ESL
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.
Reflection on the Article “Hands-on” or “Head-Trip”….. How do you learn best? by Susan. L. Colantuono
(817 words)
Having read Susan L. Colantuono’s “Hands-on” or “Head-Trip”: How Do You Learn Best?, this reflection examines the relationship between the article’s discussion of learning and an experience I had during my SIT TESOL course. Colantuono’s article explores different approaches to learning and presents a four-stage learning process through which learners can experience, reflect upon, conceptualise, and subsequently apply their learning in new situations. I found that a German language lesson delivered by one of my SIT instructors provided a useful example of this learning process in practice.
Today was the first day of my SIT TESOL course, during which our class participated in two German language lessons. During the first lesson, I felt that I was not contributing sufficiently and questioned my level of intellectual engagement. My initial impression was that the lesson felt somewhat flat and lacked the interest, emotion, and excitement that I personally associate with an effective learning experience. However, when I heard the responses of other members of the class, I realised that their perceptions were quite different. Several people described the lesson as amusing and enjoyable. This contrast in perspectives prompted me to consider how differently individuals can respond to the same learning experience, which corresponds with Colantuono’s discussion of different approaches to learning.
Initially, I felt somewhat isolated by the difference between my response and those of my classmates. When another SIT instructor invited us to reflect on the lesson, I commented that I felt “the language learning experience is a long road.” In retrospect, I recognise that this was a relatively negative interpretation of the experience. Although my response was a genuine reflection of how I felt at the time, listening to the more positive reactions of my peers encouraged me to reconsider my own attitude and expectations.
The second German lesson provided an opportunity to apply this reflection. I felt more engaged and involved in the learning process. I wrote more extensively in my notebook, practised more both independently and with my partner, and listened with greater concentration. I also noticed that I was able to use some of the language and materials introduced during the first lesson. This suggested to me that the initial experience had not been unsuccessful; rather, I had perhaps not engaged with it as effectively as I could have. By reflecting on my experience, I began to consider how I could approach the subsequent lesson differently.
Colantuono’s four stages of learning provide a useful framework for understanding this process. The first stage, “concrete experience,” can be understood as my direct participation in the first German lesson. I experienced the lesson without initially analysing my response to it in depth. The second stage, “observation and reflection,” occurred when I considered why I had not gained as much from the lesson as I had expected. I began to question whether my lack of enthusiasm had influenced my perception of the experience.
The third stage, “abstract concepts,” encouraged me to consider possible explanations for my response. Was my reaction primarily related to my own attitude and expectations, or were there aspects of the teaching approach that contributed to my lack of engagement? For example, I considered whether the repetition used by the instructor had affected my enjoyment of the lesson. However, rather than attributing my response entirely to the teacher, I recognised that my own attitude was also an important factor.
The fourth stage, “concepts in new situations,” became particularly relevant when I listened to other members of the class describe the same lesson as enjoyable and amusing. Their responses challenged my initial interpretation and encouraged me to consider changing my approach to the next lesson. From this reflection, I developed what could be understood as a hypothesis for my subsequent learning: if I approached the next lesson with greater concentration, participation, and openness, I might have a more positive and productive learning experience. My experience in the second lesson suggested that this hypothesis had some validity.
This experience has demonstrated to me that learning is not solely determined by the content or delivery of a lesson. The learner’s attitude, expectations, level of engagement, and willingness to reflect can also influence the learning experience. While teaching methods are undoubtedly important, learners have a degree of responsibility for how they respond to and engage with those methods.
Overall, reading Colantuono’s article has encouraged me to view my experience more critically and constructively. Rather than simply deciding that a lesson was ineffective or attributing my response entirely to the instructor, I was able to step back, reflect on my experience, consider alternative explanations, and adapt my approach. This process of reflection enabled me to enter the second lesson with greater focus and engagement. For me, this illustrates the value of reflective practice in learning: an experience that initially appears negative can become a valuable opportunity for learning when it is examined critically and used to inform future practice.
School of International Training – SIT COURSE JOURNAL 2004 – AUA Bangkok
TESOL Reflective Journal
Monday 8th November 2004
Reflection on Reflective Practice
How do you feel about participating in reflective practice?
How do you feel about your ability to reflect?
What challenges might you face?
Morning Session – Reflection
I feel that reflection is an important part of the learning process. I had a great deal to say about everything we did, and I felt that everybody was willing to listen to and consider my points.
Reflection gives me an opportunity to express my views and, perhaps more importantly, to put my thoughts into words. One of the most valuable aspects of this process is that others can agree or disagree with what I have said. Both responses can be useful because I can take something positive from each.
When someone agrees with my point of view, they may add information or insight that I had not previously considered. Equally, when someone disagrees, I can still take their comments on board. I may not necessarily change my opinion, but understanding another perspective can make me think more deeply and improve my learning experience.
One thing I noticed, however, was that not everybody participated in the reflection. I would have liked to hear everyone’s point of view. I believe that hearing from the whole group would have given me a more complete perspective on the experience.
Afternoon Session
German Class 1
Being a new language learner can be a daunting experience. During the twenty-minute class, I felt that, as a beginner, I was a little slow to engage and found some of the lesson rather boring.
Reflecting on this experience requires me to look at it from two perspectives: first, as a student, and second, as a teacher.
As a beginner, I can understand the need for repetition. Basic language learning cannot consist entirely of games and activities. There needs to be a solid foundation, and repetition is an important part of building that foundation.
German Class 2
I found this lesson much easier. I became more involved and actually enjoyed the experience.
I think this was partly because I had already learnt a small amount of the language. I was able to build on what I already knew and use it again while learning something new. There was still repetition, but I felt that it was more purposeful and less noticeable.
The teacher helped by introducing the language gradually. However, I felt that asking three people to come to the front and role-play the dice activity may not have been the best approach. I was asked to stand in front of the class and demonstrate what I had learnt, which made me more aware of how it feels to be placed in that position as a learner.
Reflection
What have you learnt about learning in general?
What have you learnt about FLL in particular?
What have you learnt about yourself as a language learner?
The major issue I took from this experience is that I found learning a new language difficult. Not everything the teacher presents is immediately absorbed, and remembering new information can be a challenge. Although some people may find language learning easier than others, a teacher has to consider the needs of everyone in the group.
In particular, I think that I, and perhaps many other students, need repetition. Choral drilling can help new words become more familiar, while opportunities to practise together allow students to gain confidence in using the new language.
Another important point is that students can be given too much information at once. If there is too much to remember or too much to do, learning can become overwhelming.
I also experienced difficulties with pronunciation. This made me realise that pronunciation is an area that may require considerably more time and focused practice than I initially expected.
A Metaphor for Learning
To begin with, you need a good foundation. By this, I mean that you need to understand what you are undertaking and have some knowledge of its different aspects.
You cannot build a wall too quickly. If you rush the process, the wall may not be straight or stable. It needs to be built gradually, checking that each section is accurate, secure and level before moving on.
Learning is much the same.
If you take your time and use the right materials, the finished product is much more likely to be what you hoped for.
Tuesday 9th November 2004
My Hopes and Expectations for the Course
My hope and expectation for this course is to get as much from it as I possibly can. I believe that undertaking any course is both a challenge and an opportunity for personal development.
One of my strengths is that I already have four years of teaching experience. However, I now need to reflect on those four years and use that experience as a foundation for developing further.
I would like to finish the course with greater knowledge, a better understanding of teaching and a stronger sense of professional discipline.
Group Work – Poster
My experience of the group work was that there was not really a leader or someone who took responsibility for directing the group.
Despite this, I felt that we worked well together and were generally agreeable as a group. Several ideas for names were suggested, and although we did not reach a decision immediately, we eventually arrived at an idea that everyone was happy with.
I felt that each suggestion was discussed fairly and developed where appropriate. Importantly, everyone’s ideas were treated with respect.
However, I did feel that someone needed to take greater responsibility for moving the group forward. We spent a considerable amount of time discussing ideas, and I think some of that time could have been used more effectively. The main objective was to complete the poster, and stronger leadership may have helped us achieve this more efficiently.
TESOL Acronyms
S – Students
T – Teacher
SWBAT – Students Will Be Able To
VAKT – Visual, Auditory, Kinesthetic, Tactile
PDP – Pre, During, Post
PPU – Presentation, Practice, Use
Wednesday 10th November 2004
Planning Teaching and Receiving Feedback
How was the experience of planning teaching and receiving feedback in your group?
My experience was one of knowing what I wanted to do myself, but not necessarily making sure that my partner had the same understanding.
In hindsight, we should have produced a more detailed lesson plan that we had both discussed and agreed upon before beginning the teaching.
The teaching itself went reasonably well, although at times I think I raised my voice too much. I may have been a little too forceful, and I noticed one student looking at me in a way that suggested I might have been making him uncomfortable. This made me reflect on the importance of considering not only what I say, but also how I say it.
Another important point from the feedback was that I had not properly considered the level of the students. They were fluent speakers, and I should have recognised this and adapted my lesson plan accordingly.
Although some of the feedback was critical, I found it constructive. I was told that the lesson was too slow, that I should have made better use of the board and that some aspects had not been modelled clearly enough.
These are areas that I would like to practise and develop further.
Strategies for Future Group Planning
In future, I think we need to spend more time agreeing on the lesson plan before teaching. Each person should understand their role, the aims of the lesson and how the activities will be delivered.
Clear communication at the planning stage should help to prevent confusion during the lesson.
How Can We Overcome These Challenges as a Group?
As a group, we need to make sure that everybody has an opportunity to contribute while also ensuring that someone takes responsibility for keeping the group focused and moving forward.
PPU – Presentation, Practice, Use
Presentation
- The teacher does a great deal.
- Processes are structured.
- Modelling is important.
- Eliciting is used.
Practice
- There is more student action.
- Practice is controlled initially.
- Activities become less controlled.
- Target language is available to students.
Use
- Students present and explain.
- There is less teacher control.
- Students have greater responsibility for using the language.
Reflection on Observation
As always, there are a number of changes I would have made to the class.
I thought the teacher presented himself very well. His voice was clear and at a level that was easy to understand. I also liked the way he organised the students into different group sizes, including groups of three and five.
During the fifty minutes I observed, the students completed a considerable amount of work.
The main area for improvement was that not every student appeared to be actively participating. More concise instructions and clearer time limits may have helped to keep everyone involved. I also felt that limiting the number of questions for discussion could have made the activities more focused.
Friday 12th November 2004
What Significant Things Will You Take from the Speaking Module?
Looking at the module as a whole, I have recognised that there are many different facets to teaching, and that we have only touched the surface.
Each activity has given me enough information to begin building a clearer picture of what effective teaching involves.
Perhaps the most significant lesson for me has been the importance of looking at teaching from the perspective of the students. We experienced many interesting activities ourselves, and I think this will influence my attitude towards teaching in the future.
Monday 15th November 2004
First Day of Teaching
I felt that I had achieved something because the students did what I had asked them to do.
One situation I had anticipated was when the students were writing down their three numbers. I made sure that I went around the class and checked each student’s work to ensure that they were completing the exercise correctly.
A situation I expected to be more difficult was eliciting answers from the students. However, they participated readily and contributed their answers, which made this part of the exercise much easier than I had anticipated.
One of my beliefs that was challenged during my teaching practice was the importance of keeping students attentive and preventing them from losing focus.
Something I want to remember for my next teaching practice is not to repeat what students have just said unnecessarily. I also need to be more conscious of the speed at which I speak.
Tuesday 16th November 2004
Reflection on the Listening Module
The main issue I need to remember is the importance of PDP and PPU.
I need to make sure that I understand and remember the different stages of the PDP approach. In particular, during the post-listening stage, students should have an opportunity to personalise what they have learnt.
I should also remember that as soon as the actual listening begins in a PDP lesson, the Pre stage has finished.
Wednesday 17th November 2004
Using Listening or Reading to Introduce New Language
One advantage of using listening or reading material to introduce new language is that students are exposed to different voices and situations.
For example, listening to two foreign speakers having a conversation can introduce students to a situation and type of language that they may not otherwise encounter in their everyday lives.
What Makes a Good Context?
I think a good context is one that students can relate to.
If the class is younger, school and education may provide a useful context. If the students are older, subjects such as employment and work may be more relevant.
The context should also feel current and meaningful to the students.
Friday 19th November 2004
Error Correction
I think error correction is important, but it must be handled in the right way.
A teacher needs to correct errors without embarrassing or offending students and should provide a clear explanation or answer that helps them understand what they have done incorrectly.
I also think that all students should have the opportunity to participate. When an error or point of language arises, it can sometimes be useful to open the issue up to the whole class so that everyone has the opportunity to think about it and learn from it.
What Will You Take from the Grammar Module?
I think students need their grammar to be checked and developed, but there are many ways of doing this without making lessons boring.
Grammar can be presented in different ways and, with the right approach, it can be made interesting and even enjoyable.
Monday 22nd November 2004
What Is the Relationship Between Culture and Language?
I think language has a great deal to do with culture.
Something that is considered acceptable in one country may be considered rude or inappropriate in another. For example, in Thailand it may be acceptable to ask more personal questions, whereas in England people may be more likely to wait for the other person to volunteer that information before asking.
This highlights the importance of teaching students that language is not simply about vocabulary and grammar. There is also an etiquette associated with how language is used.
Making students aware of this allows them to think carefully about how they communicate before using language in different cultural situations.
What Is Your Definition of Culture?
I would define culture as a system of ways in which people within a particular society relate and respond to one another.
It includes shared values, behaviours and methods of interaction. However, these can vary considerably between countries and cultures.
Tuesday 23rd November 2004
What Do You Want to Take Away from This Discussion?
I want to come away from this discussion with a better understanding of all the issues involved in creating the right learning experience and atmosphere.
I want students to feel relaxed, comfortable and ready to learn.
How Will You Apply This to Your Classroom in the Future?
I will apply these ideas to my classroom by considering everything that contributes to the learning environment, from practical issues such as having the air conditioning at a comfortable temperature to my own manner, posture and attitude.
I want students to feel that I am approachable and that they can communicate with me comfortably.
What Else Do You Want to Take Away?
I think it is important to remember that, as a teacher, you are not simply teaching a language. You are also teaching about the wider culture associated with that language and country.
This means helping students develop a fuller understanding of what it means to communicate within a particular cultural context.
I also think it is important to consider classroom culture. The classroom should be a positive working environment, with clear expectations and rules. These should be consistent, fair and respectful, much like the expectations we encounter in society outside the classroom.
Thursday 25th November 2004
What Does the Skill of Reading Involve?
The skill of reading involves much more than simply recognising and reading words.
It involves extracting meaning from those words and understanding the message the writer is trying to communicate.
What Does It Take to Be a Successful Second-Language Reader?
A successful second-language reader needs to understand that written texts can develop in many different directions and that meaning can change depending on the sentence and the wider context.
Simply knowing the individual words is not enough. A learner may understand every word in a sentence and still fail to understand its overall meaning.
Understanding the text and its context is therefore essential.
Friday 26th November 2004
What Are You Going to Take Away from the Writing Lesson?
Writing can take many different forms, including formal and informal writing.
One of the main considerations is the person or audience being addressed. Certain types of language are appropriate in particular situations and not in others.
Writing is also different from spoken language. When we speak, we can correct ourselves immediately if we make a mistake. Written language is more permanent, so greater care is needed before the words are committed to the page.
How Would You Describe a Successful Piece of Writing?
A successful piece of writing should be clear and logically structured so that it does not confuse the reader.
It should fulfil its purpose and be written in a style appropriate to the particular format and audience.
Ultimately, effective writing is about communicating meaning clearly, appropriately and successfully to the intended reader.
Why is it important to teach a second language?
(413 words)
TASKS:
- There are at least 3000 spoken languages in existence today. T/F
This is true, it has been estimated that the peoples of the world speak at least 3,000 or more different languages although it can be estimated that there are as many as 10,000.
2. Chinese is the most widely spoken language in the world. T/F
This is true, with 400 million people speaking Chinese (Mandarin), although If the English language is included with its second language use then this would be the most widely spoken language.
3. Some countries have more than one official language. T/F
This is true of some countries that are made up of many peoples. They speak different languages. For example, Switzerland has four national languages – German, French, Italian, and Romansch with German existing in two major dialects. Belgium counts French and Flemish. Canada has two official languages, English and French.
4. Bionic and laser are words that have been in the English language for more than 100 years. T/F
This is false. One specific feature of English is the ease with which new words can be introduced or formed to meet the communication needs of science, popular culture, politics, administration and ordinary speech. The two examples ‘Laser’ and ‘bionic’ are recently adopted words. It can be seen that the English language has an exterior that is forever changing but the core stays the same. An example of this peripheral evolvement of the English language is shown by there being every year a new buzzword (“a word or expression from a particular subject area that has become fashionable because it has been used a lot especially on television and in the newspapers”). The buzzword for 2004 was ‘Chav’. This is a noun which describes young men who wear cheap gold jewellery and baseball caps and hang around in shopping centres all over Britain.
5. English is widely used as an international language in science, commerce academic study, and training. T/F
There are many nations whose unique languages are spoken by no more than a few million people. This is the case with several countries of Europe such as the Scandinavian countries, Denmark, Norway, Sweden, Finland, Holland, and part of Belgium. For these kinds of countries simply to have a large enough market for publication, many books especially scientific, technical, or academic are printed in English. For them, English has become the dominant international language in communications, science, business, aviation, entertainment, and diplomacy and also on the Internet.
SIT TESOL Course – Reflection on an Article
Giving and Receiving Feedback – It Will Never Be Easy But It Can Be Better By Larry Potter
(612 words)
This is a commendable article for me as I think at times I recognise that it is hard to receive and give feedback. It could be said that most people’s feedback skills could be said to need a little practice. I think this is important because as a teacher you will need feedback from your students to tell you if they enjoyed and comprehended your teaching. Also, the students will want feedback on their learning. Each will need a positive, constructive base.
After reading the article, my first reaction is to think of myself who usually goes on the defensive when given feedback. The defensive, I mean that you are not really listening to the person giving the feedback. Larry Potter alludes to this point; he defines feedback as ‘information that can be heard by the receiver as evidence by the fact that he/she does not go on the defensive’. I agree with Larry Potter that feedback has ‘great value’ but only ‘to us if we can let the feedback in and effectively use the information’. I do like this sort of article because I can identify with points in the article that coincide with myself. An example would be when Larry describes Ineffective feedback as ‘judgmental statements’. I think I can give judgmental statements and upset people. I recently said a teacher was talking too much in class but forgot to look at the students who were okay with his talking. Other people said this is only level 2, the students do not talk much. I felt a bit bad for talking about the teacher. I think maybe I was too opinionated. Also, I think I get feedback a lot but may not use the experience, as I should. Maybe I think they are just making a comment and I don’t really ask them such questions as ‘Why’? ‘What do you think is better?’ I think after reading this article on feedback for future actions I should take time to realize that I could be wrong and that I should take in the information (feedback) that has been given. I think I should ask for clarification and realize that it is not a battle and the comment is to help and I should reply with what I think. Thus hopefully getting a discussion going.
The information that is given in the feedback can be ‘shut out’ as Larry Potter says. We ‘lack the skills to send and receive feedback’. I agree with this point as I had a situation the other day. I thought of a lesson plan and mentioned it to a teacher and basically, I was told that it was wrong because the lesson wasn’t student-centered thus in the lesson plan the teacher would speak more which he or she is not supposed to do. The problem with me was I had thought about this lesson for a long time and had it planned. Now my first reaction when I was told it was wrong was to get a little angry, I felt as though it was an attack against me. Maybe I felt as though I was not good enough, my ideas were not good enough. So I felt a bit sorry for myself. I think the best idea would be to say ‘shall I forget about that lesson plan’, and if she said ‘yes’, say to her ‘what do you think then? I could have asked her why she thought is wrong and what ideas I should think of. I think I should have got to the bottom of my thinking as I might think up another lesson plan like this and have the same trouble again.
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