Teach English in Liuping XiAng - Anqing Shi

TEFL outside the classroomThe skills acquired in a TEFL course are, without a doubt, a helpful guide in conducting a classroom-based course. It can also be seen, however, that they are valuable tools to be applied to outside-the-classroom, interactive environments. While there are many areas that apply, this paper will focus on the three concepts of lesson planning, usage of materials and teaching aids, and evaluating and testing. Before exploring the application of TEFL concepts to a non-traditional teaching environment, that must first be defined. For the sake of this paper, a ?non-traditional? environment is something outside the classroom that is still intentionally teaching english. For example, I will be organizing events that are an events in and of themselves (such as cooking classes or travel events), but are done in a way that intentionally teach and give opportunity to practice. Evaluation and Testing Because of the informal, conversational nature of these type of events, one may be tempted to skip some elements of classroom teaching. To skip student evaluation, however, would be a mistake. Properly evaluating students will allow for more directed instruction and guidance for future classes. While important, student evaluation may have to be done in non-traditional ways. It is possible to contact the students before the event and evaluate by written test remotely over email. While not the typical classroom evaluation, this type of evaluation can serve the same purpose. If an ability to speak is important to the event, a short interview can be done over the phone if an in-person interview is not possible. These same methods can be used for follow-up evaluation to test what the students learned as well as the effectiveness of the course. While pre- and post-event evaluations are important, evaluation during the event is essential as it is the primary means of contact with, and feedback from, the students. This is not hard, but it requires the instructor to listen during all phases of the event and respond accordingly, both during the current session and for future events. Teaching Aids As discussed in Unit 17, the usage of materials and teaching aids can be another TEFL concept that leads to higher success. It is tempting to rely strictly on the environment to lead the session, and while the environment can be a major source of direction, intentionally planning the usage of teaching aids and materials can be invaluable. For instance, preparing a list of vocabulary words specific to an event (like travel-related terms) to give to the students before or during an event can help deepen their comprehension of the words, giving them an opportunity to hear, speak, and read them. Many of the same type of resources used in the classroom could be used in a non-classroom environment, though they may have to be modified for the setting. For example, picture cards could be used to teach students specific vocabulary before they are encountered. These could be physical cards, but in the case of an event where cards are not convenient, the same thing could be accomplished with the usage of an iPad or smart-phone with images and/or text, making the picture cards virtual and more mobile. Lesson Planning In events such as a cooking class or tourist trip, it could be tempting to skip lesson planning and let the experience drive the lesson. This can be done, but with a little planning and forethought the time can be much more intentional and valuable. It can ensure the instructor knows how the event should go, has all the proper materials, and will take the course in a direction that is helpful for the students. Within the lesson plan, it can be valuable to plan for the Engage, Study, and Activate stages (as discussed in iTTT Units 3 and 9). For the engage phase, students can be asked to discuss as much of the subject as possible; for example, in a cooking class, students can be asked to identify as many food or kitchen items as they can. This will be easy for many and can build confidence. For a travel event, students can speak about the upcoming event at the instructors prompting. It should be easy to engage the students because of the nature of the event but could be tempting to skip because it seems too simple. Properly engaging the students will allow them to participate more fully. The study phase can be easy to accomplish. In the example of a cooking class, the instructor can discuss slowly and clearly all the actions they are doing - ?First, we boil the water? ? and give students a chance to practice ? ?We are boiling the water?. This can be repeated all through the lesson, teaching the students words and concepts. An interactive environment like this lends itself to teaching not just words or phrases, but ways to link them together ? ?We put the pasta in the water?. Working in an activate stage is an important element in helping the students retain what is taught and practiced. For the activate, the instructor can play a smaller role and let the students recount to each other how they prepared a specific meal or, in the case of traveling, how they arrived at a certain location. The instructor can of course be nearby to assist, but as we learned in the TEFL course, it is important to give the students as much time to discuss as possible. If the event is being conducted in an english speaking country, part of the activate stage can be for the students to go shopping for the food or ask for directions. While an event directs itself in many ways, it?s clear that intentionally working in the engage, study, and activate stages into a lesson plan can be essential in making the session successful. Conclusion While most of the concepts and lessons in the TEFL course were designed to be used in a traditional classroom environment, it?s clear they can be used outside the classroom as well. Student evaluation, teaching aids, and lesson planning are ideas and concepts that are not confined to the classroom and can benefit teaching and instruction, no matter what the environment.