How to Pronounce 'PUNDIT' - English Pronunciation
In this episode, we cover the pronunciation of the word pundit. This word is a noun and refers to an expert in a particular field who is often consulted by others. Suitable synonyms for pundit include expert or specialist. The word has found itself into the English language from the Sanskrit word 'pa??ita' meaning ‘learned man'.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
This unit covers the various aspects of effective classroom managemen.
There are a number of tools that a teacher can use to contribute to a successful teaching styl.
The first thing to consider is the effective use of body language - eye contact, non-verbal gestures, and use of different tones/volumes of speakin.
These can all help to maintain group and individual student attentio.
The way the classroom is arranged depends on the type of atmosphere you want to create - informal or forma.
This is also determined by other factors such as size of the group, age of students, classroom size et.
Depending on the lesson plan you may wish to arrange the room differently - for example if you will be doing work in small groups then setting up small tables for 2-4 students might work, or if you want to create an informal, relaxed atmosphere for a small group, then a horseshoe shape might be conducive to an engaged whole class discussio.
Whether a teacher sits or stands or walks around impacts the student engagement and comfort leve.
The way the students are grouped can assist learning, and the teacher can adapt this to suit the students and lesson pla.
A whole class discussion allows for all students to benefit from hearing their peers contrition, but may mean some students disengage or don't contribut.
Individual work allows a teacher to accurately assess each student's work, but doesn't allow for peer to peer engagemen.
A variety of individual work, pairs, small group and whole class discussion will keep the students' interest levels up and cater for different student's abilitie.
This will also help to balance the ratio of teacher and student talking tim.
Other factors to consider are keeping instructions clear, simple and focused, being consistent so students can adapt to your teaching style, and checking for understanding by asking them to explain their take on the tas.
All of the above factors will help to establish a strong rapport with the students and maximise engagement and therefore effective learnin.
Depending on the age, motivation and other extraneous factors, occasionally discipline may be require.
Issues need to be dealt with immediately, sensitively and could range from stopping talking and looking at a student, rearranging the class situation, or asking a student to stay behind to discuss the behaviour and how it affects the clas.
There are a number of tools that a teacher can use to contribute to a successful teaching styl.
The first thing to consider is the effective use of body language - eye contact, non-verbal gestures, and use of different tones/volumes of speakin.
These can all help to maintain group and individual student attentio.
The way the classroom is arranged depends on the type of atmosphere you want to create - informal or forma.
This is also determined by other factors such as size of the group, age of students, classroom size et.
Depending on the lesson plan you may wish to arrange the room differently - for example if you will be doing work in small groups then setting up small tables for 2-4 students might work, or if you want to create an informal, relaxed atmosphere for a small group, then a horseshoe shape might be conducive to an engaged whole class discussio.
Whether a teacher sits or stands or walks around impacts the student engagement and comfort leve.
The way the students are grouped can assist learning, and the teacher can adapt this to suit the students and lesson pla.
A whole class discussion allows for all students to benefit from hearing their peers contrition, but may mean some students disengage or don't contribut.
Individual work allows a teacher to accurately assess each student's work, but doesn't allow for peer to peer engagemen.
A variety of individual work, pairs, small group and whole class discussion will keep the students' interest levels up and cater for different student's abilitie.
This will also help to balance the ratio of teacher and student talking tim.
Other factors to consider are keeping instructions clear, simple and focused, being consistent so students can adapt to your teaching style, and checking for understanding by asking them to explain their take on the tas.
All of the above factors will help to establish a strong rapport with the students and maximise engagement and therefore effective learnin.
Depending on the age, motivation and other extraneous factors, occasionally discipline may be require.
Issues need to be dealt with immediately, sensitively and could range from stopping talking and looking at a student, rearranging the class situation, or asking a student to stay behind to discuss the behaviour and how it affects the clas.
