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TESOL Videos - Classroom Management for Teaching English as a Foreign Language - Teacher Talk Time
When considering Teacher Talk Time, we can perhaps look at the major advantage and disadvantage of the teacher actually talking. The major advantage is that you as the teacher are usually the only real model for the language, the source of correct English. So at some stages, your talking time is very important to the students. So when you?re modeling language, that use of Teacher Talk Time can be very advantageous. There are major disadvantages to overusing Teacher Talk Time, however, and perhaps the major one is that whenever the teacher is talking, the students are listening and if the students are listening, then they themselves cannot be talking. So, Teacher Talk Time reduces the opportunity for Student Talk Time. So, we should try to minimize the use of Teacher Talk Time wherever possible. How can we do that? Well, there are a number of simple ideas. We?ve already looked at the idea of using mime and gestures and here, we could include pictures. Secondly, then we need to make sure that we?re only using language that?s at their level. For a low-level group, that means, that the language available to us as the teacher, is going to be quite limited. That limited language will in itself reduce Teacher Talk Time. And perhaps the final idea for this particular list is to make sure that we avoid the use of jargon and elaboration. Perhaps the main message here is to keep it simple.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
Unit 16 introduced us to teaching conditionals and reported speech. Conditionals are used to discuss hypothetical events in the past, present, and future, with varying levels of probability, whereas reported speech is relaying information given from another source. The five conditional tenses are: Zero conditional (formed using \"If/When + present tense, + present tense\" -- used to discuss actions that are irrefutable consequences if the conditional stated is met), First Conditional (formed using \"If + present simple, + will\" -- used to state a highly probable, real consequent that will most likley occur if the conditional stated is met), Second Conditional formed using \"If + past simple + would/could/might, + base form\" -- used to communicate a highly improbably present or future consequence, as the conditional is hypothetical and unlikely to be met), Third Conditional (formed using \"If + past-perfect, would/could/might + have + past participle -- used to refer to a hypothetical past action/non-action and the hypothetical past result. As the conditional is a ficticious event that occured in the past, the conditional could never possibly be met), and finally Mixed Conditional (formed most commonly with \"If + past perfect + would + base form, though it can be any mix of the conditionals stated above, and they are most frequently used to state hypothetical past actins and