| "How long is a piece of string?" springs to mind but the | | | | levels, is 'show, don't tell'. If you can demonstrate |
| answer may be much simpler than you think, because | | | | meaning through mime, gesture, pictures or some other |
| you probably tick many of the boxes already. You're | | | | way, it's often much clearer than a verbose |
| probably asking this question because you are already | | | | explanation. |
| or soon plan to be an EFL teacher. This means that | | | | The Advisor Another role is that of giving advice when |
| you probably like working with people, that you prefer | | | | people ask for help and suggestions. Many students |
| variety to routine, and that you are don't mind taking | | | | ask their teacher, "How can I learn new vocabulary?", |
| calculated risks. As a rule, Teaching English as a | | | | "How can I remember the grammar rules?"; a good |
| Foreign Language is one of the most satisfying jobs | | | | EFL teacher creates a mental resource file with some |
| you can do because the vast majority of learners are | | | | of these answers ready to hand. If you think about |
| highly-motivated, so all you need to do is try to | | | | some of the questions you have had about language |
| recognise which aspect of your teaching skills needs | | | | learning, see if you can come up with any suitable |
| to be used at any given time. Below are some | | | | answers to those questions. But remember - you are |
| suggestions about the different roles you'll find yourself | | | | not expected to be an Oracle. You can always throw |
| playing - all of which combine to make a good teacher. | | | | the question open to the rest of the class first and see |
| The Party Host This job is about getting people | | | | if anyone else has some good ideas. You can ask |
| chatting and communicating as much as possible, so a | | | | colleagues for their opinions, too. Pretty quickly, you will |
| good EFL teacher needs to be approachable and | | | | learn a whole pool of wisdom that you can pass on to |
| create a friendly atmosphere in which plenty of | | | | future classes. At the same time, keep reminding your |
| communication can take place. At times this means | | | | learners to try to take responsibility for their own |
| you are more of a facilitator, rather like the host at a | | | | learning. Train them to work out rules for themselves |
| party, making sure each class member interacts with | | | | and guess the meaning of unknown vocabulary. A |
| the others. You should organise and set up activities | | | | really good EFL teacher eventually does themselves |
| whereby the class get to know one another and talk | | | | out of a job! |
| freely about their opinions and their lives, just as they | | | | The Organiser The final role is simply one of being |
| would if they met through a mutual friend. As any | | | | organised enough to turn up at the right time in the right |
| good host would, once they get chatting, just stand | | | | location and get a class moving together towards a |
| back and quietly observe; only join in when the | | | | common aim. Each lesson should have a clear aim and |
| conversation dries up. This minimizes your 'Teacher | | | | resources prepared to guide learners towards this aim. |
| Talking Time' and maximises 'Student Talking Time', | | | | This may be themed round a topic, focused towards a |
| which is one of your main goals as a teacher. You | | | | particular piece of grammar, or working on something |
| simply need to have a great big smile on your face | | | | which will eventually result in the class members |
| and a welcoming attitude towards your class | | | | passing an exam. A good EFL teacher knows where |
| members. | | | | they are going with each class. They have an aim and |
| The Expert If you are new to EFL teaching, you might | | | | most likely some sub-aims and goals too. They want |
| not feel like much of an expert yet. But you do have | | | | the lesson to be fun, interesting, motivating and |
| expertise because you can speak English better than | | | | generally enjoyable so that effective learning takes |
| your students, so you certainly have something | | | | place. In order to do that, they will employ a variety of |
| valuable to share. A good EFL teacher may not know | | | | activities with plenty of pair and group work to |
| every single rule off by heart, but hopefully will have | | | | encourage communication. The good teacher makes |
| some idea of where to find out a rule for the next | | | | sure that all 4 skills (reading, writing, listening and |
| lesson if the students want it. He or she will also know | | | | speaking) are touched upon regularly and that the |
| if something sounds right or not, and can give | | | | class can see that they are making progress. Through |
| reassurance to a student who is unsure about being | | | | well-prepared instructions, the organiser sets up |
| correct. Furthermore, the good teacher can give a | | | | activities and then gives appropriate praise, feedback |
| clear, concise model of the language. You'd be | | | | and correction afterwards. They also check learning |
| surprised just how many words you know in English | | | | has taken place by asking concept questions and |
| and much of your job involves finding the right one for | | | | maybe setting up mini-quizzes and informal tests so |
| a student who wants to express a particular idea in | | | | that new language is not quickly forgotten. |
| English but doesn't yet have the vocabulary. | | | | Summary There are doubtless other things which also |
| The Troubleshooter Occasionally, your students may | | | | contribute to being a good teacher. But to summarise, |
| have trouble with a certain piece of grammar or | | | | here are 10 key points taken from the ideas above: |
| grasping the meaning and usage of some vocabulary. | | | | - Smile and be welcoming |
| A good EFL teacher will to try to work out why this | | | | - Keep your TTT down and maximise STT |
| may be an issue - for example it could be interference | | | | - Use plenty of pair and group work to facilitate |
| from the way their L1 (mother tongue) is organised, so | | | | interactive communication |
| the item may not have any parallels for them. The | | | | - Use variety and changes of pace in your lessons |
| teacher may be able to draw a sketch to explain | | | | - Learn some tricks to aid memory and understanding |
| meaning, or might produce a good timeline which sheds | | | | of certain rules |
| light on how a particular tense works. Occasionally it's | | | | - Always have an aim for your lesson |
| helpful to make use of scales, such as: | | | | - Ensure a balance of skills is taught |
| [0% Never - Rarely - Sometimes - Often - Always | | | | - Give praise, feedback and correction |
| 100%] | | | | - Keep things fun and motivating wherever possible. |
| Or explain things using opposites or synonyms. A | | | | What makes a good EFL teacher? Well, it's very likely |
| golden rule for troubleshooting, especially at lower | | | | that you do! |