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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:
In Unit 3 I have learned that a teacher has many tools at their disposal. With each of these tools, it is also possible to execute the use of each tool with a variety of different methodologies. I was impressed by the subtle but distinct differences highlighted in this lesson. Furthermore, I believe that Jeremy Harmer's identifying ESA as an optimal attack strategy is right on. The versatility to use this methodology, whether using straight arrow, boomerang, or as patchwork, allows for the optimal allowance of children to speak, engage, and be elicited by prompting questions while managing the time in a given class period.
Considering these methods while drafting lesson plans will help keep objectives concise and allow for deep and gratifying levels of engagement and activation periods. These periods are totally capable of furthering the learning objectives while entertaining the students in their L2.
