Independence, Kentucky TESOL Online & Teaching English Jobs

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The same lesson, taught twice This unit is based around the two ESA demonstration videos. the two videos are designed to be viewed in conjunction one after the other. Please be sure to watch the first video before the second. You will see the same lessons being taught twice to groups of Thai students of English. One lesson is being taught effectively, while in the lessons the the same teacher is deliberately making a number of basic errors. Hopefully you will be able to recognize both the good and the bad and this will help you make the right decisions in the classroom. Lesson 1 In the first lesson I could notice a lot of errors that the teacher was making. The teacher arrived late for class and did not introduce himself. It seemed that he was not prepared for the class or the students. The teacher did not explain what the students will learn about, in a way that the students can understand. The teacher did not write on the white board to explain what the lesson is about. Using high level English with lower level student, not explaining what the word means. Starting the lesson to fast, without writing an explanation on the white board, and explaining what it is that they will learn about. Eliciting answers from the students without the students understanding what the teacher is trying to learn the students in this lesson. Getting frustrated when the students can't give the teacher an answer, when the teacher is not explaining about the lesson. Using English words and not explaining what it means. The teacher just will tell the students no you are wrong, that is not how it is done. Showing pictures without explaining what it is that the teacher wants the students to understand or answer. Not being understanding to the students who have arrived late, when the teacher arrived late to the class. The teacher not explaining the use of the worksheet, and what they need to know to complete the worksheet. Not letting the students ask questions about the worksheet, when they are writing the worksheet. Letting the students work alone on the worksheets, not putting them in pairs. Not giving exact time for the worksheet. The teacher using his phone while the students work on the worksheet. Asking the students if they are finished, it intimidates the students. Getting frustrated when the students are not able to write the worksheet, the teacher assuming the worksheet is easy. The teacher asking the students to answer questions about the worksheet, the students don't understand the worksheet. The teacher not understanding that the students don't understand what the worksheet is about. The teacher not managing the time correctly, running out of time and then rushing. The teacher not knowing the students names. The teacher saying it's a easy game, not explaining the game and game rules. The teacher not keeping score with the two groups of students playing the game. the teacher saying it's a proper game, he tells the students he likes the one group more than the other group and giving the group the teacher likes more extra points. The teacher getting confused with the two groups of students and saying I don't know. The teacher giving up telling the students, okay we are not doing this anymore, we are finished. The teacher ending with , alright bye the, not in a friendly way. Lesson 2 The second lesson was much better the teacher was in an good mood and the students enjoyed it. Teacher is on time. The teacher already has some of the lesson written on the white board. The teacher starts with introducing himself and writing his name on the white board. The teacher then asks the students to repeat his name with him, and asks the students one by one what their names are. The teacher then starts to explain what he has written on the white board. The teacher elicits questions about what they can understand about what is written on the white board and explain how you can use it in a sentence. The teacher asks students one by one in random to try and make sentences using what is written on the white board, to see if the students understand what the teacher is trying to learn them. The teacher makes lite jokes with the students to keep them smiling. The teacher asks the students what you can do or can see, in a zoo, on a beach or on a road. The teacher then asks what you can do or can see, in a restaurant. The teacher explains how the students use 'have to' in a sentence, and how to say restaurant, drilling. The teacher explains how the students use 'don't have to' in a sentence. The teacher explains that 'have to' is necessary and that 'don't have to' is that you decide. The teacher is understanding of the students that arrive late. The teacher asks the students randomly to make sentences with 'have to' to see if they understand how to use it. The teacher explains that the sentence 'you have to pay in a restaurant,' means not only you have to pay but everyone needs to pay. The teacher asks the students to make a sentence using 'have to' to see that they can use 'have to' appropriately in a sentence. The teacher shows pictures and ask questions to find out if they can correctly use 'you have to' and 'you don't have to'. The teacher shows pictures and ask questions to find out if the students can use 'can' and 'can't' in a correct way. The teacher drills them on the pronunciation of some of the English words that are difficult to pronounce. The teacher explains that when we speak we use 'don't' and that the long form is do not and explains 'can't' as can not. the teacher shows a picture and asks questions to make sure the students understand how to make sentences with 'can' and 'can't. The teacher explains how the students can make questions with the form 'have to' it changes to 'do you have to', and that you answer with 'yes you do' or 'no you don't' for everyone or 'yes I do' or 'no I don't' just you. The teacher explains how the students can make questions with the form 'can' it becomes 'can you', the teacher then asks questions to see if the students can answer with 'yes, I can' or 'no, I can't', also the teacher explains that this is for one person. The teacher explains that the students can use with 'have to', you, we, they and I and with 'has to', he, she and it (name), the teacher also explains that 'can' can use all of these you, we, they, I, he, she and it (name). The teacher asks one student, 'what can you do at work?' the student says 'I can use Internet at work', the teacher explains that it means it is acceptable/possible and then for 'can't' not acceptable/not possible. The teacher starts to explain about two language schools and the different timings of the two language schools, to help explain how the students would use can in a sentence, then the teacher hands out worksheets and explains that it is very similar to what he wrote and explained on the white board. The teacher lets the students work in pairs on the worksheet. The teacher checks on the students to make sure that they understand and help if they need help. The teacher complements them on their good work and encourages them. The teacher writes the worksheets question numbers on the white board and tells the students that they have one minute left but, not to worry that we will all go over the answers together so, don't hurry to finish the worksheet. While the teacher waits he writes the next part of the lesson on the white board. The teacher asks the students in random order, whats the answer to question one and write the right answer on the white board so that every one can see the answer and explains why it is the correct answer and for answers two, three, four, five, sit, seven and eight to make sure that the students understand the worksheet. The teacher asks if the students know Bingo and explains how it works and the rules. The teacher then gives the students papers with questions, and explains that it is like Bingo, try to ask all of the students 'doesn't have to work on Mondays' and put the name of the student on top of the question first one with four in a row wins, and how to make questions out of 'doesn't have to work on Mondays' the students then say 'do you work on Mondays?' the teacher explains the rules of the game. The teacher keeps score of who won in order. Also gets involved in the game to keep it flowing. The teacher tells the class that they have one minute left. The teacher tells the students to 'please sit down', the teacher announces the winners and congratulates them. The teacher asks the students in random order one by one, what they have learned, and to make sentences to see what they have learned. The teacher ends the lesson with 'thank you very much and see you next time.
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