"Like" us to connect with other students, watch videos, see job offers and even get special discounts.
TESOL Videos - The ESA Methodology of Teaching - The Engage Phase
This presentation is going to focus on the ESA methodology of teaching. In our teaching methodologies section, we briefly had a look at what ESA was about, but in this presentation, we're going to look in greater detail about that particular methodology. This particular methodology is accredited to Jeremy Harmer from his "Practice of English language Teaching" book. It's a three-stage methodology and what we're going to do is to look at the purpose of each one of these stages and some typical activities that take place during those stages. So, the first stage is known as the engage and its sole purpose, as the name implies, is to get the students talking and thinking in English. There is no reason whatsoever, when these students come to your class, that they should have said a single word of English up until that point in time during the day. So, we cannot expect them just to come in and immediately start talking in English. We need to have some activity such as the engage to get them warmed up. There are a number of activities that we can do in order to do this and what we try to ensure is that these activities involve everyone in the class, that they are interactive and fun. So some examples of these activities again that we can play is known as fizzbuzz and in fizzbuzz, what you do is, you go around the class, each person saying a number. Let's say we start off between the numbers 1 and 30. They just go around the class each person going through the numbers. In the second round what we do is we ask them for every number that is a multiple of 3 (3, 6, 9, 12 and so on), they say the word "fizz" and then in the third round, they not only do that but every number that is a multiple of 5 (5, 10, 15, 20 and so on), they say the word "buzz" and this really gets them to have to use their thought for English as to whether they say the number or they say "fizz" or they say "buzz" or, indeed with numbers such as 15, whether they say the words "fizzbuzz". So, it's a very nice activity to get them going. A second idea that we could use here is that we get them to create lists. So we give them a topic, let's say fruit and vegetables, and they go around the class having to produce a list of various things. Another idea may be something like an alphabet game, where they have to create nouns following the letters of the alphabet. So each of these ideas is purely and simply to get the students talking and thinking in English. They are interactive in that the students have to communicate to us and the third thing we need to ensure is that everyone in the class has said something by the end of our engage phase.
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.
The two ESA lessons, 1 and 2, were really useful to exemplify the importannce of how the teacher's attitude can create an atmosphere, good or bad, and that it will influence directly tsudent's learning, attitude, participation, understanding, etc. The videos gave us a clear idea of the classroom scenarios when a teacher is prepared or unprepared, has a possitive aproach or a negative one. From video 1 the lack of clarity on the teachers voices confused the students, they weren't understanding, the teacher was using technical terminology, the teacher did not motivate the students, didn't praise any effort, he lacked of preparations that made him consume time that could be used in a more effective way that could benefit the students. The teacher constantly showed his back to the students, his intructions were not clear, creating confusion in students. The teacher was giving all the answers away instead of eliciting. Students seemed discouraged, the teacher didn't seem knowledgeable as he failed to explain students questions. Tha class didn't seem to have any logical order, he started immediately with the study phase, the teacher had no variation which made his class monotonus. Students didn't seem to be enjoying the class. In the second video the teachers voice is clear and slow and was according to the classes level, making the class comprehensive. The teacher used more gestures, more pair work, he smiled more and prised students efforts, students seemed to be enjoying more the class. The teacher looked better prepared, he used pictures, he elicited more, he made himself sure the students were really understanding. The second video was a good example of what a lesson should be like and the way we should approach it to be more effective teachers, and for students, to learn more effecively.