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Teach English in Dahuaishu Zhen - Linfen Shi

Do you want to be TEFL or TESOL-certified and teach in Dahuaishu Zhen? Are you interested in teaching English in Linfen Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.

When thinking about qualities a classroom should have that lead to the successful learning of English as either a foreign language or a second language, one can list an array of qualities. Some could argue that the most important quality a classroom should have is a strong curriculum. Others may say that a small classroom size is the most important. Some may even argue that the mastery a teacher has of the English language is the most important quality. However, in order to create a learning environment where students are engaging with the material and are successfully learning English, it is important that the teacher establishes rapport in the classroom early on.             Merriam-Webster.com defines rapport as “a friendly, harmonious relationship.[1]” With respect to the classroom, this means creating an environment where students feel comfortable to not only learn, but to communicate and be active in the classroom. One may wonder, how can a teacher approach building this type of relationship with their students, especially when there is a language and cultural barrier between the two? There are a few things a teacher should keep in mind that will help them build rapport in the classroom in spite of barriers they may face.             First and foremost, a teacher’s attitude plays a vital role in establishing rapport in the classroom. For example, having a friendly and welcoming attitude can help students feel comfortable with the teacher and, by extension, comfortable in the classroom. The simple act of getting to know one’s students early on and taking the time to greet them can go a long way as it shows that the teacher cares and that they see their students as people. Additionally, teachers must strive to have a positive and patient disposition when teaching. This means encouraging students when they face obstacles or make mistakes and adapting lessons to their needs. Students are more receptive to feedback executed positively than those given in a negative and even condescending manner. Having a positive disposition also means knowing when to correct students and how to correct them as to avoid potentially embarrassing them. Adopting this type of attitude can help students trust their teacher and build their own confidence.             Mutual respect also plays an important role in establishing rapport. A teacher must respect their students if they hope to receive respect in return. A way a teacher can show respect is to take the time to familiarize themselves with the customs and traditions of their students, especially if teaching English in a foreign, non-English speaking country. This not only helps teachers be sure that their lessons are culturally aware and relevant to the students, it also shows that the teacher respects the culture of their students. Another way a teacher can show their respect is by meeting the same expectations and rules they have for the students. For example, a teacher must always be on time and respectful of the allotted class time. They should maximize class time by arriving early, preparing lessons and materials before hand, just as they expect their students to come ready to learn. If a teacher doesn’t follow their own rules, why should the student? As a result, mutual respect sets the groundwork to put into place boundaries and expectations that students will want to adhere to, contributing to the harmony mentioned in the definition above.             Finally, incorporating engaging activities in one’s lesson is another way to build rapport in the classroom as it uses familiarity to make students feel comfortable. Beginning a lecture and introducing new concepts straight away can be disorienting for a student. Furthermore, it can intimidate students, making them feel lost since they don’t have anything to ground these new concepts on. As a result, teaching under these conditions does not yield to a comfortable environment where a student feels like they can learn. That is why, following the Engage-Study-Activate (ESA) teaching practice, incorporating an engaging activity at the beginning of a lesson can help ease students into learning new concepts by basing the lesson on what they are familiar with. For example, in a lesson where the goal is to introduce travel vocabulary, asking students about places they have visited or vacationed at is an effective way to not only see what vocabulary the students may already know, but it also encourages students to enter the mindset of travel. As a result, learning the new vocabulary becomes easier for students. Additionally, including engaging activities that relate lessons to the student’s real world is also helpful in building familiarity in the classroom, further easing students learning.              There are many challenges that come with teaching English to non-native speakers, however, establishing rapport in the classroom early on can help overcome some of these challenges. Keeping in mind one’s attitude, being respectful, and keeping students engaged are simple yet powerful habits a teacher should include in their own teaching habits that helps ease a student’s learning by providing a nurturing learning environment. As a result, one creates a welcoming and friendly space that can help students feel safe and gain confidence in their learning ability as well as in their teacher’s ability to teach. This is why establishing rapport is such an important quality to have to successfully teach English as a foreign or second language.  
 [1]“Rapport.” Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/rapport


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