Locations Additional TEFL

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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:

D.B. - U.S.A. said:
Teaching EFL in a KindergartenIn a classroom context, good rapport is an open and communicative bond between a teacher and student. Whether one sees this as a relationship that can be fostered by following set principles or as one better attained organically with no procedure per se, there are themes which undeniably run common among the most cherished teacher-student experiences. I regard some potent ingredients of good rapport to be a teacher?s approachability, use of students? names, listening skills, patience, positivity, and overall caring about the students. Being approachable / accessible Before the listening, mentoring, and other acts of educational guidance can come about, a teacher is well served by being open for students to make connections in the first place. This can be facilitated through smiles, gestures, words, eye contact, facial expressions, visual aids (e.g., ?welcome? signs), and basically any act that visibly promotes a comfortable, inviting atmosphere among the teacher and students. students of an approachable teacher know they have the floor for questions. Within the rules of the school, being present for some time before and after class can further encourage students to come forward with questions about the class material. Treating students fairly can be another sign that each student is equally welcome to ask for extra assistance. Using students? names An additional factor of rapport that can open the way for students to ask questions is the teacher learning, remembering, and using students? names. students addressed by their names get to feel like the course is their personalized experience. Addressing students by name shows commitment on the teacher?s part. It can also give the students more accountability for their work since the teacher knows who they are and they cannot simply sneak through the course anonymously. For the teacher, connecting students? names with their faces can help him or her remember each student?s needs and interests. This further personalizes the experience for students and shows the teacher?s investment in their learning. Listening to students A teacher makes great strides by taking in students? questions and needs. Teachers enact two-way communication to an even higher degree by making it visibly obvious to students that their needs are receiving care. This is more than just feedback to let students know something is happening. Especially with younger learners, it can sate their sensitivity toward equal and justified treatment, as each student will be receiving acknowledgement and interaction. The following are some of many powerful signs teachers can give to show they are paying attention: eye contact, head nodding, mirroring students? gestures and voice, and verbal acknowledgement. The inclusion of any of these factors can boost the effectiveness of a teacher?s listening to students. These actions can also help the teacher become further engaged in listening. An aspect of obvious listening not mentioned directly in articles I read is giving responses that are clearly related to students? questions. If the correct answer is abstract or a student displays doubt or confusion upon receiving it, the teacher can rephrase it, provide a brief supplementary explanation, break it down to a partial answer to later be fleshed out, or give a different and simpler answer. If a student learns the answer to a question but does not recognize the value of the answer or see how it relates to the question, the student may feel that he or she is not learning. The student may also think the teacher is not listening, which could possibly discredit all previous efforts of the teacher trying to make visible his or her paying attention. Being patient and positive These two qualities have a lot to do with each other. A teacher who is willing to put in the time it takes for students to learn from mistakes and grow can often also be a teacher who guides students in utilizing their strengths and improving upon their weaknesses. From the students? point of view, they can become more confident through receiving encouragement rather than condemnation. In a less profound sense, patience lets a teacher fully hear what a student is saying and think of a comprehensive answer before responding. Even if the answer is not the best one possible, the teacher still gave it ample consideration. The opposite situation of answers coming very quickly, however correct they may be, can sometimes give students the impression that the teacher was not genuinely listening or that the teacher did not care about the question or the student. Caring Different teachers have different terms and configurations for the elements of rapport, but I think they can be condensed into the act of caring. Genuinely caring about one?s students can give rise to all other expressions of rapport which some find sage and others find mechanical. That being said, I find it helpful to be able to keep in mind a host of concrete techniques, if not to follow then to at least keep myself aware of available tools by which to give students the most out of their learning experience. Rapport is not just one thing, nor does it have one cause or effect across all teachers. Each teacher can develop his or her own means of connecting with students. Furthermore, a teacher may have to find different ways to effectively reach each individual student. The refinement of this craft is ongoing, for rapport is not a one-time achievement. Like in any human relationship, good rapport must be built and maintained between the teacher and each student for as long as they are in each other?s academic lives. Sources of reference My own academic experiences ?Building rapport in the classroom? ?Establishing Rapport? ?Establishing rapport in the classroom? ?TEFL Establishing Rapport?, Daryl Henley ?TEFL Establishing Rapport?, Thomas Ormston ?TEFL Establishing rapport in the classroom?, Neil Farquhar ?TEFL Rapport in the Classroom?, Jo Mason