TEFL PDF

1.1 1. Fairly Easy to Learn English is one of the simpler languages to learn. It's easier than languages like Arabic or Chinese, which have many complicated rules. 2. Latin Alphabet English uses the Latin alphabet, which has 26 letters. This alphabet is pretty straightforward and easy to underst...

1.1 1. Fairly Easy to Learn English is one of the simpler languages to learn. It's easier than languages like Arabic or Chinese, which have many complicated rules. 2. Latin Alphabet English uses the Latin alphabet, which has 26 letters. This alphabet is pretty straightforward and easy to understand. 3. Simple Inflexion Inflexion means adding letters to words to change their form. For example, adding "s" to "cat" to make "cats." English doesn't use a lot of these changes compared to other languages like French or Russian. 4. Receptiveness English loves borrowing words from other languages. For example, "alligator" comes from Spanish, and "ketchup" comes from Chinese. This makes English very flexible and rich in vocabulary. 5. Fixed Word Order In English, we usually put words in a specific order: Subject-Verb-Object. For example, "I (subject) eat (verb) an apple (object)." This helps make sentences clear and easy to understand. 6. Pronunciation Some English sounds, like "th" in "this" or "thin," can be tricky because not all languages use them. 7. Continuous Tense English uses the continuous tense to talk about ongoing actions. For example, "I was eating when the phone rang." This is different from some other languages that don't have this tense. 8. Articles (A, An, The) Articles like "a," "an," and "the" are small words that can be confusing for people learning English, especially if their native language doesn't use them. 9. Phrasal Verbs Phrasal verbs are combinations of verbs with prepositions or adverbs, like "look up" or "break down." These can be hard to learn because they often have meanings that are not obvious from the individual words. 10. Non-Tonal In English, changing the pitch of your voice doesn't change the meaning of words. This is different from languages like Chinese, where pitch can change word meanings. 11. Sound and Spelling In English, words are often not spelled the way they sound. For example, "ough" can sound different in "thought," "though," and "rough." This can be tricky for both learners and native speakers. I hope this helps you understand some key features of the English language! 1.2 1. ELT (English Language Teaching) This is a big term that covers everything related to teaching English. 2. TEFL (Teaching English as a Foreign Language) This is about teaching English to people who don't live in an English-speaking country. 3. EFL (English as a Foreign Language) This is the type of English that people learn when they're not in an English-speaking country. 4. TESOL (Teaching English to Speakers of Other Languages) This is another big term similar to ELT. It's often used in places like the USA, Canada, and Australia. 5. TEYL (Teaching English to Young Learners) This focuses on teaching English to kids. 6. TESL (Teaching English as a Second Language) This is about teaching English to people who have moved to an English-speaking country. 7. ESL (English as a Second Language) This is the type of English that people learn when they live in an English-speaking country. 8. CLT (Communicative Language Teaching) This is a way of teaching that focuses on helping students use English in real-life situations. It's all about communication. 9. L1 This is the term for a student's first language, the one they learned at home. 10. L2 This is the term for the second language a student is learning, which in your case will be English. 11. PPP (Presentation, Practice, Production) This is a model for planning lessons. First, you present new information, then students practice it, and finally, they use it on their own. 12. STT (Student Talking Time) This is the amount of time students spend talking during class. More talking time for students is good. 13. TTT (Teacher Talking Time) This is the amount of time the teacher spends talking during class. Less talking time for the teacher is usually better because it gives students more time to practice. These acronyms are like tools in your teaching toolkit. Knowing them will help you understand and talk about different aspects of teaching English. 1.3 1. The Grammar-Translation Approach This method started in the 1800s for teaching Latin and Greek. The main goal was to read and understand books in those languages. In class, the focus was on reading and writing, not speaking or listening. Teachers explained everything in the students' own language. Students spent most of their time translating sentences and texts, which didn't really help with talking to people. Even though it’s quite old, some schools still use this method. 2. The Direct Approach This method came about in the late 1800s. It’s based on the idea that learning a second language can be like learning your first language. Everything is taught directly in the new language (like English), with lots of demonstrations by the teacher. No using the students’ native language or translating is allowed in the classroom. 3. The Audiolingual Approach This method focused on making learning a new language a habit, like brushing your teeth. Classes were all about repeating and memorizing sentences and dialogues. The main focus was on speaking. Teachers would model sentences, and students would repeat them over and over. 4. Newer Approaches from the 1970s Onwards  From the 1970s, new methods emerged to move away from just repeating and memorizing. Some of these are: ○ Total Physical Response: Learning language by doing actions. ○ The Silent Way: The teacher stays mostly silent to encourage students to speak more. ○ Suggestopedia: Using music and relaxation to help learn. ○ The Natural Approach: Emphasizing understanding and using language naturally. These newer methods had various levels of success, but each brought something useful to language teaching. Communicative Language Teaching (CLT) In the 1970s and 1980s, a big shift happened with the Communicative Approach. This method focuses on using language to communicate in real-life situations. It emphasizes speaking and understanding, making language learning more practical and interactive. So, these different methods show how people have tried to make learning English easier and more effective over time. Each method has its strengths and weaknesses, and knowing about them can help teachers choose the best ways to help their students. 1.4 Let's talk about how teachers help students learn English. There are different ways or "approaches" to teaching, and each approach includes various "methods" and "techniques." Here's an easy way to understand these ideas: Approaches An "approach" is like a big plan or idea about how to teach. It's based on what we think language is and how people learn it. Think of it as a way of looking at teaching and learning. Methods A "method" is the way a teacher actually teaches. It's made up of different activities or "techniques" that fit with the approach. Here are some examples: 1. Communicative Approach This is a popular and modern approach. It focuses on using language to communicate in real-life situations. Task-Based Learning is a method under this approach where students do tasks like planning a trip, which helps them use language as they would outside the classroom. 2. Presentation, Practice, and Production (PPP) Presentation: The teacher shows or explains a new language item, like how to use "can" for abilities. Practice: Students do exercises or activities to practice the new language, like filling in blanks or repeating sentences. Production: Students use the new language in a more natural way, like having a conversation. 3. Audiolingual Method Focus: Repeating and memorizing sentences. Goal: Make learning a habit through lots of practice. Note: This method isn't very popular anymore because it can be boring and doesn't always help with real-life communication. 4. Lexical Approach Focus: Teaching vocabulary and common phrases or expressions together. Lexis: This term includes words, phrases, and patterns used in real conversations. 5. Principled Eclecticism Mix and Match: This method uses a mix of different activities and techniques from various methods. The idea is to use the best parts of each method to keep learning interesting and effective. 6. Communicative Method Focus: Real communication. Goal: Help students use language to complete tasks and solve problems. Learner-Centered: Students work together, and the teacher guides and observes. Each of these methods helps students learn English in different ways. Teachers choose the best method based on what works for their students. 1.5 Communicative Language Teaching (CLT) is a way of teaching English that focuses on helping students communicate effectively in real-life situations. Let's break it down simply: What is CLT? Goal: To help students use English to talk to people and express their ideas, not just to learn grammar rules. Focus: Real communication, like asking for directions, ordering food, or talking about their day. Why CLT is Important In the past, teaching methods like Grammar-Translation focused mainly on reading and writing, often in students' native language. CLT emerged in the 1970s and 1980s as a new way to teach, focusing more on speaking and listening in real-life situations. Key Principles of CLT 1. Communication: ○ The main goal is for students to talk and understand each other in English. ○ Grammar and pronunciation are important but less so than being able to communicate effectively, even with some mistakes. 2. Real-Life Contexts: ○ Language is taught in contexts that students might encounter in real life, like buying a train ticket or asking for help. 3. Fluency Over Accuracy: ○ Being able to speak smoothly and understand others is more important than being perfect with grammar. 4. Creativity and Experimentation:  ○ Students are encouraged to try using new words and phrases. Making mistakes is okay because it helps them learn. 5. Functions of Language: ○ Lessons focus on what students need to do with the language, like making requests or giving compliments, not just learning grammar rules. 6. Teacher's Role: ○ Teachers help and guide students rather than just giving lectures. They create opportunities for students to use English. Techniques in CLT Role-Plays and Discussions: Students act out scenarios or talk about topics to practice speaking. Task-Based Activities: Students do tasks that require using English, like planning a trip. Real English Materials: Students read articles or watch videos that use real, everyday English. Classroom Setup Learner-Centered: Students work together in pairs or groups, and the teacher helps them as needed. Mixed Activities: Lessons include speaking, listening, reading, and writing. Example Lesson 1. Situation: Visiting a doctor. 2. Functions: Greetings, asking for advice, giving advice, showing gratitude. 3. Form: Polite expressions and phrases used at a doctor’s office. 4. Grammar and Vocabulary: Related to health and doctor's visits. 5. Activities: Role-plays where students practice visiting a doctor. Conclusion  The goal of CLT is to help students use English in real-life situations. Lessons are dynamic and interactive, focusing on communication and practical use of language. Grammar is taught as part of the whole language learning process, not in isolation. This way of teaching makes learning English more fun and useful, helping students talk to people and understand them in everyday situations. 1.6 Let's talk about how people learn their first language (L1) and a second language (L2). Think of L1 as the language you grew up speaking at home, like Mandarin or Spanish, and L2 as a new language you learn later, like English. Learning Your First Language (L1) Immersed in Language: From the moment you're born, you're surrounded by your first language. You hear it all the time from your parents, family, and everyone around you. Need to Communicate: You need to communicate to get what you want, like asking for food or toys. So, you try hard to speak. Encouragement: Adults cheer you on when you use new words. They get excited and praise you, making you want to learn more.  Play and Experiment: You learn by playing with language, trying out new words and sentences without much correction. Not Often Corrected: When you make mistakes, people usually don't correct you harshly. They just understand what you mean and move on. Learning a Second Language (L2) Limited Exposure: You don't hear your second language all the time. Mostly, you hear and use it in the classroom, and not much outside of it. Classroom Learning: You learn the new language mainly through lessons with your teacher and classmates. It's more structured and less natural. Varied Motivation: Some kids are excited to learn a new language, while others might not be as interested. Controlled Practice: You practice the new language in specific activities and exercises that your teacher gives you. Less Praise: Teachers might not praise you as much as your parents did when you were learning your first language. This can make learning less fun. More Correction: Teachers often correct your mistakes to help you learn properly, but too much correction can sometimes make you feel less motivated. Key Differences 1. Exposure: L1 is all around you from birth, while L2 is mostly in the classroom. 2. Motivation: You need L1 to communicate your needs from a young age, but L2 might not feel as necessary. 3. Learning Environment: L1 is learned naturally through immersion and play; L2 is learned through lessons and structured practice. 4. Encouragement: L1 learning is full of praise and encouragement; L2 learning might have less of this positive reinforcement.  5. Correction: L1 learners aren't corrected much; L2 learners often face more correction to learn the new language properly. Understanding these differences helps teachers like you create better ways to teach a new language and make learning more enjoyable for your students. 1.7 Why Some People Learn a New Language Faster and Better 1. Smartness (Degree of Intellect): ○ Some kids are naturally smarter than others. If they are eager to learn, they'll pick up the new language quickly. 2. Age: ○ It's easier for younger kids to learn a new language because they have fewer worries. Older people have more things on their minds, which makes learning harder for them. 3. Learning Style: ○ Everyone learns differently. Some like pictures, some like listening, and some like doing activities. If the teaching matches their style, they'll learn better. 4. Motivation: ○ Some kids learn because they love it (intrinsic motivation), and some learn for rewards like getting a good job (extrinsic motivation). Keeping motivated can be tough because everyone has good and bad days. 5. Knowing Your First Language Well: ○ If you're really good at your first language, it helps you learn a second one faster.  6. Awareness of the New Language: ○ If you've been around the new language before, like living in a place where both languages are spoken, you have a head start. Other Factors That Help or Hinder Learning 1. Autonomy: ○ When kids get to choose what they learn or how they learn it, they usually do better. Some kids like to be told what to do, but most do better with some freedom. 2. Previous Learning Experiences: ○ Kids bring their past learning habits to the classroom. If they're used to strict teachers, they might find a fun and relaxed teacher strange at first. 3. Classroom Structure: ○ Some kids like a predictable routine and lots of corrections. They might think you're not a good teacher if you don't follow this pattern. 4. Teacher Behavior: ○ Your teaching style reflects your own culture and expectations. It's important to be aware that your students might have different expectations. 5. Gender: ○ Find out if your students are used to mixed-gender classes and how they expect teachers to behave based on their gender. 6. Female Participation: ○ In some cultures, women are not encouraged to speak up in mixed-gender settings. Be mindful of this and encourage all students to participate. 7. Cultural Topics: ○ Some topics might be sensitive or inappropriate due to cultural differences. Be careful when introducing new topics. 8. Classroom Participation: ○ A lively class with lots of talking and group work is great for some students, but others might prefer working alone.  9. Communication Styles: ○ Different cultures have different ways of communicating. Some are direct and to the point, while others are indirect and polite. Understanding these differences can prevent confusion and help learning. Summary There are many reasons why some kids learn a new language faster and better than others. These include how smart they are, their age, their learning style, their motivation, how well they know their first language, and their awareness of the new language. Other factors include how much freedom they have in learning, their past learning experiences, classroom structure, teacher behavior, gender expectations, cultural topics, classroom participation, and communication styles. Understanding these factors can help make learning a new language easier and more effective. 1.8 How to Get Better at Learning a New Language When you’re learning a new language, there are special tricks and ways to make it easier. These are called "learning strategies." The best learners use lots of different strategies that match what they’re trying to learn and what works best for them. Here are some easy-to-understand ways to get better at learning a new language: 1. Describe Around the Word (Circumlocution): ○ If you don’t know the word for something, use other words to describe it. For example, if you don’t know the word "nephew," you can say, "my brother’s son." 2. Avoid Hard Topics (Avoidance): ○ If you don’t know the words for a certain topic, you can try not to talk about it. 3. Make Up Words (Word Coinage): ○ If you don’t know a word, make one up that makes sense. For example, if you don’t know "freezer," you might say "ice cabinet." 4. Switch Languages (Language Switching or Code Switching): ○ Use a word from your first language if you don’t know it in the new language, like saying, "My aunt and uncle are coming for Christmas. They will be staying chez nous." 5. Ask for Help (Clarification and Comprehension Checks): ○ If you don’t understand, ask questions like, "Do you mean...?" or "Can you explain that?" 6. Use Body Language (Non-verbal Strategies): ○ Use gestures, facial expressions, or miming to help communicate when words are hard. 7. Use Similar Words (Approximation): ○ Use a word that is close to what you mean. For example, say "ship" instead of "yacht." 8. Use General Words (All-Purpose Words): ○ If you don’t know the exact word, use a general word like "stuff" or "thingie." 9. Short Responses (Minimal Responses): ○ Learn short phrases to show you’re listening, like "Oh, I see," or "That’s good." 10. Follow Patterns (Recognising Scripts/Patterns): ○ Many conversations follow patterns. Learn these patterns to make talking easier. For example, when shopping, you might hear, "Can I help you?" and you can answer, "Yes, please." 11. Use Fillers (Fillers and Hesitation Devices):  ○ Use words like "um," "uh," "well," or "actually" to give yourself time to think. 12. Set Goals (SMART Goals): ○ Make specific plans for what you want to learn and when you want to learn it. For example, decide to learn 10 new words each week. 13. Practice with Real Stuff (Using Authentic Material): ○ Use real books, movies, or conversations in the new language. This helps you learn better. 14. Check Yourself (Self-monitoring): ○ Keep track of how well you’re doing. You can take quizzes or think about what you’re good at and what you need to work on. 15. Use All Skills (The Four Skills): ○ Practice listening, speaking, reading, and writing. Each skill helps you get better at the others. 2.1 What Makes a Good Teacher? 1. Knowledge, Skills, Ability, and Habits: ○ Knowledge: Knowing a lot about the subject they teach. ○ Skills: Being good at teaching and explaining things. ○ Ability: Being able to manage the classroom and help students learn. ○ Habits: Doing things like arriving on time and thinking about how the lesson went. Key Traits of a Good Teacher 1. Following Rules and Being Honest: ○ Always doing the right thing, being fair, and respecting everyone. ○ Following a set of guidelines (a Code of Practice) to ensure they are a good teacher. 2. Being Kind and Approachable: ○ Being friendly and someone students can talk to. 3. Building Good Relationships: ○ Creating a friendly and respectful atmosphere where students feel safe and supported. 4. Creating a Good Learning Experience: ○ Planning lessons well and having good routines. ○ Making sure the classroom is a place where everyone is treated equally and fairly. 5. Creating a Classroom Community: ○ Making sure everyone feels like they belong and can rely on each other. 6. Setting High but Realistic Expectations: ○ Encouraging students to do their best and expecting them to succeed. 7. Being Flexible: ○ Being prepared to change plans if something doesn’t work as expected. 8. Using Simple Language: ○ Explaining things in a way that everyone can understand. 9. Giving Clear Instructions: ○ Making sure students know exactly what they need to do. 10. Correcting Mistakes at the Right Time: ○ Letting students speak freely and correcting them afterward. 11. Using Different Materials and Resources: ○ Using books, videos, and other tools to make learning interesting. 12. Working with Different Levels:  ○ Helping both beginners and advanced students. 13. Making Students Feel They Are Progressing: ○ Showing students that they are getting better over time. 14. Assessing Fairly and Planning Accordingly: ○ Regularly checking how students are doing and planning lessons to help them improve. 15. Understanding Different Backgrounds: ○ Being aware of the different cultures and experiences students bring to the classroom. 16. Using Different Teaching Styles: ○ Mixing up the ways they teach to keep lessons interesting. 17. Meeting Various Needs: ○ Helping students with different learning abilities and challenges. 18. Maximizing Student Talking Time (STT): ○ Giving students plenty of opportunities to speak and practice English. 19. Reflecting on Their Teaching: ○ Continuously thinking about what went well and what can be improved. 20. Encouraging Learning Inside and Outside the Classroom: ○ Helping students find ways to practice and learn English outside of school too. In summary, a good teacher is someone who knows a lot about their subject, is skilled at teaching, behaves professionally, and cares about their students. They create a positive and inclusive classroom environment, set high expectations, and are flexible and reflective in their teaching approach. 2.2 Teachers Help Us Learn Both Inside and Outside the Classroom 1. Inside the Classroom: Materials: Teachers use different kinds of materials to help us learn. This can be stuff from our textbooks, but the best kind of materials are "authentic" materials. These are real-life things that weren't made just for learning, like newspapers, postcards, comics, and even shopping receipts. Authentic Materials: These are things from the real world, like letters, shopping lists, and radio news. They help us understand how language is used in everyday life. For example, a shopping receipt can be used to practice listening, speaking, writing, and reading. Recording Real Speech: Listening to real conversations in places like supermarkets or train stations can help us understand how people really talk, even though it's not always clear and easy to understand. Self-Access Centre (SAC): This is a special place in the classroom or school where students can learn by themselves or in pairs. It can have books, worksheets, newspapers, and sometimes even computers or DVDs. It's a place to practice at your own pace. 2. Outside the Classroom: Learning Outside: Learning doesn’t only happen in the classroom. We can go outside to practice language in real-world situations. This can be things like visiting shops, museums, or talking to people on the street. Activities: Teachers can organize activities like reading street names, asking simple questions to people, or even doing interviews. These activities help us use what we've learned in real life.  Benefits: Learning outside helps us understand and use language better. It's more fun and makes us more confident to use language in everyday situations. Why Do We Do This? Real-World Learning: Using real-life materials and going outside the classroom helps us learn better because it's how language is used in the real world. Motivation: Doing these activities makes learning more interesting and fun. Independence: These activities prepare us to use language on our own, without the teacher’s help. 2.3 Expectations in the Classroom: What Learners and Teachers Think 1. Different Expectations: Teacher and Learner Differences: What you expect in the classroom might not be the same as what your students expect. You need to understand the environment where you’re teaching and not judge students based on your own experiences. 2. Cultural Differences: Quiet vs. Noisy: In some places, students are expected to be quiet and listen (like in Japan). In other places, students are expected to ask lots of questions and be active (like in Spain). School Rules: Some schools might use strict rules and punishment, while others might use rewards to encourage good behavior. 3. Communication Styles: Cultural Communication: Students come from different cultures and have different ways of communicating. This includes how they talk and their body language, which you might not be familiar with. Cross-Cultural Understanding: To teach students from different backgrounds, you need to understand these differences in communication. This is important for teaching and learning in a classroom with many cultures. 4. Learning Preferences: Different Learning Styles: Students might prefer different ways of learning compared to how you learned. For example, some might want to use a textbook every day, while you might prefer different methods. Different Needs and Wants: What you think students need might be different from what they want. Understanding these differences helps create a better learning environment. In short, teachers and students might have different ideas about how the classroom should work. It’s important to understand and respect these differences to make learning better for everyone! 2.4 2.4. There’s More to the Teacher Role Than You Might Think You’ve already studied what it takes to be a competent and effective teacher – and you will be if you take all our ideas on board and marry them with your thoughts. We have already discussed the critical knowledge, ability, skills, and habits you require to deliver a successful lesson. However, several other things are needed to ensure success. It would be delightful if your role comprised merely being a tutor: Choosing what the learners will learn Tutoring them to grasp the learning points Creating an enjoyable atmosphere and utilizing pleasant activities to ensure the learning takes place How cool would that be? It would be truly wonderful! However, it’s not as easy as that. There are other vital personal and supervisor-type roles and activities you will be responsible for, and these require skill, energy, commitment, and awareness. They come with the job, as they say. What do you think these might be? Time to reflect What other roles and activities will you be responsible for? You may think this question is not apt as you may not have taught before. That doesn’t matter. All you need to do is reflect on when you were a learner. Over those years, you will have noticed some other essential activities and roles your teachers were responsible for. Since we are helpful people, here’s a clue to get started: Your teacher was also an Assessor. Your teacher was responsible for: Assessing progress Correcting errors Allowing learners to demonstrate their mastery of the material in different ways Planning what needs to be done in follow-up lessons  Preparing and delivering tests and examinations and marking them, as required Communicating grades/results/progress with sensitivity and support Ensuring that you can meet any required external standards or inspections So, try and answer the question without looking at the next section. Take some time out to make a drink or sandwich and reflect on this. Then you can return to check your thoughts with what we think below, in Section 2.4.1. Well done! 2.4.1. The Range Of Teacher Roles Assessor:ds Described above. Controller: Ensuring that the whole class is tuned into what needs to be done, e.g. starting a new activity Ensuring that classroom order is maintained Facilitator: Knowing what facilitation is Stepping back and allowing your learners to find their way along the language journey while still monitoring and motivating as needs be Being available and ready to act as a resource when needed Guide: Guiding those who are unsure of what to do Manager: Ensuring all the nitty-gritty elements that underpin a successful lesson are carried out, e.g. giving effective and coherent instructions,  arranging the most practical seating, ensuring guidelines are carried out as planned, and ensuring that tasks are completed as scheduled Ensuring group dynamics skills are utilized to provide efficient classroom routines, smooth transitions, and different types of groupings to encourage specific types of learning Making sure there is a sense of community and belonging in the classroom. Monitor: Observing and analyzing ongoing interactions daily Monitoring what’s going well and what’s not going so well daily Reflecting on the evidence and deciding what needs to be done in a feedback session later Being able to deliver practical, constructive, and timely feedback to all learners you are responsible for Recognizing when there is a need to act as a counselor, providing emotional support as needed to help learners feel confident in their learning Motivator: Motivating some of your learners who may not be so keen on the activity or who may be tired or thinking elsewhere, perhaps due to the stresses and strains of life outside the classroom Understanding that lessons should be dynamic, meaningful, and stimulating and should respond to the learners’ emotional, cognitive, and linguistic needs Remembering that the whole person comes to school, so even the intrinsically motivated person yesterday may not be the motivated person today Needs Analyst: Identifying the learning needs expressed by your learners Accounting for differing language ability levels and varying backgrounds, interests, and needs Planner/Organizer/Task-Setter: Preparing lesson plans for the class or age group you are assigned to Accounting for differing language ability levels and varying backgrounds, interests, and needs Embracing a multicultural perspective in the planning and encouraging this in the learning episodes Accounting for maximum learner interaction within the plans Ensuring that there is plenty of opportunity for authentic and communicative language use Setting out the roadmap for the lesson and organizing all the tasks and activities for your learners Prompter/Editor: Being ready always to prompt learners when they are unsure and not just giving them the answer or moving swiftly to another learner who can supply the solution Having the skills to edit learners’ contributions at the right time and demonstrating in a crystal-clear manner how the learners could best present that piece of language and why your suggested way may help Resource Producer: Producing more appropriate, more relevant, and often much better materials than a coursebook offers Ensuring a variety of material mediums – paper/image-based, audio and video, realia, where appropriate Sometimes, many of these skills and roles are required in one lesson. The ability to seamlessly master the skill of multi-tasking will make your lessons more fluid, more productive, and more enjoyable. You may have learned some of the skills necessary for your teacher role already in another job or activity, so that experience will serve you well. If not, you should consider delving into these areas before you take up your teaching post. Our course will help you with several of these personal and supervisor-type skills, e.g. assessment, motivation, planning, and you’ll likely have friends who use other skills in their job and can help you. An informative book on general supervisor or management skills will also be of great benefit. The majority of inexperienced TEFL teachers setting out for their first teaching post have given little thought to this. Perhaps their course did not make them aware of this. It’s then a severe shock to their system when they realize they’re unprepared in some of these skills areas. But you won’t be unprepared! 2.4.2. Peer-Observations 1. Peer observation Peer observation allows teachers to learn from each other in a non-threatening environment. Where there is no judgmental outcome and an atmosphere of trust between the participants, teachers will share ideas and suggestions openly and constructively to their mutual professional benefit. Hopefully, your school will offer opportunities for peer observation: You can observe experienced teachers in action so that you learn from how they do it. Experienced teachers can observe you so that you can benefit from their ideas and suggestions. You should grab these opportunities whenever they arise. If there are no set school procedures for this, don’t give up. After a short time there, you will have built relationships with the other teachers. Seek their help. What are the kinds of things you could notice when you are observing an experienced teacher? To make this easier to handle, we have constructed a Teacher Observation Form (2 Pages) for you. It will give you a good idea about what we would aim to observe if we were in this position. Also, if there is a set procedure for observing new, inexperienced teachers, the Teacher Observation Form will give you useful guidance on what your observer is likely looking for. Teacher Observation Form: Page 1 Instructional Skills Yes/ Comme No nts Assessment: Uses assessment feedback to modify teaching methods and curriculum. Atmosphere: Creates a relaxed environment where learners are willing to use the target language and take language risks, as necessary. Attention: Attends to all learners, the amount of attention depending on learners’ individual needs. Body Language: Uses effective voice, body language, mime, and gestures. Correction and Feedback: Knows what to check, what to ignore, promotes self-correction, and gives immediate feedback on errors, questions, queries. Cultural Awareness: Demonstrates cultural awareness. Examples: Uses adequate examples that are meaningful, clear, and varied. Knowledge: Demonstrates an understanding of the subject matter. Materials: Relates materials to learners’ lives, their class lives, and their outside-world lives. Modes: Uses a variety of teaching modes (e.g. seeing, hearing, speaking, touching, writing, and reading). Learner-Centered Learning: Facilitates learners’ learning. Teacher Talking Time (TTT): TTT is minimized as much as possible, giving learners ample opportunity to practice. Techniques: Uses a variety of techniques (e.g. handouts, audio-visual, drills, role-plays, small group, pairs, and individual work). Technology: Integrates technologies to enhance language learning (e.g. recordings, computers) Timing: Allows appropriate timing for each step/activity. Visuals: Visual work is clear and engaging (e.g. board work, charts, slides, pictures, illustrations, etc.). Warmer: Starts with an engaging warmer that relates to what the learners will learn. Teacher Observation Form: Page 2 Organizational Skills Yes/ Comme No nts Lesson Planning: Lesson shows evidence of sequencing; connection to past and future; goal-focus; task analysis and is appropriate for learner levels. Organization: Good organization, appropriate physical environment for learners. Outside Learning: Learners are encouraged to practice their language outside the classroom and into the real world. Groupings: Well-organized groupings (individual, pairs, groups). Participation: Ensures that all learners actively participate. Questions: Questions learners’ understanding at different stages of the lesson. Task-Giving: Instructions and explanations are clear, concise, and accurate. Transition: Smooth transitions between activities. Use of L1: Uses L1 appropriately, e.g. to give complex instructions. Voice: Voice is loud enough to be heard by all learners, clear, and varied to avoid monotony. Reviewing: Summarizes/reviews main points at the end of the lesson. While you are observing and making notes in the Comments section, reflect on the following: What would you like to incorporate in your lessons?  Is there anything that has surprised you, and why? Is there anything you didn’t quite understand or agree with? Jot down any questions for the teacher you’re observing. At the end of the lesson, you could ask to go through the main issues that concern you or interest you. You could seek feedback on your observation notes. Some observations may not require a lengthy post-lesson chat. If you jot down some notes, make sure you summarize the main points. This will help to remember the key points. 2. Reflective Observation The first step to becoming a successful teacher is to reflect on your teaching. Reflective observation will allow you to build on the strengths and make changes to weaknesses in your teaching style and methods. It can help you to make decisions about what needs to be done to ensure improvement in your professional practice. There are several ways to achieve reflective observation: 1. Self-Observation: You could video or audio record one of your lessons, and then review it at a later date, making notes on what worked well and what needs to improve. This is a valuable way to see yourself as your students do and to notice things you may miss in the moment. 2. Student Feedback: Seek feedback from your students regularly. They can provide you with valuable insights into how your teaching is perceived and what could be improved. You could do this through informal chats, surveys, or suggestion boxes. 3. Professional Journals: Keep a journal where you reflect on each lesson. Write down what you planned, what happened, and why you think things went the way they did. Over time, patterns will emerge that can help you to make more informed decisions about your teaching. 4. Mentorship: Having a mentor or coach observe your lessons and provide feedback can be incredibly beneficial. They can offer an  outside perspective and suggest strategies that you may not have considered. By engaging in reflective observation, you are committing to continuous professional development and improvement. This will not only make you a better teacher but will also provide a more enriching learning experience for your students. Summary To summarize this section, we have covered the following: There is more to the teacher role than just delivering lessons. You are also an assessor, controller, facilitator, guide, manager, monitor, motivator, needs analyst, planner, prompter, editor, and resource producer. Peer observation and reflective observation are valuable tools for professional development. They allow you to learn from others, reflect on your practice, and make informed decisions about how to improve your teaching. Next, we will look at some practical strategies and activities that you can use in your classroom to engage and motivate your learners.