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TESOL Videos - Classroom Management for Teaching English as a Foreign Language - Use of Eyes, Voice & Gesture
This presentation is going to focus on the section of classroom management. We could start with a definition of classroom management as being the skill of organizing the class individual students within that class and what takes place within the class. Perhaps one of the most important resources for achieving these things is you and in terms of you there are a number of things that you can use to help with the classroom management and they include though they're not limited to the use of your eyes the use of your voice and the use of gesture. So let's take each of these in turn and see how they can be used to help with their management of the classroom. So starting with our eyes. First of all the eyes can be used in a number of ways and they can certainly be used to hold attention. The eyes can be used to show when something is correct and the eyes can also be used to give encouragement to students and indeed to persuade. Moving on to the voice. The voice itself will change naturally depending upon what you're doing in the classroom and we should be careful that when using our voice that we enunciate every single word very clearly. In the same way that we write on the board in the form of print, we should try to speak very slowly and very clearly making each sound as we pronounce those words. Another thing, it is very important that you only use language that is at the level of the students that you're teaching. In the same way as we're talking about enunciating every word if your language is above the level of your students thenthat perfect diction is going to be a waste of time. perhaps the final thing that we could say here with the use of the voice is that the voice itself is going changed naturally depending upon what you're doing. So the stress and intonation when giving instructions is probably going to be different to when you're giving praise to feedback to your students. Finally we have the use of gesture. Gesture has a number of users within the classroom and some of the major ones would include to reduce the teacher talk time. So the use of gesture instead of actually saying something. Gesture can also be used to add to or convey meaning. Other users may include the use of gesture to add visual interest and perhaps finally here we can use the use of gesture to actually increase or decrease the pace of the class. So the use of the eye, the use of the voice and the use of gesture are all very useful tools for managing the classroom process.
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Nowadays, learning languages has become compulsory. Being in a globalized world, mainly influenced by English language as an international lingua franca, the tendency to learn English language is of paramount significance. In so doing, acknowledging various teaching methodologies and approaches allows teachers to be more efficient and productive during lessons. More precisely, being aware of the multiple teaching methodologies, such as Grammar-translation, Audio-lingualism, Task-Based learning and the like; increases learners? productive outputs. Although there exist a myriad of approaches and methdologies, each of which has its pros and cons. The common convenient alternative that is suggested by Jeremy Harmer is Engage Study Activate-ESA method. As its title suggests, ESA is the most preferable methodology entailing much diversified and multiple activities as well as materials during the stage of teaching and learning criteria. Particularly, ESA is effective, first and foremost, for elicitation standard wherein learners are capably motivated to be involved throughout the course procedures. Learners are unconsciously provoked to speak spontaneously through the use of elicitation tools: realia, flashcards, mime and follow-on questions. Methodologically speaking, Implementing the main ESA plan lessons including ?Straight-Arrow?, ?Boomrange?, and ?Patchwork? in a sequential and ordered manner reduces complication and increases clarity and comprehension for learners. Essentially, it is noteworthy that teachers are allowed to prioritize student self-correction and student-student correction more than teacher-correction option. In effect, the learning phase of learner becomes efficiently prolific in fluency and accuracy simultaneously. All in all, the appropriate use of the various aforementioned methodologies along with its types and/or options improves learners? learning of the EFL