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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:
This unit gives an example of two different teaching approaches. In the first the teacher skips the engage phase of an ESA lesson, which is essential to start with. He fails to introduce himself or to learn the students names. He is unengaging and largely negative towards the students. He is not well planned and constantly checks back over his notes and he fails to present demonstrations of activities. In the second the teacher orchestrates a succesful engage phase, introducing his name and establishing rapport with the students. He gives demontrastions for his activities and he praises students when they get things right and is not critical of mistakes. He elicites and he uses mimes and gestures for clarity and direction. This unit has given me a good example of what it looks like when the methods and techniques of ESA are successfully followed, and what it looks like when they are not.
