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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Having finished the entire course I would like to make some assessment of sorts.
1. ESA methodology. Embodied in lesson plans, the ESA methodology keeps the teacher in control of the flow of discussion, activity, order in the class, etc. I like this unit because the ESA is like a blueprint that facilitates a teacher's pedagogy, not to mention simplifies the preparation and execution of lesson plans.
2. Classroom discipline. Looking back, I realized some mistakes I made in handling my esl students. At some point, I became very lenient and inconsistent with my own rules. From this unit I learned that it is better to start off stern and firm then gradually become lenient than it is to regain control when it is already lost.
3. Leveling of students. Quite important for a teacher is to assess the language ability of the students before the start of formal instruction. We cannot undermine the importance of properly categorizing learners according to their linguistic level and matching it with the right method of teaching.
4. The grammar basics. To become an effective communicator, one should consider accuracy as important as fluency. On this note, efl learners need to be thoroughly grounded on the rudiments of grammar so they can be more communicative and self-confident when dealing with various kinds of english speakers.
5. Evaluation and testing. I believe in the continuous assessment of the language competence of esl/efl students as this is one way to gauge whether we are making progress or not.
6. Teaching special groups. I appreciate this unit the most because for sure I will handle learners from different walks of life. I cannot possibly choose the type of students I will have; therefore, from teaching beginners, to children, to adults, to individuals, to group, to business students, to handling monolingual and multilingual classes – I must be equipped and willing to pay the price. I must be flexible with such diverse groups of learners so I can handle them effectively.
There are two types of knowledge according to Information Processing Theory – declarative knowledge and procedural knowledge. The former is conscious and effortful; the latter is unconscious and effortless.
Relatively new in the field of teaching, I think I will rely much on conscious knowledge or careful application of all the theories, concepts I gained (declarative knowledge) from this course. In time, and once I become a seasoned language teacher, I hope to teach with ease and facility already (procedural knowledge). I can't wait for that stage in my teaching career ‘coz right now, I must say I still lack automaticity as I am not a creative person by default. It takes time for me to brainstorm/come up with ideas that are fun and exciting. Teaching, especially to young learners, doesn't come naturally for me.
The course, overall, has given me a good grounding on teaching an efl class, a foundation quite different when taught in Philippine context. However, I will need to work on my confidence level first because I think everything I learned from the entire course hinges on how confident I could teach and handle a class. The content is not the problem; the knowledge is here, embodied in this whole course unit. The problem is I, myself. So what I intend to do is hone my teaching skills through constant practice in hopes that one day I will become effective at using whatever teaching strategy is at my disposal.
