[ITTT TESOL] TESOL 수료증 교육작업자료 - WORKSHEET – UNIT 3

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

 

WORKSHEET – UNIT 3

 

When answering the tasks here please refer to any experience you have had in the classroom, or experiences you have noted while observing another teacher, as either a student or onlooker.

 

Task 1 –How can a teacher use his/her physical presence and voice in the

classroom?

 

The teacher can use eye-contact, gesture and voice in a class. These things help to concentrate on the students during class time. When the teacher uses gesture and voice, the students can understand a new topic well. Using a gesture especially reduces teacher talking time, while student talking time can be increased. On the other hand, when the teacher processes student-centred activities, the teacher should avoid eye-contact, because this time needs pairs/groups working together without the teacher. Using a gesture should be clear in meaning. The voice has clarity, range and variety or projection as well.

 

Task 2 – Is there a best seating arrangement for a class? 

What are the advantages and disadvantages of the various seating plans?

I think the best seating arrangement for a class is on orderly row because this arrangement includes many good things from circles and horseshoes and separate tables. However, this way has disadvantages too.

First, orderly row means that the teacher has a clear view of all the students and all the students can see the teacher. In larger classes of twenty five or more students this is often the best and only solution. This is a teacher-centred method. It is useful to do eye-contact also. This can work in pair or groups, but students in the back cannot participate easily. Secondly, circles and horseshoes are often used in smaller classes, and students can focus on the lesson. It is useful for pairs, and they can have eye-contact with each other, but it can work for small classes. Thirdly, a separate table is useful for group work activities. However, it can create discipline problems, and the teacher cannot make eye contact with students.

 

Task 3 –List the different student groupings that a teacher can use

Give advantages and disadvantages for each:

One of the student groupings is the whole-class grouping. This group gives students a sense of belonging among the group. It will be quicker and easier organization. However, it reduces opportunities for students to speak, especially shy students.

Second grouping is students working on their own. This is less stressful for the student, but impedes possibilities for student to student interaction and group belonging.

  Third is pair work. Pair work dramatically increases opportunity for student talking time and student to student interaction, and allows stronger students to help and support weaker ones it, also allows students to divide responsibility for work and removes the burden from the individual. However, it can be rather noisy. Students may try to retune back to their native language and avoid using English.

  Fourth is group work. Like pair work, it can visibly increase student talking time and student to student interaction. During the group work, there might be personal problems. This way can make students cooperate in English, but sometimes it is noisy. Some members may control and the passive students may not get reasonable opportunity to participate.

   

Task 4 – How can the teacher reduce unnecessary teacher talking time (TTT)

and increase student talking time (STT)?

 

  To avoid unnecessary TTT, the teacher should choose the language carefully, for explanations and instructions. Avoiding TEFL jargon, using gestures, mime or pictures is useful. Not extra elaborating is important, the teacher should keep it simple. In addition, using language that is the level of the class being taught is important. If the teacher uses pair work and group work during the lesson, the student talking time will be increased, and the students can build relationships.