STARTBODY

Teach English in Shanxi Luneng Jinbei Lǚye Gongkuang Qu [Shanxi Luneng Jinbei Aluminum Industry and Mining Area] - Xinzhou Shi

Do you want to be TEFL or TESOL-certified and teach in Shanxi Luneng Jinbei Lǚye Gongkuang Qu [Shanxi Luneng Jinbei Aluminum Industry and Mining Area]? Are you interested in teaching English in Xinzhou 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.

English classes designed for nonnative speakers are unique, because the teaching styles must cater to a number of stipulations, such as classroom diversity, language ability, and age of students. Therefore, teachers of these classes are trained not only in lesson planning, but in building rapport with students. Learning a language requires trust among the students and between the teacher and students, as well as a classroom that encourages students to make mistakes in order to learn. Teachers of English must enact a dynamic approach in the classroom, fulfilling the roles of leader, participant, and model, in order to encourage a safe and comfortable learning environment for all students. While lesson plans and objectives revolve around the students, the classroom itself is controlled and influenced by the teacher. He or she is the leader, and therefore, students rely on his or her ability to control the classroom. This does not mean that the teacher must conduct the class in a strict, authoritative manner. In fact, this can discourage students and wound their self-esteem. Maintaining control over a classroom means that a teacher not only be confident in his or her role as a leader but enjoy being there as well. Acting as a lecturer is one role that clearly establishes the teacher as the leader of the class. When conducting a lecture, teachers should have clear and concise aims for the class to accomplish. In addition, he or she should make eye contact with students, as well as use their names. This shows that the teacher cares about the individuals who comprise the class and not just the class as a whole. It also helps establish rapport, which facilitates trust and comfort in the class. However, too much lecturing time can result in students losing motivation and getting distracted. It is important to schedule lectures in short intervals and between activities where students get to talk to one another or work individually. When students work in groups or pairs, the teacher can act as a participant, where his or her talk time is minimal, if not completely absent. Acting in the role of a participant is important because teachers seemingly relinquish control and give it to the students. Even though the teacher still remains in control of the class, students can feel uninhibited in answering other students’ questions or conversing in English, because there is less fear of being corrected. As a participant, the teacher should not correct students or impart new information. The point of this role is for the teacher to monitor the class silently so that students can make mistakes and have the opportunity to correct them, as well as for them to get to know the other students in the class. Introducing student talk time is a necessary dynamic approach in order for students to feel motivated and in control of their own learning. The teacher also benefits from this approach. While being a participant, teachers have the opportunity to learn more about the progress that each student is making. He or she can also learn which students are stronger in ability or more confident. Knowing this can help the teacher pair or group weaker students with stronger students. Furthermore, teachers can pair themselves with a stronger student in order to challenge them, or they can find a weaker student in order to help him or her along and facilitate a comfortable environment. In all classrooms, the participant is a vital role for the teachers to fulfill in order to promote confidence in and establish rapport with students. Finally, the natural embodiment of a native English speaker is itself a role the teacher fulfills. Native English speakers do not consciously realize that ideal English pronunciation and grammar are ingrained in their upbringing. Therefore, teachers should recognize this and try to speak slowly, clearly, and concisely not only so they can understand, but also so they can hear the shape of English words and syllables. This is especially true for beginner students with less exposure to authentic materials. In addition to natural English language ability, all teachers are role models to their students. Younger students look up to teachers and try to impress them, while teenage students rely on teachers for resources such as recommendation letters. Therefore, teachers are not only a model of the English language. They are a model of success and perseverance that the students aspire to achieve. The ability to perform these roles with ease is something that takes experience, and it is necessary for a teacher to understand this and be up to the task. Classrooms with students of different ages and experiences work best when teachers put in effort to create dynamic lesson plans. They must adapt to the environment that the teacher creates. Moreover, the challenges that result from this dynamic prepare students for success, and it establishes a healthy atmosphere for productive learning and relationship building between the teacher and his or her students.


ENDBODY