were drunk and fell over.
I’m sorry I can’t tell you that.
I was very scared.
I felt embarrassed.
I thought it was a stupid idea.
I thought he was gay.
Good morning.
Of course.
Example conversation:
A: Hello, Rhianna.
B: Good morning.
A: Can I ask you some questions?
B: Of course.
A: Is it true you are Brad Pitt’s very good friend?
B: I am his girlfriend.
A: Wow! I thought you only knew him as friends.
B: We were friends.
A: Ok. So, how about Angelina? Has she done anything?
B: She cuts my hair.
A: How did you feel when you first met Angelina?
B: I was very scared.
A; Really! And how about Brad?
B: I thought he was gay.
A: What happened the first day you met Brad and Angelina?
B: We were drunk and fell over.
A: And your old boyfriend, do you still see him?
B: We go jogging together.
A: Right. Does he still sing?
B: No, he is my limousine driver.
A: Do you still date him?
B: I’m sorry I can’t tell you that.
A: Thank you for your time.
B: Thank you.
