Do you want to be TEFL or TESOL-certified and teach in Daba Zhen? Are you interested in teaching English in Wuwei Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
After watching both the videos ,I feel lesson two was definitely more effective than lesson one for several reasons: First of all, lesson two was clearly more structured and well-prepared than lesson one. The teacher was more engaging and encouraging in lesson two while in lesson one, he looked like he was frustrated that his students couldn?t even give simple answers. In lesson two, there were clear instructions before every activity, which were definitely lacking in lesson one. In addition, the teacher made an effort to learn and use his students? names. The class was delivered using simple language making it easier to understand. Flashcards and body language were also utilized which made it more interesting. Lesson two also had an engage phase which was helpful in putting the students at ease. The lesson was more student-centered definitely made it even more effective. The teacher?s attitude to the students: In lesson one, the teacher seemed frustrated with the students for not coming up with the answers he wanted. He didn?t look like he was enjoying the class. He appeared unfriendly because he rarely smiled. He wasn?t very encouraging and he reacted negatively when the students gave incorrect answers. He just assumed that the students understood what he was saying. He didn?t really care about the learning of the students. In lesson two, the teacher clearly looked like he was happy to be teaching the class. He smiled a lot thereby encouraging student participation. He seemed genuinely interested with the students? learning. He wrote his name on the board and made an effort to learn the names of the students. He used positive reinforcement. He praised students for giving correct answers but did not shut them off when they made mistakes. The students? attitude towards the teacher: In the first lesson, the students appeared uncomfortable in the class. They looked as if they were afraid to speak up. They were not very participative because the teacher wasn?t very encouraging. They seemed discouraged and unmotivated. In the second lesson, it was clear that the students were happy with the teacher because he was enthusiastic about his teaching. They reacted positively towards him. They were more open and unafraid to say something in class. Student participation: In lesson one, student participation was very minimal. It was more of a teacher-centered lesson. The teacher asked questions but did not really care about the students? answers. The students looked confused but didn?t ask any questions or clarifications. When they did, he answered with ?I don?t understand? or ?I will tell you later.? He supplied most of the language input on the board instead of asking the students for their input. The students? role was at best mere listeners. In lesson two, student talking time was high. They had a lot of input in class, from the engage stage to the activate stage. All the students had the chance to speak up because the teacher tried to involve all the students. The teacher?s voice (clarity, complexity, speed etc): In the first lesson, the teacher did not vary his voice throughout the lesson. At times, he sounded unclear to the students as evidenced by their facial expressions and at one point, he was just mumbling or muttering to himself. He also went about with the class quickly. In the second lesson, he spoke clearly and slowly. He used words to suit the level of the students. The speed was also appropriate for a beginner class. There were variations in his voice which kept the class engaged all throughout the lesson. The teacher?s instructions and explanations: The teacher?s instructions in lesson one were very limited or lacking even for some activities. In the first activity, he just handed out the worksheets without telling them what to do. The teacher did not offer any explanation even if the students were obviously confused on what to do. When some of the students asked questions, he didn?t answer adequately or just said he didn?t understand or he?ll tell her later. He didn?t rephrase his questions and sentences even if the students clearly didn?t understand what he was saying. In lesson two, the instructions and explanations were very clear. Time limits were also set. The teacher used language that was appropriate to the level of the students. He told them what to do before letting them work on the worksheets. He also made sure that the students understood further by offering examples or answering the first question for the class. The teacher also used body language and visual aids to further reinforce instruction and understanding. Monitoring of the students: There was no monitoring of students in lesson one. After he handed out the worksheets, he settled down in a corner and just waited for the students to finish the activity. He even tried to read a book at one point. He didn?t move around the class to check on their work even if the students were just looking at each other?s papers helplessly, an indication that they didn?t know what to do. In the second lesson, the teacher monitored at the start of the activity to check that they had understood the activity. He also set a time limit so at a later point, he checked on the students? progress then started his countdown. He made sure that everyone understood before moving on to the next activity.
