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Checkpoint One: TEFL Basics
Review of attempt 1
Początek formularza
Dół formularza
Started on
Saturday, 8 May 2010, 10:09 AM
Completed on
Sunday, 9 May 2010, 11:11 PM
Time taken
1 day 13 hours
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Well done, you can now progress onto the next part of the course!
The written assignment below will be marked by a tutor for you as soon as possible. Until your tutor has graded your answers with a pass you will have to wait to continue with the next quizzes and assignments. You can however, continue with the next learning module.
When you have answered every question, click on “submit all and finish” to submit your answers.
Question1
The following qualities of a good teacher have been discussed in the course:
· personality
· patience
· knowledge and clarity
· good organisation
· a good sense of humour
· adaptability and resourcefulness
· imagination
What other qualities do you think are important for a successful teacher?Please name at least two. Give reasons for your answer and explain by giving examples from your own experience - e.g. a former teacher of yours. Write about 150 words.
Answer:
InspirationalTeacher should know that he/she is an inspiration for students. As a teacher we can change a young person's life by helping them to realize their potential, helping them to grow, helping them to find their talents, skills and abilities.CalmnessBasic on my experience as a student I used to be very reluctant when teacher began to be aggressive over a situation he could not solve in other way. Aggression, negative attitudes and behaviours that we might see in some of our students have a root cause. We should know that students might be withdrawn or have gone through some bad experiences in life. This thought should keep us calm and in control of ourselves, them and the situation. EmpathyTeacher should have the ability to bond with his students, to understand and resonate with their feelings and emotions. To communicate on their level. To be compassionate with them when they are down and to celebrate with them when they are up.Open to ChangeThere should be a place for tradition but there must be also a place for new ways, new ideas, new systems, and new approaches. I see myself as a teacher who is always open and willing to listen to different ideas, rather then copying others.
Comment: Well done - you have named four essential qualities and made some perceptive comments.
Question2
The following approaches and methods of teaching have been explained in the course:
· Grammar Translation
· Direct Method
· Audio-Lingualism
· Communicative Approach
· Presentation, Practice and Production
· Task Based Learning
· Lexical Approach
· Eclectic Approach
Which of these methods do you think would work best for you as a teacher? Give reasons for your answer. Write about 75 words.
I would choose an eclectic method. It is more of a combination of methods. I like flexibility and it looks like that method has the biggest spectrum of possibilities. I could selectively adopt ideas from different sources and combine them to my students' needs and desires. Regular changes might make them more curious and keep interested in following subject. Teacher is able to combine different strengths from different philosophies most of the time and use their own unique theory, creativity, and own vision. In my opinion this method absorb all the teaching methods by using them for the purposes for which they are most appropriate. This is necessary and important because teachers faced with the daily task of helping students to learn a new langauge cannot afford complete dedication to each new method or approach that comes into vogue.
Comment: Yes - the eclectic approach provides the most flexibility and allows you to draw from the best of all the other methods. I would not chop and change too much, however, as this may frustrate students. It’s up to you to choose the approach you will lean towards even as you mix and match. Think about your students’ needs and preferences when you are deciding what to place the emphasis on (that's where your questionnaire comes in useful). For example, the communicative approach will suit students living in an English speaking country or those needing English for travel or work. Some students study English for purely academic reasons and may prefer the grammar translation method. Of course, different individuals will have different specific needs, so you need to give them individual attention. However, your general direction will be determined by the needs of the majority of students in a particular class
Question3
Below is a depiction of a blackboard at the end of a lesson. Think how the board could have been organised more clearly. Look back at pages 8-9 of the PDF summary of module 2 for ideas on board work. Then show what you would do to improve the arrangement.
In the box below show how you would group the words. Write the words one under another in a single column. Keep the words from the same group together and leave an empty line between different groups to separate them from each other. (Note: Since only plain text can be submitted here, trying to arrange the groups across the box or copying from a text editor will result in the arrangement being jumbled up). Think if anything else could be added, such as articles, but don't add much.
Put it in groups as shown below:Going shopping:Verbs: Verbs (past form): Nouns (food and Nouns (things):buy bought related products): a magazinesell sold a milk a cartongo shopping rice a plastic bagpotatoes a can opener a can of tuna sugar a bottle of wine
Comment: The way you have grouped the words makes perfect sense. Here is some advice: For clarity, I would break the vocabulary into three groups: verbs, items and containers like this: Going shopping buy (bought) sell (sold) go shopping (went shopping) some rice ___a can of tuna some potatoesa bottle of wine some sugar___a carton of milk a magazine a plastic bag a can opener
Question4
Now write how you would use colour, visual aids, charts or diagrams with the above arrangement. Write 75 words.
As a visual aids I would picture some products such as carton of milk or can of tuna and also use arrows connected accordingly between past and regular forms of the verbs and also between food and other stuff. I could make a substitution table demonstrating present simple and past simple tense difference, as an example shown below.I buy/sell bought/sold a carton of milkYou two plastic bags of potatoesWe a can of tunaThey a plastic bag of riceHe buys/sellsShe ItAs a diagram or chart I could present difference between countable and uncountable nounsColours should be used to help students recognize the difference between them (e.g. countable and uncountable nouns, past and present form tenses.) Dividing particular groups of words and coulured them would also make it easier to remember.
Comment: All good ideas. You could also use a time-line to indicate whether the verb is in the past or present. An illustration of where the stress lies on each world is also useful.
Look at the following series of seating arrangement options and the activities below. Decide which is the best seating arrangement for the given situation. Give brief reasons for your answers.
Seating arrangements: Rows, circles, horseshoes, groups, pairs, face-to-face pairs, back-to-back pairs, public meeting, wheel shape, buzz groups, opposing teams.
Activities:
1. Watching a DVD.
2. Explaining a grammar point.
3. Having a class discussion.
4. A role-play of a doctor and a patient.
5. Students carrying out a class survey.
Question5
· Watching a DVD.
HorseshoesIn that configuration everyone feels equal. It works good when learners will be involved in large group discussions, but also might works well when all learners must be able to see a demonstration (watching a DVD). It is the best way of non-verbally encourages participation by allowing eye contact between the screen and all the students. Everybody pays attention to watching a DVD and they are not distracted by anything else.
Comment: I agree about being able to see the screen but there are all sorts of useful exercises you can do during a video. Pausing and recapping is necessary with lower levels - so horseshoe could work here. You can also put half the class behind the screen while the others describe the action - very good for present continuous. You can also turn down the volume and get students to work in pairs - guessing what is being said. Videos shown in their entirety are hard work and difficult to concentrate on unless your students are high level. A shape conducive to pausing and having the occasional discussion is a good idea.
Question6
· Explaining a grammar point.
RowsIn that case everyone should be faces the same direction. This is the best way to explaining a grammar point, when the teacher needs to maintain eye contact. Communication tends to be one way so it easier to keep every student involved. We should also remember about the students on the back burner when asking queastions.
Comment: I would use the horseshoe seating arrangement because students are more likely to contribute to your explanation when seated this way but you will still be the focus, & it can easily be split in pairs. Rows may inhibit the students’ ability to contribute. With a large class, however, you may have to settle for rows, pairs or groups instead of a horseshoe for both of the above situations.
Question7
· Having a class discussion.
CirclesHaving a class discussion require from gruop involvement, which in that case is desirable to arrange seating in circle shape. It is much easier in that configuration to keep discussion on track. Being in the circle seems to encourage conversation very easily. Everyone has an eye contact and seems to be revealed. More members will participate and everyone is involved in a discussion.
Comment: Yes, I agree. Or groups for a large class followed by a plenary in a class session.
Question8
· A role-play of a doctor and a patient.
GroupsI would not be able to listen to everyone at once and hear what they are saying. That is why I would set up groups of three where A and B talk while C monitors. Then swap roles. While they are producing language I can simply move from table to table, monitoring and helping students to work.
Comment: I recommend facing pairs because that's the most natural position of the participants in real life.
Question9
· Students carrying out a class survey.
Wheel shapeI would choose wheel shape arrangement where everyone moves around and has the possibility to exchange an information with different partners. In that case, carrying out a class survey would be easier for students to get an information from each other. They would feel more comfortable than sitting in rows. Forced them to be more active also could provide more fun and satisfaction.
Comment: Another good idea is to let the students mingle freely interviewing as many classmates as possible (in a small class they would aim to interview everyone).
Question10
When would it be appropriate for a teacher to... 1. Stand at the back of the class (out of the students' view)? (Write 50 words)
Standing at the back of the classroom seems to be appropriate during writing tasks when I get a better view of heads bent over books. It might be also good when I want the attention concentrated on students, especially when they are giving a presentation. It seems to be quite normal and even sometimes gives our students the assurance that I am with them and a part of them as well as establishing the camaraderie that can help in enhancing the learning situation.
Comment: Good – these are all such situations. I think observing from the back is one of the best ways to monitor group/pair work - especially when students don’t realize you are doing it. You can find common mistakes, and go through them as a class later if you wish (or make a competition/ game of correcting them). I also stand at the back when my students are performing a role-play, giving a presentation or sitting an exam.
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