That first TEFL class
So, someone asked me what I thought about starting with a new school abroad and how would a new teacher prepare for such an adventure that would help them settle in smoothly. I thought I should share my ideas with you hopeful educators. Hopefully, it gets you thinking a bit more and helps you along.
…..I would say beforehand go into the school and meet everyone to show them you are willing to learn more about the school and to show that you are friendly. This may be a good chance to find out what books are being used (you could actually take the books home then) and what is the curriculum; also the ages of students, their backgrounds, and their levels. I worked for a school that had 15 levels from basic to advanced, so it is good to know what you will be teaching. I would also see what hours I am working and how long I have the students for. In a high school you may have them for a whole term but in a language school only 30 hours (4 – 6 weeks).
I think you should mention that you would set up a few observations beforehand (and in those first few weeks). With these observations, you may actually be observing the class(es) you will be teaching, the students will be glad to say hello, this may be beneficial when you have that first class. This could be good as you get to see the teachers in action and how they use the classroom (classroom management). It would also be good to get a mentor. He or she could help you with the school’s teaching approach and also observe you in those first classes just to help you along. I would also go out for a drink with the teachers beforehand or have lunch together. They may even have a teacher’s room where they can show you all their available materials and of course your desk.
There are many private schools out there where there are 15 to 20 in a class (high schools I had 60). Above all, this kind of work has a very communicative approach because more than likely the students learn English but not with a native speaker. They usually have to sit and listen. Think about pair work, group work, students facing the board, and being able to come up and write at any time. Your classes need to be active and student-centered because in many ways you are the facilitator.
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SIT TESOL – What I should teach, and how should I frame my objectives?
Reflection on the Article
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I would just like to reflect on an article with some of the sentences I picked out that I thought summed up the attitude to have in a teaching experience.
1. ‘The quality of that thinking (about objectives) is what makes the difference’.
Again, as I have said in my other reflections these sentences are great facts that if remembered would always pay dividends. I think that the amount of time you put in the amount of satisfaction you will get out of the class. There are many points to think about and you would only be letting yourself down. However, not only by thinking but also it is the degree of excellence, you can achieve from the quality.
2. ‘If I am thinking in terms of activities I am concerned with management. My focus is on giving directions and having everyone engaged’.
100 percent concentration in a class is hard but to have everyone engaged with clear objectives is able to be achieved. I mean that if the students have that focus and know what is to be done objectives can be reached. This also leads to management where the activity is set up properly and modeled and the students know what to achieve. That little bit of planning and giving direction can help so much.
3 ‘Fun doesn’t mean necessarily equal learning’.
This goes with number two that even though you have set the activity up correctly and it is fun, your clear objectives that the ‘students will be able to …..’. may have not been met. This of course can be checked to see if you have reached your objectives. Just because they are laughing is their English any better than when they came in the door?
4. “Time tables are flexible and what’s important is that the students learn well, even if less is covered’.
This relates to a lesson plan that will have time on it. You think the lesson will take this long. However, again you don’t know how the students will act. You could find yourself teaching them and not achieving your goal of finishing your lesson plan. The important fact is: did they learn all the way through?
SIT TESOL – Reading On Language Acquisition
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Reflection on an Article
To begin with, I thought this article was a fascinating read and made me want to know more. I say this because an ESL instructor can be a fantastic teacher but how does he/she know if the students are ‘acquiring the language’ how they should which is natural and not forced? I think this article alludes to the point of ‘acquiring language’. I use the word ‘acquiring’ because the article refers to this entirely through the text. One of the salient points from the article I remembered was about children’s acquisition of a language. The article says ‘children, in natural settings, learn language rapidly and without formal instruction’. It makes me think that children are not given formal education when they are very young yet they acquire their language. It makes me think of some Thai schools where they barrage the students with grammar that is in such a formal setting that doesn’t leave any room for talking. The students are very good at grammar but cannot speak. Furthermore, if the students are not relaxed in the classroom (the setting) the teacher cannot expect them to learn. You would hope they learned their second language the same as their first language in a natural way that children never felt the language was hard or pressured.
The classroom as a setting I think should not be a place that is far from reality such that students can only speak in the classroom not outside where it is most important. I think that as a teacher the authenticity of the teacher’s teaching and the classroom has to be right so as to enlighten the learning experience. I allude to an issue from the article which states ‘ people often learned second languages through grammar study so the similarity between natural, childhood, first language acquisition and later second language acquisition were not apparent. I think this makes me aware that creating a real classroom experience is a must for the students. The use of real objects, pictures, situations, etc to get the feeling that the students will use this language outside the classroom is a must.
One of the authors quoted in this article, Stephen Krashen whose ‘acquisition theory’ is used in teaching, states that ‘language learners need language ‘input’ which consists of new language along with clues as to what the language means’. I guess as a teacher you should follow this path that allows the students to speak in class while giving them that little bit more to expand their language. The teacher should build on what the students already know.
I think this normal delivery of speech and with ‘hands on’ language acquisition experience facilitates the natural learning process. If you remember when you were a child and your parents never really gave you formal education in language acquisition, this article refers to this point as ‘comprehensible input that naturally supplies their children: it is slower and simpler, it focuses on the here and now, it focuses on meaning over form, and it extends and elaborates on the child’s language’. I think the students should not be treated like kids but from the views of this article, you should allow the students to speak and acquire more language as they use their already known language such that the process will follow that the students will acquire more.
I think this was an interesting article and very thought provoking.
Poole – Regeneration of a Built Up Area
I was asked to make a report detailing the architectural styles and features of different periods from Medieval to Present day (then 1996) in Poole old Town. The report had to include extensive graphical work on the old town in Poole, Dorset (UK) detailing different periods. This report also extends to the period when consultations were had and designs were being made around the bridge across Poole harbour.
I have attached a PDF copy of the report above the text.
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