Job Discussion Forums

[veiledsentiments]

[mishmumkin]

[huntjuliehunt]

I disagree. I think less experienced teachers should get beginner courses. They're easier, and if a less experienced teacher doesn't know the most basic grammar, something is wrong.

And the last thing I want is someone supervising my class. The focus leaves the material, and turns to your nerves at being watched, and you end up teaching like a freaked out, red faced, robotic moron (if you're me.)

[flutterbayou]

Friends, I am non-plussed that not one person has commented on my claim that English and TESOL MA's are the pros to be teaching English.

For heaven's sake, we have accountants, social workers, nurses, and IT professionals teaching English with CELTA and DELTA certificates, as if knowing how to use language levels with knowing how to teach it.

As to not correcting speaking while someone is speaking, for sure, allowing a student to express her thoughts and claim that utterance is by far more important than pointing out errors. Besides, vernacular spoken English is granted more lenience than is written work.

I was directing programs that sent students to La Trobe University and the University of Tasmania. Both schools sent praises that while our Asian students made mistakes in written work, they were by far more pleased that they were able to share original ideas in the classroom, which contributions attributed highly to their success. They were less concerned with accurate mechanics being applied. (edited typo)

BTW, Steve Krashen is against nit-picking written work with corrections until the final draft. I agree with Borealis: tick the error with a code and require feedback on the subsequent draft. Students in my classes list the errors on the reverse side, state the nature of the error, and indicate what correct meansure(s) were taken.

Another factor gone amiss in teaching is class preparation time. It really makes my teeth curl to see a teacher show up for work 15 minutes before class, and reviewing the material for the first time over a quick cup of coffee. In my book, a lesson plan should be written and precise enough so that a substitute teacher could walk in and take over without trouble.


The point we should stress, though, is not what works for us, but what works for our students and the overall course objectives. Hearing about individuals' teaching styles is another way of claiming that self-discipline is a subjective matter. As for student criticism of unqualified teachers, well, sometimes they don't know what is in their best interests and they occasionally place responsibility for their poor study habits on their teachers.

Teaching is so much like parenting. To do well requires little, if any, time to admire one's own work.

[huntjuliehunt]

Flutter, if it makes you feel any better, I was thinking about your message while I was getting out of the shower today. I agree that a Masters is by far superior to a 4 week course certificate.

But I don't agree with your attack on someone who spends 15 minutes preparing a lesson over coffee. Some people can do it, and can do it well. I'm not one of them. If they can't do it well on 15 minutes preparation, then they'd better spend however much time it takes to do it well.

[007]

[flutterbayou]

[veiledsentiments]

[Kootvela]

[eha]

Not exactly the same thing, is it? You can't get far in English, whether speaking, reading or writing, if you don't know the verb 'to do'. But you don't very often use the symbol for the different sounds in English--- you can model pronunciation instead.

[Borealis]

A CELTA trained teacher should be armed with enough basic classroom management techniques, lesson planning skills and teaching techniques to be able to teach a class of beginners. Teachers who have obtained "qualifications" via the "certificate mills" which have been referred to by a couple of posters (which I assume means the various online courses available with no teaching practice/supervision component) will, of course, not have those basic skills. Again, I emphasise BASIC. Does the MOHE know how to distinguish between these qualifications? With continued support from a well-qualified and experienced DOS, new CELTA teachers should have few problems in the classoom. I disagree that students at upper levels are merely practising the language and that therefore it's okay to give them an inexperienced teacher. Teachers of upper levels should be able to answer any grammar question that is thrown at them and be able to teach how the grammar is used - and students at this level generally do ask very detailed questions. It's simply not acceptable to respond to these questions by saying grammar is not important. That is a quick way to lose the respect of the students and and have them launch a complaint.

B

[flutterbayou]

[quote="Kootvela"]

[Kootvela]

[veiledsentiments]

[huntjuliehunt]

I've taught beginner and upper levels. I have always found beginner levels the easiest, and I prefer them. It freaks me out, teaching students who have studied for years, and ask a million high level grammar questions, and challenge me on a daily basis. When the high level classes are conversation based, they can be fun. But when they're not conversation based, I'll take the easy way out - beginner courses- anyday. You say that you find beginner courses the hardest. Well, different strokes for different folks; we've all got strengths, weaknesses, Honey Nut Cheerios and Kashi Heart To Heart.

I'm not drunk.