Our Morning TEFL Classes

Role of the Teacher & Student Centered Learning

Students will...

Propose ways to build community in your classroom.
Recognize traits of an effective teacher.
Provide examples of how to be a good role model.
Define common terminology and abbreviations used in the TEFL profession.
Define student-centered approach and teacher’s roles.
Define autonomous learning.
Describe the information found in the Learning Pyramid.

Materials: Need to bring colored tabs/paper for jigsaw, taboo cards, circles for teacher roles + readings, and crayons/colored pencils for making the pyramid.

[5-15 min] Review Yesterday + Needs Analysis 9:30-9:40

Discuss Purpose and Content. Also, we will briefly make sure that everyone understands how to access Moodle and complete tasks there. Look over guidelines together and discuss grading and attendance policies. Conduct Needs Analysis if not already done. Allow students time to read letters from past students as advice if not already done so on first day.
Basic Needs Analysis (if not already completed)

[20-30 min] English as a World Language & Role of the Teacher Part I 9:40-10:10
Pull up PPT for today, but cover it for first part of lecture. Begin class with brief discussion on why people study English and what population of the word "speaks" English. Discuss with students Slide Four, allowing them to talk in pairs about why the textbook lists this table.
CHAPTER ONE AND TWO PPT
ENGLISH AS A WORLD LANGUAGE WORKSHEET

Follow this with “Fun” Teaching Videos related to today's topic. Have students create pros/cons list and a venn diagram to discuss videos:

VIDEO HANDOUT

Supplemental: Bad Teacher Habits (7 min)

Talking to the board
Interrupting students
Finish sentences for student

[30 min] Role of the Teacher Part II 10:10-10:40
ROLE CUT OUTS (20): Ask students work in pairs to make list of characteristics that they feel make a strong/weak teacher. Show them Slide 8 and add their ideas. Transition into ROLE of the teacher.
(don't have a digital version of the cut-outs. The roles are listed on pg 108-110 in The Practice of English Language Teaching)
1. Divide class into Four Groups
2. Have each group read IN THE CLASSROOM
3. Divide up the circle cut-outs to the four groups according to number
4. Model one of the roles for students so that they get the main idea of just highlighting the reading.
5. Give them 5 minutes to converse on their topic and then have them clip their word to the board and give the highlights of their role
6.Go over the circles with students.

(Optional) Use STUDENT CENTERED LEARNING WEB to discuss ways the idea/importance of student centered learning.

TABOO (10 min) : ESL Terminology & Levels (Taboo with pg 35-36: Pairs). Go over terminology with students after they try to play taboo either at the board or in pairs with cards. They must try to describe the term without saying the exact term (this is a modification of real taboo)
TABOO CARDS
SKILLS TO LEVEL CORRELATION (this is to give you an idea, it will vary according to institute)

[20 min] Six Quick Teacher Tips 10:40-11:00
Have students first create a chart. Then, they should Go through Teacher Tips and have students take notes. End of Chap 1.

BREAK

[15-20 min] Student Centered Classroom 11:20-11:40

How can we make this a more Student centered class? Go over slides 23-24. Give students time to consider this question and how it relates to lecture content. Have them share their answers in small groups.

[20 min] Draw the Learning Pyramid & Share 11:40-12:00
THE LEARNING PYRAMID (15-20 min): Give students cut out triangles and have them recreate the learning pyramid in pairs. Then, they can chose a grammar point from the pre-course module and explain how they would apply it to each stage of the pyramid (write it in the pyramid). Share with another pair when complete.

Multiple Intelligences

[20 min] Students Take Learner Differences Quizzes and discuss 12:05-12:25
Allow students time to take one of the two quizzes and share their answers in small groups. Have some share their answers with the class.

Learner Differences: QUIZ ONE
Learner Differences: QUIZ TWO

[20-30 min] Lecture or Jigsaw 12:25-12:55

Jigsaw Definitions on the Multiple Intelligences
Divide class into groups via the 4 colored sheets of paper. Each color paper has 2 different learning styles on it. Write the following directions on the board

Steps on Board
1) Look at your color to get into groups with others that have the same color
2) Read about your learning styles and become "experts as a group". Fill out your portion of a graphic organizer (SAMPLE GRAPHIC ORGANIZER) and be prepared to teach it. (read about your terms in your book or HERE)
3) Jigsaw into new groups. The new groups should have at least one representative from each of the sections you need to fill out.
4) Each person (in some cases two people) teach the others your content. Go until the all the content is covered and the graphic organizer is full and complete.

[30-40 min] Work on 10-15 minute presentation that address learner styles 12:55-1:30
Now that we have established the basics to the different ways in which people are better suited to "learn," let's take that information and put it into practice. You will be paired up and given time to create 2 activities that address 2 different learning styles. Your presentation should be brief 10 minutes is more than enough to show your activities.

PRESENTATION GUIDELINES

Presentation Rubric