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TESOL Videos - Classroom Management for Teaching English as a Foreign Language - Giving Instructions
Our next consideration is that of giving instructions to our students. In order for those students to effectively carry out an activity, we need to make sure we have given clear and unambiguous instructions. It's also very important to check that the students understand the activity before you start. If you've done that work correctly then the teacher shouldn't need to say anything once an activity has started because the students are very clear about what they're supposed to be doing. So some ideas when giving instructions. As we've mentioned use simple language. Secondly, rather than trying to explain an activity, then do a demonstration which is visual. Thirdly, try to use wherever possible common words that come up within every activity. These would be things like ?look?, ?listen?, ?your partner?, ?think?, and so on and so forth. So instead of continually changing the way you try to describe an activity, if we use these common terms, such as look and listen, use them as often as possible they're as many activities as we can, then those instructions will become clearer to the students as time goes on. Final thing here we need to be very sure that the students have understood our instructions and we can't rely on questions, such as do you understand. Quite often they will say yes whether they do or not. So in order to check that the students understand the instructions, ask them what they're going to do. If they cannot adequately answer that question there's very little point in moving into the activity so we need to go back and explain demonstrate again.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
unit Five dove deep into teaching theories and gave me some new ideas for classroom activities. It wasn't all fun and games though, part one is about case studies and how to use them as a tool for teaching- introduce the material language first ( going with a bit of ESA here) by teaching the language with something fun such as a word game and so on down the line to the study and activate phases- there are 6 or 7 phases that detail the correct operational teaching procedure when using case studies for lessons and they include giving a background of the case study material, teaching the language necessary to do the assignment, demonstrating how to do the assignment and so on. I am trying to keep this short. the next section covered frame-working and i learned how to breakdown a case study into input> process> output. the three main factors looked at when reading a report of spending and earnings that the business procured over a certain period of time there was also a brief section on the Speak act theory covering the different modes of language use from simple utterances to perlocutionary utterances. a simple definition and how to use them in the class such as to teach certin aspects of language etiquette so as not to offend native speakers of the language being taught due to a misunderstanding simply erupting from a illocutinary utterance taken personally- as an offensive perlocutionary utterance. I also found some fantastic websites to use for finding business related material to use as examples, reading material and much much more, thank you internet. unit five was a nice adition to the previous units as i feel my knowledge base is being built like a castle foundation sat on a rock solid surface. bring it on unit 6