The Role Played by Teaching Techniques in Helping the Educators to Deliver the Goods during TEFL In-class Courses

In every comprehensive course, the teachers have to face a number of challenges whileproviding an insight to the learners. Sometimes, the lessons tend to get rather monotonous,whichmakes it difficult for the teacher to lead them towards the successful completion of the course.Therefore, to make learning fun,the educator can be innovative in his/her techniques and inculcate new innovations in order to make things easier for them as well as for the learners. This not only helps the educator in an easy course completion,but also facilitate the creation of an atmosphere conducive for the teaching-learning procedure.

In the following lines, we will have a look at the different teaching techniques that can be utilised in the TEFL in-class courses by the educator while engaging the learners.

  1. Lectures

In every course, one ofthe primary modes of teaching is the lecture that is delivered by the educator. It is the direct mode of teaching and is the most commonly used method in a classroom. The educator, however, could bring in a number of subtle changesin his/her style of delivering the lecture to make it interesting, for the ones towards whom it is directed, i.e., the participants. The lecturer should keep in mind the following things, which might help to make the session more informative and engaging for the students.

  • The teacher needs to keep in mind the time span of lecture. Short ones with crisp subject matters tend to attract the students much more than the lengthier ones.
  • In the case of lectures, the lecturer should have a clear and logical plan for presenting the topic to the learners.
  • There must be a relation between the various topics covered in thelecture during the TEFL in-class courses.
  • The educator should considerdeveloping a variety of approaches while delivering the lecture. This enhances his/her influence on the learners.
  • The teacher should have a good knowledge about the students and address their needs through the lecture. This helps in developing a better co-ordination between the students and the trainer.
  1. Discussion

Discussion is the mode to communicate with someone via two-way communication method. While teaching, the lecturer could put much emphasis on discussion, so that the learners can get to the core of the subject matter more precisely. In a class, the learners can indulge into discussions with the teacher to facilitate the speedy and in-depth understanding of the course content.

  1. Demonstration

Through demonstration, the teacher can help the learner get a planned preview of the course curriculum and a vivid understanding of the ways the learners are going to acquire it. Demonstration helps in delivering a precise picture of the course content without the usage of many types of equipment and within a limited amount of time.

The educator needs to relax and be communicative during a demonstration. This not only helps in building confidence but also develops the sense of co-ordination with the teacher during the TEFL in-class courses.

  1. Buzz Groups

In the class, for the ease of understanding of the learners, the educator can break the class up into small groups known as buzz groups. These groups are formed so that they can indulge into discussion among themselves on a topic assigned by the educator or the facilitator.

There are a number of advantages that the implementation of Buzz groups can derive in a comprehensive course. They are given as follows-

  • Helps in the generation of new ideas
  • Brings out the opinion of the learners through discussions
  • Helps the learner to form an opinion about a certain topic
  • The educator is able to take complete control of the ongoing activities in the classroom
  • Encourage the participants to reflect on what they have learnt and how they might apply it in their daily lessons

However, one disadvantage that the educator might have to face while leading the learners into buzz group discussions is that it is a time-consuming process. In any course which is bound by a time constraint, it might be a problem for the educator to implement the Buzz group discussion as it might have an adverse effect on the timely completion of the course curriculum.

  1. Brainstorming

A brainstorming session is referred to one which the learners can use during a classroom session so as to get better and brighter ideas. The educator can easily utilise this techniques to get quick response from the students over a particular subject. The brainstorming technique can also be utilised in order to discover newer paths to attain the successful completion of the course curriculum.

  1. Role Play

In an in-class course, the implementation of role play can act as a brilliant ice breaker between the teacher and the learners. The learners are assigned certain roles which they need to bring to life on the basis of their own experiences. This not only helps the teacher to assess the students but also prepares the learners for any odd situation that he/she might have to face in real life during the professional career.

However, at times, role plays can be a time consuming process and the teacher and the learners may not wish to indulge in such an activity during the course. Professional courses, especially the ones that are bound by time, such as the TEFL in-class courses, might not have such activities practised in the classroom.

The TEFL in-class courses are directed towards the development of the learners into next generation teachers and for that the requirement of different teaching techniques are a must. The aforementioned techniques can come very handy for the educator as they share proper knowledge to the learners indulging in the courses. However, it is also very essential for the educator to understand which technique is to be used as per the requirement of the learners present in the class. This helps in the delivery of the course content to the future educatorsin the best possible manner so that it can cater to their growth and also the holistic development of the teaching-learning procedure.

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