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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, I have reviewed the advantages and disadvantages of using authentic and non-authentic materials in the classroom, read about the benefits and potential pitfalls of using course books as resources for learning, studied the process and usage of lesson plans and lesson planning, and learned about the different methods of classroom management. Authentic materials are materials that have been created with real-world use outside of the realm of ESL/EFL learning in mind, while non-authentic materials are materials that have been created specifically for the purpose of teaching English language learners. Using authentic materials as resources for learning can be advantageous in that they provide realistic examples of English language use, are generally less predictable than typical course book material or gap-fill worksheets, and can therefore be more interesting to students than non-authentic materials. In contrast, non-authentic materials are beneficial in that they can be graded to level, customized to include the target language or grammar that students are meant to learn, and may be designed with specific activities, classroom layouts, and group organizations in mind. Lesson plans are created to be working documents that teachers can use as flexible guides for how lessons will progress, and they can be used to keep a substitute teacher aware of how a lesson should progress in the event that a class' usual teacher is not able to teach the lesson. Lesson plans should include the date and time of the lesson, the level and number of students, the context and objectives of the lesson, anticipated problems for students and teachers (with included solutions), and an outline of procedures with time estimates and examples clearly delineated. Course books can be convenient for new teachers with minimal experience in designing course materials and are generally useful in providing materials that are graded to level, are pre-tested, build off of earlier material, and encourage review of previously learnt materials. However, they may not coincide with the specific abilities, needs, likes, and dislikes of the class at hand, can encourage teachers to become complacent and not use additional resources in class, and (as they are not typically created for students of a specific nationality or culture) do not typically anticipate problems for students. The most successful methods of classroom management involve the teacher adapting a flexible teaching style and using voice, eye contact, gesture, classroom layout, student groupings, teacher position, monitoring and feedback, giving clear and concise instructions, and getting to know students in order to maintain discipline and order among students.