What Do You Need To Have To Become A Teacher

  The simple answer is no, you do not need to have any knowledge or experience of languages other than English to take a TEFL course or to become an EFL teacher. The ability to speak other languages is not required as the vast majority of TEFL classrooms around the world rely on the communicative approach to English teaching that specifies that English is the only language used in the classroom. In multilingual classrooms where the students could have a dozen or more different first languages, being able to communicate in one or two of them would obviously be of no particular advantage. In monolingual classrooms you may also find that students are more inclined to revert to their mother tongue during the lesson if they are aware that the teacher can understand what is being said....  [Read more]

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The Role of the Teacher If only the role of a teacher was as easy as being a ‘medium through which students learn’. In today’s day and age, no matter what country the role takes place in, a teacher is so much more than a resource for information. When I was young, I wanted to be a teacher when I grew up, simply because I wanted to write on the chalkboard! My teachers seemed to be the greatest printers, curving their letters just so, and I wanted to do it also! Now, after ‘higher education’, and three different career paths, I have come back to wanting to be a teacher, but my reasons have changed. I was fortunate in my years of high school, to have teachers that really cared about me as an individual, and I want to give this back. This is where the difference between...  [Read more]

Classroom Management The meaning of classroom management is the skill of organizing and managing a class whilst maintaining a friendly relaxed manner and maintaining discipline. I am going to begin by sharing my experiences of being on the receiving end of classroom management and stating what I found effective and what I didn't find effective. I think as a teacher you have to adapt to the level and age of the students you are teaching. When I was in first school I was treated very differently to when I was in high school. During middle school and high school especially, we could analyze and estimate what our limits would be with certain teachers. I found that the teachers who maintained discipline from the beginning had a lot more control over a class as opposed to a teacher who didn't....  [Read more]

Teacher Self Analysis My early experiences of learning in the State education system of the UK clearly affected my career and attitude to education. In the main, I was taught by root, this had the affect of making me become bored and if I am honest, I did not take full advantage of my education. Later realising I still had some untapped potential I enrolled on a course in Higher Education. I expected the same teaching methods that I had experienced earlier in my life, but instead found a more progressive, student centered approach. My motivation was high and I achieved my Certificate in Education. I took these varied experiences with me when I entered teaching some ten years ago. I soon found that most learners at the college were I worked were poorly motivated, lacking drive and...  [Read more]

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Building Confidence in Students Education is certainly the birthright of all people. The motivation of every nation should be to generate literate, well-educated and intelligent residents who are able to add to the proper progress and progress of the whole society. There is still mystery on how accurately a foreign language is learnt. On the subject of building confidence there are yet more theories which are even more difficult to confirm. I myself do not trust that confidence is built using one magic activity, but rather it is continuously acquired all over the learning process. That’s why, all the theories I pick to focus on three things Grammar, Drilling, and of course the role of the teacher. All of these will prepare the student for circumstances they might meet later. [1] After...  [Read more]

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Common Linguistic problems Contronyms, Heteronyms, Idioms, Oh my! English is an extremely complex language. Before a student can be considered truly proficient, he/she must not only master a variety of tenses and irregular verbs, sentence structure and parts of speech, but he/she must also work to understand and master lexical and structural ambiguities. Lexical ambiguities are very common and have a variety of names and definitions depending on the level of ambiguity. Homonyms are words that have the same spelling, but two or more meanings. An example of this is: mean. Is it describing an unkind person? Is it an average? Is someone talking about the definition of a word? Another type of lexical ambiguity is the heteronym. These are words that are spelled the same, but have different...  [Read more]

Teacher Career Development Wikipedia® states that the study of career development looks at how individuals manage their careers within and between organizations and how the organizations structure the career progress of their members. This is alluding to the fact that professionals and organizations are in a partnership. This definition fails to mention the importance and influence of colleagues throughout the lifetime of a career. It is the freedom and support that is given to the teacher by her employer and colleagues throughout the lifetime of her career that can create the feelings of happiness, satisfaction and fulfillment, to not have this can lead to a career that is discarded only to search for something that may not be as rewarding. So what happens to teachers when the...  [Read more]

The land that gave us Plato and Aristotle, also bequeathed us the symposium, or drinking party. The latter still being alive and well today. These days Greece is a country that pivots around its huge tourist industry, and this falls into two types: There are those who come seeking the cultural experience to be gained from visiting ancient monuments, like the Acropolis in smoggy Athens, and there are those who like to party it up on the island resorts. Perfection, as Aristotle observed, resides between extremes, and the person who seeks eudaemonia - the good life in the best of all possible worlds - perhaps does a bit of both. Given the tourist orientation of the country it is important to remember that a good deal of the services laid on to support visitors go into hibernation between...  [Read more]

The allure of teaching English online continues to grow annually, mainly due to the comfort of home-based work and the ability to set your own working hours in many cases. Yet, with a plethora of online teaching platforms and new ones emerging regularly, finding the right fit for your individual situation can be a challenge. Take a look through our FAQs below for a wide range of insights into online English teaching. Do I need a TESOL certificate to teach English online?     Technically it is still possible to teach English online without any teaching qualifications. However, the vast majority of employers who offer good working conditions now expect their potential teachers to have completed a high-quality TESOL certification course. Can I teach English online...  [Read more]

Teaching one-to-one Teaching English as a foreign language can be done one of two ways: teaching a group of students or by teaching on a one-to-one basis. It’s estimated that up to 40% of TESOL teaching is done one-to-one, however teachers find it increasingly difficult to find relevant material, advice and assistance on the method. Nicola Meldrum argues that teaching one-to-one “unfortunately is not covered much in ELT discussion” and that ‘It is somehow assumed that teaching English as a foreign language means organizing huge groups of students, while the reality is that one to one is a normal and significant part of our teaching lives”. Teachers are in effect left to their own devices; however this doesn’t stop the concept of teaching one-to-one being an effective and...  [Read more]

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Motivating Students Motivating students in a language class is a perennial problem for English teachers. Motivation has become more commonly recognized as perhaps the major determining factor for successful learning in general, whether one is an adult learner taking distance education courses or a high school student pushing one’s way through the battery of required courses need to graduate. In any learning setting, the dynamics of motivation will be different. What will help a high school student sustain motivation may not apply to an adult learner or child, for example. The problem is that in many ESL/EFL learning environments, there is an attitude among educators and administrators that “it is up to the student” to be successful. When students fall behind, or are not progressing,...  [Read more]

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ESA: A Teaching Methodology For many years Teachers of English have used the PPP model of Presentation, Practice and Production for the preferred model of teaching. It has worked well. The PPP model falls short however, in that it does not work well when teaching more complex language problems beyond the sentence level or when teaching communicative skills. Jeremy Harmer in How to Teach English (Longman Publishing 1998) proposed an alternative to PPP called ESA: Engage, Study, and Activate. In an article written in The Guardian Weekend, March 15 1997, Bridget Riley complained about the treatment she and her fellow students received at the Royal College of Art. “We were abandoned when what we needed and what we hoped for was help toward independence in teaching rather than having...  [Read more]

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