OK, you have your TEFL certificate and now the world is teaching! Then you only got the first teaching concert to recognize that teacher training forms were background information and not applicable to the reality of teaching when students speak. Moreover, high school wants to pull rabbits out of her hat to be happy regardless of learning. Or, the training center asks you to follow obsolete materials, killing any chance of students' increasing linguistic fluency. What to do? Does it follow a line of retrospective teaching methods to become a so-called teacher, or do you really want to learn your ship? If this is the last, here are 8 tips that might be useful for a 13-year-old Chinese ESL teacher, Jiayou!
first Let the students be in a position to talk to them: By now you need to know that in Asia, the direct questioning of students to their opinion will probably be an empty star. In reality, any country's language learners can behave the same way, but perhaps more often in homogeneous societies. What to do? It's easy to understand cultural collectivist thinking or, in other words, to work in a group because they used to be. So it is worth placing them in a role-playing scenario, where students answer a question in pairs or groups, and where they hear their individual opinion in a round. The great advantage of this is that the situation dictates their actions as they call them directly. Trust me; this will work because you feel better when you see others and follow the same pattern.
2nd Give them the steering wheel to drive the car: There are passengers in life and there are drivers. The same applies to language speakers; some students would like to have a leading speaker to handle the conversation. Therefore, translate them into communication keys by encouraging them to help them in the debate. Of course, you must provide a sketch for handling key terms, speech points, or dialogues. When you do this, they will love you and will be very motivated and grateful for the opportunity to be the "speaker of the day".
3rd Correct only if necessary: Depending on the level of the students, they make a lot of pronunciation in terms of pronunciation, grammar and content. But save yourself and a lot of trouble and learn to hold back the correction without a big question. Also, if the class focuses on fluidity, do not stop the class due to small problems. Student correction depends on the remaining time, class focus, and repetition of the problem. There are different ways to correct students, but here are two common ones. First, as a teacher, you can look at them curiously while repeating the wrong word and the right word, such as "information or information?" and they will usually give the right word. The second way to correct the listener is at the end of the class. Just briefly highlight the errors on the board; "one correction, information is the right word."
4th Create an Interactive Communication Tools Toolkit: If you have ever tried to learn a language, you will know that even simple questions are being processed a lot. There are even more challenges for Chinese students. In the student's mind, the words or questions are translated intuitively, they can spend some time thinking about the right words and then try to answer the question in their own logical way. Sometimes their answer is half better. Or another common problem is that students do not know how to start answering questions. This can save you time and give them confidence with speech tools. Use conversation points, sketches, diagrams or dryers to speak quickly and react logically. A simple approach I suggest is to change some of the question, such as "Chocolate is a Healthy Food?" and "Yes, I think chocolate is a healthy diet because …"
5. Timing is important: I often hear from teachers that students do not want to speak in class. But in my experience this is not the case. They really want to talk in class, but they need time, trust and support. As a teacher in Asia, you need to understand how important it is to be an extra patient and learn how to work with the learner's behavior. Remember that the role of the teacher is to find the best way to help a student like a rubric cube work. It is important to show patience while trying other things. It allows you to use scaffolding techniques such as a stem block or a preparatory action. You can then take the time to process and where you can return to them later, giving them a new conversation opportunity.
6th Avoid making Einstein on the white board: In some areas, writing endlessly writing or sketching ideas may be beneficial on a blackboard. However, the ESL field is more like a conversation, so don't write a lot of words; I remember seeing a teacher wasting ten minutes writing over thirty words on the board to prepare students in a classroom. The whiteboard should be used in a keyword such as PPT, sketching ideas, or showing adjustments; and of course the sketches are also useful. Depending on which topic I teach, I can write a standard agenda or create a circular word map to control the discussion process.
7th Set your own dining table: Create your own teaching format that you can use several times. Very often in the training centers the work is given to the teachers at the last minute or, frankly, they may not be properly prepared for one class. As a result, you may get a panic attack that has a "what to do next" moment. To avoid such a headache, develop a framework that you can routinely use independently of the subject. With the right format, you can put the theme in the sketch and you should not care about the next step through the class, but actually make it easier for the student to talk and correct. For me, when I teach communication skills, I always find a preset list of six areas clockwise, which keeps the flow fluid.
8th Reassure Your Lessons: In ESL, students get the most out of the class with interest and interest. This endless educational theories and the fact that the student's previous language learning experience was passive was a reality. Essentially, students had classes in the "workbook" in English without actually talking. Therefore, teachers should contradict former students. boring learning experience and enthusiasm. In order to do this, you need to raise energy through your personality or class format. Of course, some teachers are extravert and of great importance, but others are not. So basically, I suggest that I throw up your person to create classroom energy to motivate students and learn. However, if you are an inward-looking teacher, consider energy by creating activities that interest students. Simply, plan the diversity of activities and be aware of timing. I do not suggest that the classroom experience should be a fun pursuit of a hyper personality, or a quick running list of activities. It must be a balance. But there is a reality that the enthusiastic teacher, or if many useful activities are needed, the students are most receptive to learning, and they dominate on all issues. Happy teaching!
Source by sbobet