Many institutions and teachers have a reputation for real success inteaching English. Others have a poor reputation. For example, they saythat they have learnt a lot of English at school. Others say that theyhave studied for three, four years or more, but learnt almost nothing.The main test in for real success in teaching and learning should bewhether or not the learners are able to communicate at all in English.Can they understand simple instruction, letters, articles? Can theyrespond an interview? Can they use certain functional expressions in aconversation? Can they comprehend simple paragraphs? Can they ask fordirections in the street? Can they express their opinion in adiscussion? Can they write letters or reports? And, can they passrecognized Examinations in English, like KET, PET, IELTS, TOEIC, orTOEFL?
We know success is not just being able to repeat memorizessentences or complete grammar exercises, - but more than that, thelearners should have ability to use English effectively in realcommunication situations. Success is not the same as getting 8, 9 or 10in course tests - though it may indicate some progress
Successful teachers and institutions where they teach may be differentin many ways. Their teaching skill is affected by their experiences,trainings, size of class, hours of teaching in a week, methodology andthe materials they usually use. However, successful teachers tend tohave certain things in common. They usually:
. Have practical command in English, not just a knowledge of grammar rules.
. Use English most of the time in every class, including beginners' classes.
. Emphasize more on learners' practice, instead of teacher explanations.
. Use time for real-communicative activities, not just practice of language forms.
. Focus their teaching on their learners' needs, not just 'finishing' the syllabus or course book.
A teacher's development of a command of English should be along-life hobby as well as a professional obligation. Of course, aknowledge of the rules and terminology of grammar and vocabulary isalso useful. But language teaching is much more than just the transferof knowledge. Using English in to communicate with their learners isalso avoidable. By using English in or out of classroom, their learnersconstantly experience the real communicative use of English. Itmotivates the learners and improves their exposure to the languagethrough listening comprehension and gives them opportunity to speakEnglish. Finally, put the learners at the centre of teaching. Yoursuccess as a teacher is based entirely on their success as learners.
Hopefully this short ideas will benefit those interested in English teaching.
We know success is not just being able to repeat memorizessentences or complete grammar exercises, - but more than that, thelearners should have ability to use English effectively in realcommunication situations. Success is not the same as getting 8, 9 or 10in course tests - though it may indicate some progress
Successful teachers and institutions where they teach may be differentin many ways. Their teaching skill is affected by their experiences,trainings, size of class, hours of teaching in a week, methodology andthe materials they usually use. However, successful teachers tend tohave certain things in common. They usually:
. Have practical command in English, not just a knowledge of grammar rules.
. Use English most of the time in every class, including beginners' classes.
. Emphasize more on learners' practice, instead of teacher explanations.
. Use time for real-communicative activities, not just practice of language forms.
. Focus their teaching on their learners' needs, not just 'finishing' the syllabus or course book.
A teacher's development of a command of English should be along-life hobby as well as a professional obligation. Of course, aknowledge of the rules and terminology of grammar and vocabulary isalso useful. But language teaching is much more than just the transferof knowledge. Using English in to communicate with their learners isalso avoidable. By using English in or out of classroom, their learnersconstantly experience the real communicative use of English. Itmotivates the learners and improves their exposure to the languagethrough listening comprehension and gives them opportunity to speakEnglish. Finally, put the learners at the centre of teaching. Yoursuccess as a teacher is based entirely on their success as learners.
Hopefully this short ideas will benefit those interested in English teaching.
