Kriel, Mpumalanga TESOL Online & Teaching English Jobs

Do you want to be TEFL or TESOL-certified in Mpumalanga? Are you interested in teaching English in Kriel, Mpumalanga? Check out our opportunities in Kriel, Become certified to Teach English as a Foreign Language and start teaching English in your community or abroad! Teflonline.net offers a wide variety of Online TESOL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
Here Below you can check out the feedback (for one of our units) of one of the 16.000 students that last year took an online course with ITTT!

In this unit we will be looking at how the teacher and his students respond to his teaching method during class and in the first video, the teacher asks the students on how to make a sentence with the word ‘stop’. The teacher would then engage the class into thinking on what words or sentences or verbs to be used with the word ‘stop’. With the students’ response, the teacher would jot them down on the board. For instance, the students have created a sentence ‘you have to stop’. Students will now try to create words with ‘have to’ for example, ‘you do not have to stop’. However, in this video, I find that the teacher does not know how to engage with his students and the students seems to be more quiet. The teacher should not use the word ‘you are wrong’. He could have used another lighter approach such as ‘good try, but try again’. by encouraging the student who was wrong, the student would make the extra effort to try better rather than feeling like he/she was being shut down and that his/her idea was worth the effort. Student and teacher is very important in any circumstances during class. If the teacher proceeds with this type of manner, he might not have great response in his class in the future. Also, it is vital to take note of the age group of this class. The class seem to have students who a bit more mature, and the teacher would need to understand why they may not be responding to his questions when he started asking them. Factors like this are to be considered. In the second video, the teacher begins by introducing himself and he went around asking the students to introduce themselves. This allowed the students to feel that they are being appreciated by the teacher as he took the time to ask every student of their name and he greeted them by saying ‘nice to meet you’. The students in the second video, engaged more with the teacher. The teacher himself feels more comfortable talking with his students in comparison with the first video. The students were are more lively in this video and the reason being was the teacher seemed more approachable rather than the first video. The teacher in this video made an introductory of the lesson by engaging the students in making sentences with the word ‘in the zoo’, ‘in a beach’. This would give the students a general idea of what is coming and as the lesson went on, the teacher found it easier to communicate with his students. The students engaged more with the teacher when making the sentences, whilst in the first video, the students looked confused as to what they were asked to do during the lesson as there was on clear instruction or guide. In the first video, the teacher kept showing pictures and were expecting the students to understand however in the second video, the pictures came after the teacher started to get into his lesson of how to make sentences with ‘have to’ and ‘don’t have to’, ‘can’ and ‘can’t.