IF I WAS vs IF I WERE - English Grammar - Teaching Tips
This video covers the difference between 'If I were' and 'If I was' as their usage is often confused. 'If I was' is used for things that could have happened in the past or now, for example: If I was rude, I apologize. 'If I were', however, is used when we speak about imaginary situations or things that are contrary to fact, such as here: If I were a dog, I would sleep all day.
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.
These will develop a positive relationship between the teacher and the studen.
Eye contact can be used for multiple reasons in the classroo.
You can use it to address the students indicating that they are all involved in the activity or instructio.
It encourages student?s contributions and to be sure that everyone is participatin.
Also, it maintains discipline and can keep the attention of the students when they are not being addresse.
Remembering in group activities direct eye contact should be avoide.
Gestures are useful to manage the class, for visuals (mimes), reduces verbal explanation (lessons TTT) and adds interes.
Your voice should have clarity and the proper tone for what is being instructed at the tim.
Example, if it is a large noisy class, one on one training, or the level and ability of the student.
Note: the teachers voice and volume usually leads the class and the students will usually follow sui.
When acknowledging a student by their name be sure to use it at the end of a questio.
A student?s name can be used to organize an activity, acknowledgement, indication to who is to answer, or to get their attentio.
There are pros and cons to grouping students into whole class groups, working on their own, pair work or group wor.
Whole class groups - allow student to interact with others, suitable for the teacher to be in control and have the whole class attention, it lessons STT (student talk time), can be difficult for shy students who do not want to participate in front of the whole clas.
Individual work ? allows teachers to assist with individual differences in levels and abilities, the student doesn?t depend on other.
Working in pairs increases STT, more one on one with the teacher, the students feel comfortable sharing their ideas before presenting in front of the class, stronger students can support the weaker students, sometimes the student may end up working with a partner they are not fond of, can be noisy and the teacher must monitor that their L1 language is not being use.
Group work ? is like pair wor.
It increases STT and interaction, noisy, some students may take the lead and passive students don?t get equal opportunity to participate, personal conflicts are less likely to aris.
Classroom arrangement is key to space, types of equipment such as chairs and tables, Age, Nationality and personalitie.
It can be a positive thing for a weak student to be with a stronger studen.
For groups, you want to be sure to mix it up with different people and personalitie.
For each lesson or activity, the teacher should evaluate a few of the questions and considerations when it comes to groupin.
How are the teacher/relationships, what will the affect of classroom be, arrangements for the teacher to have control and dominate? There are three types of seating:
1. Rows which is traditiona.
The teacher has a clear view of all students and easy for lecturing and eye contact to all the student.
The teacher can move freely around the room and effective for whole class activitie.
2. Circles and horseshoes ? used in smaller classes and the teacher?s position is less dominatin.
This allows students to interact with other classmates and makes pair work easie.
3. Separate tables are used for small group settings which are informa.
The teacher can move freely between the table.
The teachers position in the classroom is important as to whether you are sitting or standing depending on what kind of activity it is, what the role is and what the students are expected to d.
Standing gives the opportunity for you to control the class and for students to be able to see yo.
Sitting gives the vibe of a relaxing clas.
The teacher should stand during language presentations and giving instruction.
The sitting or more relaxing should be during reading activities, activation stage, controlled practice or checking work in progres.
While writing on the board limit the time with your back to the clas.
You can you use techniques such as an overhead projector, notes wrote during activities or beforehand and covered up, flash cards, or engage the student.
Individual attention is important in the class but be sure to know when it?s too muc.
Making sure you know all the names in the class, spend extra time with students who are having difficulties but making sure that you manage your time and even it out amongst the others as wel.
The teacher talk time (TTT) student talk time (STT) can vary depending on the lesson or activit.
Effective instructions are by using simple language, consistency, visual clues, and checking the instruction.
Once you have the student?s full attention use lower levels of the language and use the same words over for instruction.
Once again use mimes, gestures, cue cards and short instructions and possibly using a demonstratio.
Also, ask questions and be sure to add their name to the end of the questio.
Such as ?Do you understand, Katie?? Making sure there is a positive relationship between the teacher and the student is ke.
Students will want to learn more and want to be involve.
The teacher should be aware of which students get along with each other and that they know each others name.
Materials that involve individual, pair work or group activities can increase ST.
The teacher must give clear instructions, be positive and must love their jo.
Discipline in the class can come about for all sorts of reason.
Such as, personal life matters, class size, age, nationality, motivation, boredom, et.
Some resources to diffuse some behavior problems are being punctual, prepared, consistent and fair, never losing your temper or yelling, respecting everyone equally, making classroom activities interesting and fun and most of all if you love your job! Responding to such problems make sure you take control so it?s not ongoing, talk to a co-worker, relocate students, keep calm and keep to the school?s disciplinary cod.