HOW TO BE AN EFFECTIVE EFL TEACHER

Information about HOW TO BE AN EFFECTIVE EFL TEACHER

Published on October 27, 2009

Author: eflclassroom

Source: authorstream.com

Content

Slide 1: HOW TO BE AN EFFECTIVE EFL TEACHER Slide 2: DON’T SWEAT THE SMALL STUFF! Slide 3: BE A GOOD ACTOR! Slide 4: FORM SUPPORTIVE RELATIONSHIPS WITH COLLEAGUES Slide 5: DISPLAY STUDENT WORK DECORATE! Slide 6: FIND OUT WHAT STUDENTS ALREADY KNOW Slide 7: ESTABLISH RULES AND PROCEDURES DAY 1 Slide 8: HAVE A PLAN! PROVIDE AN AGENDA. Slide 9: Be prepared to make changes to or scrap your lesson plan. Slide 10: FOCUS ON VERB VOCABULARY! Slide 11: GET TO KNOW YOUR GRAMMAR Slide 12: GET TO KNOW YOUR STUDENT’S CULTURE Slide 13: DON’T ASSUME THE CLASS TEXTBOOK WILL WORK Slide 14: GO FROM CONTROLLED (WHOLE CLASS) TO LESS CONTROLLED (PAIRS/GROUP) ACTIVITIES Slide 15: DON’T NEGLECT TO TEACH LISTENING! Slide 16: TURN REGULAR ACTIVITIES INTO GAMES OR COMPETITION Slide 17: MOTIVATE STUDENTS WITH Slide 18: BE OVERLY PREPARED Slide 19: FOCUS ON COMMUNICATION (STUDENT’S NEEDS) THE 3 Rs : THE 3 Rs REPEAT! REVIEW! REFLECT! Slide 21: ENGAGE! STUDY! ACTIVATE! Slide 22: KNOW THY STUDENTS. PERSONALIZE CONTENT Slide 23: MAKE SOME OF YOUR OWN CLASSROOM MATERIALS! Slide 24: USE HUMOUR USE SONG GET ALONG! Slide 25: CIRCULATE DON’T HAVE “PETS” Slide 26: SHOW AN INTEREST IN THEIR NATIVE LANGUAGE Slide 27: SPEAK NORMALLY AVOID “TEACHER TALK” Slide 28: DON’T TALK TOO MUCH! LET THEM SPEAK! Slide 29: TEACH FOR DIFFERING LEARNING STYLES Slide 30: BE ENTHUSIASTIC BE A COACH Slide 31: DON’T OVER CORRECT! Slide 32: POINT STUDENTS TO LEARNING RESOURCES OUTSIDE THE CLASSROOM Slide 33: MAKE A “COMMUNITY” WEBSITE, NEWSPAPER, SOCIAL NETWORK BLOG, WIKI, PODCAST RADIO SHOW, CLUBS Slide 34: KEEP IN TEACHING SHAPE! PROFESSIONAL DEVELOPMENT CONFERENCES / COURSES TEACHER GROUPS Slide 35: HAVE A LIFE OUTSIDE THE CLASSROOM Slide 36: BE REFLECTIVE! Slide 37: TEST COURSE CONTENT NOT INTELLIGENCE! Slide 38: KISS KEEP IT SIMPLE, STUPID! WWW.DDD.BATCAVE.NET : WWW.DDD.BATCAVE.NET EFL CLASSROOM

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