Spencer, North Carolina TESOL Online & Teaching English Jobs

1st class demonstration video: The teacher skips the ‘engage’ (warm-up) phase. He uses technical terminology (i.e. Modal auxiliary verb) which confuses the students. Irrelevant examples in which a different grammatical point (i.e. Personal pronouns) is being highlighted. No variety in examples. No elicitation from the students. Ineffective and body language and negative facial gestures. The lesson is totally teacher centered. Excessive and unnecessary use of the board. Asking the students ”Do you understand?” “It is very easy, isn’t it?” The teacher says the material is very easy and that anyone can do it. This makes the students feel reluctant to participate for fear of answering incorrectly. Giving explanations with his face to the board and back to the students. No elaboration or efficient exemplification of the topic. He doesn’t understand a S’s question and just ignores and skips it. The teacher is unprepared and seems to be not enough knowledgeable. He misleads the students (e.g. He says can and could are the same to a student who asks about their differences). The input given before handing out the task sheets is insufficient. The teacher leaves the Ss on their own struggling with the exercises. No monitoring. Gives no instructions for the tasks. Repeating that the exercise is really easy and anyone can do it. It makes the Ss even more reluctant. He doesn’t know/use the Ss’ names. He builds no rapport with them. He doesn’t check/correct the Ss’ pronunciations of animal’s names. He himself read out the tasks. No drilling on pronunciation. The teacher has not prepared his materials beforehand. He seems to be confused and unprepared at times. The teacher does not provide models for the students. He should have provided some examples and then ask the students.He does not correct the Ss’ mistakes. Just carries on without correction. He is not patient. No variety in questions. All are the same. “Two things a …… can do”. Ss get bored. The class is completely teacher centered, and the tasks are done individually. No pair or group works. He seems to be uninterested in what he is doing as a teacher. He shows no enthusiasm and his manner/attitude demotivate and discourage the students. No variety in the tasks given to the students. No or little instructions for the tasks. Not attempting to explain concepts in a different manner when students didn’t understand. No use of realia or pictures.He finishes the lesson abruptly without summing up and asking the students what they learned in that lesson. 2nd class demonstration video: Teacher is enthusiastic. He smiles and is humorous. He introduces himself, learns Ss’ names, and builds rapport. Effective use of body language. Efficient and fun lead-in (Engage) activity. He starts with a game. Pair/group work. He provides prompts for Ss to activate their schemata. (e.g. “What is the very big bird that lives in Africa?” Though the answer is ostrich which lives in ‘Australia’ not ‘Africa’!) Use of pictorial cues and realia. Pronunciation and structure drills. Eliciting answers from the students. He acts and mimes the action verbs, and minimizes the teacher talk whenever it’s redundant. He gives clear instructions for the task sheet. Positive reinforcement by praising the Ss who give correct answers. Modeling and exemplifying Loud, slow, and clear voice. Negative: He doesn’t provide the formula for making question structures of CAN/CAN’T, but he uses them and asks WH- or Yes/No Qs with CAN/CAN’T. Negative: He finishes the lesson abruptly without summing up and asking the students what they learned in that lesson.