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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
The first lesson the instructor is not very clear and concise on what the lesson is. He doesn?t smile and get to know the students. Therefore, the students feel quiet, reserved, shy, frustrated, unsure and confused. The teachers attitude is loud, abrupt, fast and unclear with no instruction other than repetition. The teacher doesn?t really follow the ESA stages. Writes on the board and keeps his back to the students, doesn?t monitor the students group work, reads a book, scowls and looks unhappy. With no engagement and structure the lesson is not effective at all.
The second lesson the teacher introduces himself and gets to know the students and their names. He is happy and explains the lesson and includes all the students. Therefore, the students are wanting to learn, pay attention, happy, and understand the lesson. The teacher uses the straight and arrow effect which for the engage phase the students create a list of animals. The teacher then uses mimes and gestures and involves the class by writing out what the animals can and can?t do. Then had the students do a worksheet of fill in the blanks. Then to activate the activity each student designed their own animal. Overall the second lesson is the more effective as the teacher is happy, engages with the students and they understand the lesson plan and follow along and is successful.
