Do you want to be TEFL or TESOL-certified in Pennsylvania? Are you interested in teaching English in Penndel, Pennsylvania? Check out our opportunities in Penndel, Become certified to Teach English as a Foreign Language and start teaching English in your community or abroad! Teflonline.net offers a wide variety of Online TESOL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language. Here Below you can check out the feedback (for one of our units) of one of the 16.000 students that last year took an online course with ITTT!
I believe I have gained a deeper knowledge of the different approaches that can be mixed together to make engaging and successful lessons. In my current job, I'm an ALT in Japan teaching English in high schools. My students have a rather low level of English proficiency. My company stresses the PPP approach to teaching, but as this lesson states, "the system lacks a good deal of flexibility and it's easy for the lessons to become too 'teacher based." In a lot of ways, the PPP system falls short of giving students the freedom to try the language on their own terms. This is very frustrating as a teacher. I feel as if the "engage, study, and activate" approach still closely follows the PPP approach, but with more flexibility for planning lessons catering to students personal levels and comfort zones to practice the language. The inclusion of less popular methodologies, I feel, make this possible. It's easy to discount some approaches like "the silent way" or "audio lingualism" as being too hands-off or repetitive, but these methods can be useful if used effectively with other techniques or activities. For example: the Silent way can be used during the "active" stage of a lesson during an activity to give students more freedom to explore and try on their own and to minimize the possibilities of over corrections and teacher talk time. The "audio lingualism" is still used in lower level classes to teach pronunciation and vocabulary in many schools in Japan. Personally, I use this method myself to learn vocabulary since the repetition and use of language in context helps me practice the language. So I don't hesitate to use it in small doses for reviews before language activities in my classroom. In conclusion, I want to be more flexible with my lessons and try more out-of-the-box ideas to engage them in language learning. This lesson helped me see the limitations I was making for myself and how I can approach them better now. I look forward to including some of these techniques into my classrooms today.
