ITTT International TEFL and TESOL Training

There was a treasure trove of principles and formats presented during this online course and what I enjoyed the most was the emphasis on building a rapport with students. According to the course work provided unto me, building a rapport lays a supportive and stable foundation for the teacher and students to build positive relationships.

When I consider teaching opportunities in the past, I dare say the obstacles I faced with students derived from a lack of rapport. I’m thankful for the correction and guidance this course offered on the matter. I trust that with this new information, the experience I bring as a teacher will be more helpful. Furthermore, I believe building a rapport with students requires genuinely caring for them. While it may be considered impossible to care for people whose lives you have newly entered, I believe it's possible to express genuine care for their future endeavors. That care can expressed by delicately choosing activities, paying attention to unexpressed needs, planning ahead to avoid the stumbling blocks of particular students,

The variable involved in a stable foundation for teaching, according to this course, include a stable attitude towards students, This means emotions are not factored into the attitude of the teacher. Yet, the question may be raised of how a teacher can care about students and never be emotionally motivated. I’ve found through teaching small children the answer to this question. What is expressed to students should be intended to initiate the proper attitude during class. I’d prefer not to be emotional with the mere intention to express myself unless. Smiling when communicating a mistake means “this is wrong, but that’s okay”. In the event that something inappropriate is said in class, the teacher’s response is crucial. Remaining solemn instead of laughing with the class, or a few others prevents a sense of insecurity among students who may feel safest with a teacher who is more mature than they are. Furthermore, if I have merely one student in the class I suspect may be offended by what is said, I will not laugh. This relates more so to younger students, however, I plan to apply the same principle to a class with older students. My intention is to express complete awareness of each student without putting specific attention on them when unnecessary.

It's important to know who needs to be heard, and when. Invoking the need to speak may call for activities centered around the particular interests of the students and even more fun: interests the teacher shares with the students. I imagine the joy of planning activities around unexpressed interests. As a teacher’s assistant in a TESOL class last year, I noticed a girl from China dressed noticeably fashionable. The same could be said about a young man from El Salvador. Another older gentleman enjoyed making the class laugh. I realized details like this revealed particular interests of the students. Designing seat work and activities that revolve around the heart interests of students that make up who they are can expose what they have to say.

A man from Nepal I once worked with had more of an ability than he had knowledge of the English language, and because of this, all he could do was sweep the floor and refill food. When I realized he was sharp and mentally agile, I longed to help him with his English. Yet, I was not in the proper position to teach him, for, I was much younger than he, and woman. I had no rapport with him, and he overlooked my attempts as I held up objects while talking about them and repeated what he said to me with the correct pronunciation.

Building a rapport is easier in an established setting, where the student has agreed to be instructed. In this setting, I anticipate to the experience of building a rapport that is up to me. I became aware of cultural factors while assisting and I decided at the time that I was passionate about remembering these factors when it came to establishing a rapport. One way of taking this into consideration is laying down my pride to honor men of different cultures in ways that are outside of my own culture. I noticed tone of voice and my manner of giving directions must be considered when addressing men of certain cultures. It may be, in this case that directing could be communicated with gentle gestures or with as little words as possible. Or, on a different note, taking consideration of married couples and being careful of who I pair them with if not with each other. I’d wait for them to notice me being careful, and express their lack of reciprocation if the effort is not necessary.

In conclusion, I’m aware that I am unable to read minds and in this day in time, there’s always the possibility of offense. Yet, by paying attention and being available to leave comfort zones, I believe I can engage students to further view me as someone to rely on for their language development, and receive guidance from.

This certificate is proper for privately tutoring students acquired independently, but I aspire to gain my 120 hour certificate to be more productive.