Seminary, Mississippi TESOL Online & Teaching English Jobs

Do you want to be TEFL or TESOL-certified in Mississippi? Are you interested in teaching English in Seminary, Mississippi? Check out our opportunities in Seminary, Become certified to Teach English as a Foreign Language and start teaching English in your community or abroad! 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 the first lesson the teacher seems annoyed or angry with the students much of the time. He doesn't give clear instructions for activities or explanations of grammar points. When students don't understand he just repeats himself and adds more words, many of which are above the English level of the class. He speaks too quickly and uses language inappropriate to the level. he spends a lot of time with his back to the students facing the board or his desk. He points at students, doesn't use anyone's name, and doesn't have any sort of engage period at the beginning of the class. He hands out worksheets before explaining the activity and when they play a game he loses track of the points and arbitrarily decides who wins. In the second lesson the teacher has a good engage phase where he learns everyone's name and gets them to start thinking about modal verbs. He speaks more slowly and instructions/explanations are much more clear. He explains activities by demonstration and asks concept questions to check that the students understand. He uses photos and objects to elicit specific vocabulary. He some of his board work already written when the students arrive, and it makes more sense than in the first lesson, although I think his chart with have to, can, and pronouns was a little confusing. He calls on students in random order and has them ask each other questions. He is overall better at controlling the classroom and drawing out responses from the more reluctant students.