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TEFL Suwon

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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:

S.H. - U.S. said:
This article will be based on my personal course experiences and my experience as a teacher. I will argue that interactive and cooperative learning is a more effective way of teaching. I will draw on relevant materials to substantiate my claims. There are various methods of teaching suited to different learning levels. Each teacher should accommodate to the specific student cohorts, based on whether or not he or she are at an elementary, beginner, intermediate or advanced level. Carl Rogers introduced humanism in teaching. The objective of humanism in education is to treat each individuals learning experience as unique. The role of the facilitator is to empathise and provide triggers to create self-actualised individuals. This can be achieved by building a rapport with students, so that teachers understand their individuals needs, are authentic in front of the students, building a bridge of trust and create an environment where learning is effective and addresses their personal learning objectives (Rogers, 1967). Meyers and Jones (1993) said “Students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, roleplaying, and other activities – all of which require students to apply what they are learning.” I found this quote effectively explained my experiences as a university student and later, as a teacher. As a warm-up exercise, I incorporated the ‘Marshmellow Challenge’ I borrowed from TED in a lesson at the start of the semester, to ease students into group work; to test their ability to problem-solve and to create a positive learning atmosphere in the classroom. This encouraged students to communicate freely and comfortably with fellow students and their teacher. The exercise was repeated at the end of the semester and the results were compared and it was found that group cohesion and cooperative learning had improved drastically by the end of semester – even students noticed the improvement. Students agreed they had progressed in their ability to communicate (a necessary learning objective) and problem solve. (Bruffee, 1993) Another teaching style which I personally use in teaching is the use of e-learning tools, such as Learning Management Systems (LMS), quizzes and online games and virtual learning environments, such as Second Life. Online games, such as quizzes are an effective way to not online engage students but also to test their learning progressively. It is also good way to evaluate the students learning and gives the teacher an indication of whether their particular style of teaching is effective. Virtual environments such as Second Life have been used at my university within vocational courses, to teach students how to build and use tools in a safe learning environment, prior to practical experience. These teaching styles can be incorporate within tefl to engage, motivate and encourage students throughout the duration of the course. It will also help them identify weaknesses in their learning so that they can continue to build on existing knowledge and apply what they have learnt in a real-world environment. In conclusion, I found that although this course had an abundance of reading resources, there were times were I was often lacking motivation and guidance. Having the above teaching tools incorporate into the delivery would most definitely have benefited my understanding of the course content. References Bruffee, K. 1993, Collaborative learning: Higher Education, Interdependence and the Authority of Knowledge, John Hopkins University, Baltimore Meyers, C & Jones, T.B. 1993, Promoting active learning: Strategies for college classroom, Jossey- Bass, san francisco Rogers, C. R. 1951, Client-Centered Counselling, Houghton-Mifflin, boston


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