uws tesol internship handbook
DESCRIPTION
UWS Tesol InternshipTRANSCRIPT
Master of Arts in TESOL Graduate Diploma in TESOL
TESOL Internship Handbook
School of Humanities and Communication Arts
University of Western Sydney
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Table of Contents
1. Important Contact Information ..................................................................................... 3
2. Introduction to the UWS TESOL Internship in English Language Teaching Institutions4
3. Overview of the UWS Internship ................................................................................. 4
3.1. Purpose of the Internship ......................................................................................... 4
3.2. Timeframe of Internship ........................................................................................... 5
3.3. Student Support Groups during Internship ............................................................... 5
4. Components of the practicum ..................................................................................... 5
4.1. Observation of classroom teaching - 20 hours ......................................................... 5
4.2. Service learning activities - 20 hours ........................................................................ 6
4.3. Supervised teaching activities - 10 hours ................................................................. 6
5. Internship tasks for student teachers ........................................................................... 8
5.1. Observations (20 hours) .......................................................................................... 8
5.2. Service learning tasks (20 hours) ............................................................................ 8
5.3. Designing an schedule of observations and other tasks ........................................ 10
5.4. Keeping of reflective journal during the internship .................................................. 10
5.5. Six meetings at university (12 hours) ..................................................................... 10
5.6 Two assignments (4,500 words in total) .................................................................. 11
6. Role of Teacher Mentors ........................................................................................... 11
7. Role of UWS TESOL Internship Coordinator ............................................................ 13
8. Checklist for student teachers to guide observations ................................................ 15
9. Checklist for observations ......................................................................................... 17
10. Guidelines for student teachers in preparing and teaching their service learning
sessions .................................................................................................................... 19
Appendix: UWS Assessment Criteria and Standards for 10-hour Supervised
Teaching.....................................................................................................................21
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1. Important Contact Information
1.1. UWS TESOL Internship Staff Members
Name Organization
Office Location Contact Email
Amanda Mcnamara
UWS Internship Liaison Officer (general internship inquiry, e.g. mentor payments, emergency
assistance etc.)
Bankstown Building 5.G.04
Tel: (02) 9772 6685 Fax: (02) 9772 6373
Ping Yang
Academic Course Advisor for
MA in TESOL UWS Internship Coordinator
(inquiry about unit information, practicum placements
assignments etc.)
Bankstown Building 5.1.14
Tel: (02) 9772 6514 Fax: (02) 9772 6373
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2. Introduction to the UWS TESOL Internship in English Language Teaching Institutions
This model for teaching internship is designed to offer service to the workplace where it takes place, at the same time providing opportunity to the student teacher undertaking the internship to learn on the job. All TESOL practicum placements provided by various UWS TESOL internship partners are posted on vUWS, where the student teachers choose their preferred placements on the first-come-and-first-served basis. The student teachers are placed with a workplace for a substantial period of time, during which they offer their services to that workplace in the form of teaching-related activities, and participate in all aspects of the work of that workplace. Since student teachers are often working full time/part time, they will need to negotiate their work placement times individually with the workplace.
3. Overview of the UWS Internship
3.1. Purpose of the Internship
The Internship is the professional practice requirement for students enrolled in the Graduate Diploma in TESOL and the Master of Arts in TESOL at the University of Western Sydney.
For each student teacher, there will be three main phases for the internship, supervised by the allocated supervising teachers in the workplace.
Class observation 20 hours
Service learning 20 hours
Supervised teaching 10 hours
Volunteer Tutoring 10 hours Other elements in the internship are
Attendance at university meetings for briefings, reflections and evaluation
Completion of two written internship assignments
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3.2. Timeframe of Internship The internship should be as flexible as possible for both parties, taking into account other obligations of all. The internship should commence early in one of the UWS spring/autumn semesters, in March/August and continue to the end of semester in late May or early June/late October or early November.
Semester Start Finish
Autumn March Late May/early June
Spring August Late October/early November
The time required for different components of the practicum requirements will be
observations (approx 20 hours – at least half of which should be conducted in centres other than the one in which trainee teachers undertake their internship) and
service learning tasks (20 hours)
supervised teaching activities (10 hours)
unsupervised volunteer tutoring activities (10 hours)
3.3. Student Support Groups during Internship
It is recommended that student teachers undertake their internship in peer support groups of two or three where appropriate. This approach has the advantage for student teachers that they will be able to discuss all aspects of their internship together, and relate it back to theoretical and other aspects of their TESOL teacher training program at UWS. It has an advantage for the centre’s teachers that they will not be called upon as frequently to debrief with student teachers, which can be very time consuming. Work and other constraints however may make it difficult for student teachers to always attend the centre together. Similarly some centres may only be able to accommodate one student teacher.
4. Components of the practicum
4.1. Observation of classroom teaching (20 hours)
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This phase involves observing relevant tasks performed by qualified and experienced teachers in the field, in the classroom as well as in other learning situations such as distance learning, Individual Learning Centres and computer learning centres. Student teachers will observe and research the teaching approaches, the types of activities and the curriculum used in teaching. Student teachers will have guidelines to assist them in their observations. It is recommended that two or more student teachers observe together for convenience to the centre and for maximum opportunity for discussion afterwards among themselves.
The observation of teaching should take place in several centres representative of the English language teaching industry as a whole, not just in the centre to which student teachers has been assigned for their service learning so that they are able to observe a variety of teaching situations such as AMEP, ELICOS, SEE, General English programs, TAFE ESOL classes, bilingual classes, distance learning programs, community teaching programmes, migrant resource centre programmes. Students are responsible for designing and organising their own observation schedule and for deciding which aspects of teaching and learning they will focus upon in each observation. They should include this schedule and observation task plan in their report.
4.2. Service learning (20 hours)
This component of the internship is essentially one where student teachers offer twenty hours of their time in teaching/learning-related activities which will benefit both themselves and the centres where they learn. It is very flexible. The following types of activities are examples of those which the student teacher might engage in.
Assisting in an Individual Learning Centre or Computer-Assisted Learning Centre – for instance, assisting individual learners, preparing resources with guidance.
Researching and familiarizing themselves with the teaching and learning materials and resources available for use in the centre, especially those used in the various classes they observe by offering to assist class teacher with materials preparation.
Participating as either observer or participant, where appropriate, in organizational aspects of the workplace, such as staff meetings, or curriculum development meetings, training sessions, other types of activities such as assessments and excursions etc.
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4.3. Supervised Teaching (10 hours) This phase of the internship is essentially one where student teachers offer ten hours of their time in in-class teaching activities which will provide student teachers with opportunities to experiment TESOL theories and put them into practice under the supervision of their teacher mentors, who are expected to observe them teaching and discuss with them after each session. Student teacher should reflect on their teaching practices with reference to the teacher mentor's comments and guidance. The following types of activities are examples of those which the student teacher might engage in.
Performing a variety of guided teaching tasks. For their development as beginning teachers, it is important that student teachers experience a wide variety of activities in the classroom setting itself.
supporting teaching staff in a class by working with small groups of students, preparing materials with guidance, team teaching or other aid to the class teacher as directed.
teaching a small group (conversation/literacy) regularly, with guidance and support, either preparing materials themselves or using teacher prepared materials.
4.4. Volunteer Tutoring (10 hours) Volunteer tutoring can be carried out with non-profit organizations, such as Mission Australia, Salvation Army or a church. The unsupervised tutoring activities focus on improving basic and functional English language communication skills needed by the migrants or recently arrived refugee learners.
Meeting with the appointed person in charge of the organization
Attending an information session prior to starting tutoring
Attending relevant training session as required by the organization
Meeting with the client and discussing his/her learning needs and schedules
Working out learning outcomes, aims and objectives, tutoring methodology and curriculum, and tutoring venues (e.g. home or library)
Implementing tutoring plan and changing it as appropriate
Assessing the learning outcomes
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5. Internship tasks for student teachers
5.1. Observations (20 hours)
Student teachers are required to observe English language teaching in a range of different learning environments such as
different levels from beginners to advanced
different learning objectives
different curriculum documents and resources
distance learning or self access learning The observations have three phases. Preparing for observation
Student teachers should prepare for these observations by familiarising themselves with the characteristics of the learners, their level, needs etc and other features of the group they will be observing through
reading the syllabus documents, lesson plans and broader course outlines,
discussing the aims of the program with the teacher or their supervising teacher beforehand,
familiarising themselves with the resources and curriculum frameworks used in each learning situation
Observing
A checklist to guide student teachers in their observations can be found in this handbook. They should also consult Ruth Wajnryb’s Classroom Observation Tasks and discuss their observations with each other. Student teachers should plan in advance to focus on a different aspect of teaching in each observation session and make notes of their reactions, using Wajnryb as a guide.
Debriefing after observation
Where possible, student teachers should discuss their observations with each other after they have observed classes and keep notes of these discussions. Sometimes they may be able to debrief with the teacher.
5.2. Service learning tasks (20 hours)
These tasks may consist of a range of activities in the centre such as attending staff meetings, assisting in Individual Learning Centres, team teaching with teacher mentor, teaching small groups, assisting in the classroom and researching teaching resources. The student teacher is encouraged to explore all opportunities which come up in the centre and beyond and keep a diary on what they do.
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Team teaching and supported teaching
If the teacher mentor is prepared to allow the student teacher to team teach on his or her class, or to teach a segment of the class, this would be an excellent opportunity for the student teacher to learn on-the-job. However, it is not something that the student teacher can expect since it is very demanding on the teacher mentor. Teaching small groups
Where appropriate, student teachers are encouraged to make themselves available to take small withdrawal groups for specific purposes such as literacy or conversation or to assist the teacher in the classroom by working with small groups. Staff meetings/ program meetings/ curriculum planning meetings
Student teachers should try to attend any meetings which take place in the centre, which they feel they are welcome to attend and keep notes on what happens.
Assistance in Individual Learning Centres, Computer-Assisted Language Learning Centres
Student teachers can observe in these types of centres or they can offer assistance to individual students if they and the centre staff feel it is appropriate. They should research the materials used in these centres.
Researching teaching resources
Student teachers should undertake a comprehensive analysis of the resources used in different English language teaching programs. It is ideal if the resources the student teacher examines are resources they can see being used in their observations or will be able to use themselves in their service learning. Teaching resources might include
curriculum frameworks
syllabus documents
teaching sequences and lesson design resources
commercially produced course and text books
teacher-produced grammar activities
reading/writing, listening/speaking development activities and resources
activity design resources
teacher-produced materials
Individual learning resources used in self-access programs. These should include computer assisted language learning (CALL) resources, CD ROMs, videos and other electronic resources
resources based on authentic texts such as spoken instructions, conversations, meetings, news items, radio talkback, or written resources such as forms and other documents for use in social, legal and financial transactions, news reports, pamphlets and brochures, magazines etc.
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Student teachers should consider the following aspects of these resources
what type of learner they are designed for
what level of language learning they are designed for
what other purposes they are designed for
what organising principles they are based on
what methodologies or approaches to language they use
what they aim to teach
how they are designed to be used
what type of adaptation would be required to use them in different contexts with different learner groups
how effective they think this resource might be. Student teachers should seek opportunities to discuss these resources with their support group and they should keep a record of the resources they examine for their Internship Evaluation Report. They should comment on how they saw the resources used, their effectiveness, whether they were adapted for use with the particular class and if so, how they were adapted as well as a brief outline.
5.3. Designing an schedule of observations and other tasks
Student teachers should draw up an observation schedule to assist them in planning, implementing and keeping records of their observations and other internship tasks. NB This schedule should be handed in with their proposal and again in revised mode with final assignment.
5.4. Keeping of reflective journal during the internship
Student teachers are required to keep a reflective journal of their learning during the internship. It should consist of comprehensive notes and records of observations, teaching experience and other events they participate in, discussions with peers, teachers and students, and their own observations and analyses of events, and critical incidents as part as an ongoing critical reflection on their internship. This journal needs to be kept carefully as much of the content will form the basis of the final evaluative report. This journal should be submitted along with other required documentation as appendices in the final report.
5.5. Six meetings at university (12 hours)
Meeting 1, Week 1 – Briefing on the internship and its components and requirements
placements available and preparing for practicum, information about volunteer tutoring.
Meeting 2, Week 2 – Discussing class observation, discussing Internship Proposals, relevant reading materials and experiences and issues to date.
Meeting 3, Week 3 – Discussing service learning, engaged in group discussion, peer reflections on practicum activities. Progress meeting and discussion of issues.
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Meeting 4, Week 4 – Discussing supervising teaching, engaged in group discussion, peer reflections on practicum activities and issues.
Meeting 5, Week 7 – Further reflections on practicum, discussion of internship experience to date- observation and service learning. Preparation for supervised teaching. Questions and answers on Internship Report.
Meeting 6, Week 12 – Reflections on practicum. Discussion of internship experience to date. Practicum presentation. Teaching reflection/groups tasks. Final TESOL Internship report due.
5.6. Two assignments (4,500 words in total)
(These are more fully described in the unit outline.) a. TESOL Internship Proposal (1,500 words) Student teachers are to submit an internship proposal in which they outline their intended internship plans with reflections on critical reading. b. TESOL Internship Report (3,000 words) Student teachers are required to prepare an evaluative, analytical report of their internship based on their observations and experiences, as noted in their reflective journal, for submission as part of the assessment of the unit. Their observation schedule, lesson plans, evaluation of resources as well as reports on other activities they have participated in should be submitted as part of this report.
6. Role of Teacher Mentors The teacher mentor is an experienced teacher who has agreed to mentor the student teacher or teachers undertaking service learning with his or her class during the internship. In principle, the criteria for an experienced teacher are:
TESOL specialist training, preferably with TESOL qualifications (Graduate Certificate or Graduate Diploma or MA in TESOL)
experience in teaching ESL and/or Literacy
regarded as competent by their peers The teacher mentor is asked to 1. Liaise and consult with the UWS TESOL Internship coordinator where needed. 2. Plan a Service Learning Program with the student teacher or student teachers, and
TESOL internship coordinator where appropriate.
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Guidelines for teacher mentors for optional practice teaching sessions Student teachers are not required to undertake sustained supervised English as a second language teaching with a class to successfully complete their Internship. However, team teaching with the teacher mentor, and some guided teaching within the lesson is highly recommended, if the teacher mentor feels this is suitable. Teacher mentors are encouraged to invite student teachers to contribute to the class by undertaking extended teaching practice within the lesson where they feel the student teacher is ready for such an experience. While this is not an obligatory part of the service learning arrangement, it could be a valuable activity for both the student teacher, and the teacher, who may be able to concentrate on aspects of the classroom-based teaching /learning experience such as individual students during this time. Should teacher mentors offer a teaching experience to their student teachers, they are asked to provide developmental feedback to the trainee but they are not required to complete written reports. If you would like the student teacher to do some teaching practice on your class, here is a guide based on ten hours, which would be included within the thirty hours service learning which the student teacher must undertake. You might however choose to offer more or less than ten hours teaching practice. It is suggested that practice teaching take place in the latter part of the internship. The practice teaching should start with short teaching sessions which may consist of teaching a single activity, or part of an activity, within a class, and move to longer teaching sessions which could, at first, consist of a significant component of the lesson, and move to the student teacher teaching an entire lesson on their own. Any practice teaching should begin with short sessions of twenty minutes or more, and, building on this initial experience, should develop to teaching longer segments up to three hours. A complete lesson where the student teacher or student teachers are responsible for the planning and implementing of the entire lesson is a very desirable option. Any teaching which the student teacher undertakes, short or long, should be prepared in consultation with the class teacher, their teacher mentor.
3. Guide the student teacher in the preparation for supervised teaching activities. 4. Provide useful and encouraging feedback to assist the student teacher in the
preparation of the next supervised teaching session.
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5. Assess student teachers by completing a mentor report on their observation of each teaching session and using the UWS assessment criteria and standards (see appendix). 6. Provide all reports to UWS TESOL internship coordinator after completing mentoring each student teacher. Teacher mentors are encouraged to take more than one student teacher and to supervise the student teachers as a team.
Support strategies for teacher mentors
This internship model is designed to provide flexibility in time and tasks for both student teachers and teacher mentors, taking into account the other obligations of both parties. Some of the ways it will do this are as follows
two or more student teachers are encouraged to observe (and participate if appropriate) in a classroom at the same time
two student teachers are encouraged to team teach together as part of their service learning.
two or more student teachers to be placed in the centre together during their internship where possible or to work together when placed individually in different smaller centres and thereby to provide support for each other so that they will not be needing to debrief with teacher mentors about all aspects of their internship.
7. Role of UWS TESOL Internship Administrative Officer
The Internship administrative officer is responsible for organising and managing general component of the internship. The tasks include
Attending to teacher mentor queries about internship administration matters, e.g. mentor teacher payment.
Providing TESOL placement providers with UWS student insurance documentations and relevant documents.
Responding to student emergency assistance with arrangements.
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8. Role of UWS TESOL Internship Coordinator The Internship Coordinator is responsible for organising and managing the academic component of the internship. The tasks include
Negotiating placement opportunities in all aspects of the UWS Internship for TESOL student teachers with the managers of participating English language teaching and other organisations and teacher mentors.
Consulting with and advising participating teacher mentors during the internship regarding the student teacher’s needs, performances and progress, where appropriate.
Liaising with teacher mentors about the development and implementation of the service learning phase of the Internship.
Visiting the centre and class of student teachers and teacher mentors during the service learning phase of the Internship, where appropriate, to discuss the internship experience for both parties.
Offering advice and assistance to student teachers regarding all aspects of their internship.
Attending to teacher mentor queries about UWS Assessment Criteria and Standards for supervised teaching.
Assisting students with different learning needs and requests for extension/special consideration.
Overseeing the internship within the context of the unit, conducting the meetings at the university and marking and giving feedback on the assignments.
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School of Humanities and Communication Arts
Master of Arts in TESOL and Graduate Diploma in TESOL
9. Checklist for student teachers to guide observations Choose one or two features to focus on in each observation session. Wajnryb, R. (1992). Classroom observation tasks: A resource book for language teachers and trainers. Cambridge: Cambridge University Press.
Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. Cambridge: Cambridge University Press. Refer to the above books and others for further assistance in choosing how to focus your observations. These are a few of the features you should look at, but there are many others you might decide to include. Focus on teaching skills and strategies
How does the teacher start the lesson?
What use is made of the whiteboard?
What kind of visuals does the teacher use?
How is questioning conducted, eg around the class, to a few individuals etc?
How is language elicited?
Is silence used i.e. is there time given to answer questions?
Do students ask the teacher any questions? What kind? How does the teacher answer?
Can you tell if learning is taking place? How?
What is the feeling in the group? Does the teacher have rapport with the group? Is there energy and interest among the students? How do the students relate to each other?
Is there a positive atmosphere?
Would you like to be in this group if you were learning English?
Is the lesson teacher-centred or learner-centred?
Do learners have opportunity for spontaneous production of speech?
Does teacher take account of all learners and their different needs?
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Focus on classroom management
How is the classroom arranged?
How does the teacher get the students’ attention?
What does the teacher do during activities -eg circulate, assist individuals etc?
Are students working in pairs, groups or alone?
Do students listen when the teacher is talking?
Are some students more dominant in the class and how are they managed?
How are quieter students accommodated? Focus on lesson content
How is the language content chosen?
How is the content arranged? For instance is it theme, topic, text based etc?
Is grammar taught explicitly?
Is the lesson activity based?
How is content related to the lived experience? Is it culturally appropriate?
How is content linked across the macro skills?
Is there a chance for learners to produce new language?
Is there a learning sequence?
What sorts of material are used e.g. materials photocopied from published workbook, teacher produced materials, authentic materials drawn from the society around?
Focus on lesson planning
Can you tell what has gone on before the lesson and what will come after?
Is there a balance or a concentration on one skill area?
Can you pick the stages in the lesson?
What different kinds of activities are used?
What were the objectives of the lesson?
What learning took place that could be immediately used outside the class?
Is the learning pitched at the appropriate level?
Are there disparate learner groups in the class?
Personal Reflection
What would you do differently, e.g. how would you enliven or otherwise change things and why?
How do you think the students felt about this lesson? Was it worth their while coming? What take-home skills did they learn?
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School of Humanities and Communication Arts
Master of Arts in TESOL and Graduate Diploma in TESOL
10. Checklist for observations Student teachers can make a copy of this template to assist with note-taking on each observed teaching session. Name of student teacher/s:_______________________________________________ Level/type of class: _____________________________________________________ Length of teaching session: ______________________________________________ Date of teaching session: ________________________________________________ 1. Setting the scene
2. Managing the learners
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3. Managing the teaching 4. Managing the learning environment 5. Managing the content 6. Structuring the learning effectively 7. Overall reflections and comments
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School of Humanities and Communication Arts
11. Guidelines for student teachers in preparing service learning and supervised teaching sessions
These guidelines will assist you as you prepare your service learning and supervised teaching sessions. However, you will have many other resources to draw on in this preparation. You should take the opportunity to discuss your internship plans with the UWS Internship coordinator as well as with your teacher mentor. Shorter sessions
What is the curriculum or syllabus from which this course has been designed?
What type and level of learner is this course designed for?
Where does this lesson fit into the broader course outline?
What are the objectives or learning outcomes of this lesson?
How are the language features being taught in this lesson?
How is this lesson organised?
What are the tasks and activities you will use in the lesson or part of a lesson which you are teaching?
What resources are you going to use? Will you need to modify them? Notes:
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Longer sessions
What is the curriculum framework from which this course has been designed?
What type and level of learner is this course designed for?
Where does this lesson fit into the broader course outline?
What are the learning outcomes expected from this lesson?
What are the objectives or learning outcomes of your lesson?
Design the lesson plan for the lesson you are going to teach, using one of the plans you have observed as a model if you choose.
Make note of the sequence of activities and the timing of activities.
Choose or design yourself each of the learning activities for the lesson and show where they fit into the overall lesson.
Choose or design the assessment tools you will use to assess the learning during this lesson.
Choose all the resources you will use for each of the activities. Notes:
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Appendix: UWS Assessment Criteria and Standards for 10-hour Supervised Teaching
Fail 0-49
Pass 50-64
Credit 65-74
Distinction 75-84
High Distinction 85 up
Shows little research has been undertaken in teaching plan
Demonstrate little knowledge about various ESL teaching approaches and methodologies
Demonstrate poor skills in applying ESL theories to in-context teaching practices
Demonstrate poor skills in critical thinking and analysis.
Demonstrate poor skills in managing learning and teaching environments
Poor oral and written communication skills (appropriateness, accuracy, clarity and fluency)
Researched with a satisfactory teaching plan
Demonstrate acceptable knowledge about various ESL teaching approaches and methodologies
Demonstrate limited but satisfactory skills in applying ESL theories to in-context teaching practices
Demonstrate limited but satisfactory skills in critical thinking and analysis.
Demonstrate limited but satisfactory skills in managing learning and teaching environments
Satisfactory oral and written communication skills (appropriateness, accuracy, clarity and fluency)
Soundly researched with a good teaching plan
Demonstrate good knowledge about various ESL teaching approaches and methodologies
Demonstrate good skills in applying ESL theories to in-context teaching practices
Demonstrate good skills in critical thinking and analysis.
Demonstrate good skills in managing learning and teaching environments
Good and effective oral and written communication skills (appropriateness, accuracy, clarity and fluency)
Well researched with a very good and effective teaching plan
Demonstrate very good knowledge about various ESL teaching approaches and methodologies
Demonstrate very good skills in applying ESL theories to in-context teaching practices
Demonstrate very good skills in critical thinking and analysis.
Demonstrate very good skills in managing learning and teaching environments
Very good and effective oral and written communication skills (appropriateness, accuracy, clarity and fluency)
Well researched and thought provoking, with an excellent and effective teaching plan
Demonstrate expert knowledge about various ESL teaching approaches and methodologies
Demonstrate excellent skills in applying ESL theories to in-context teaching practices
Demonstrate excellent skills in critical thinking and analysis.
Demonstrate excellent skills in managing learning and teaching environments
Excellent and most effective oral and written communication skills (appropriateness, accuracy, clarity and fluency)
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Demonstrate unwillingness to assist learners.
Ineffective or no use of teaching strategies, equipment and teaching aids (e.g. whiteboard, computers, website, TV programs, DVD /video recordings, realia whichever applicable) to achieve proposed teaching and learning objectives and outcomes
Fail to keep learners engaged and interested in learning activities
Never use functional and authentic learning materials
A very poor presentation of handwriting (readability and neatness)
Demonstrate limited willingness to assist learners.
Limited use of effective teaching strategies, equipment and teaching aids (e.g. whiteboard, computers, website, TV programs, DVD /video recordings, realia whichever applicable) to achieve proposed teaching and learning objectives and outcomes
Occasionally keep learners engaged and interested in learning activities
Limited use of functional and authentic learning materials
An acceptable presentation of handwriting (readability and neatness)
Demonstrate strong willingness to assist learners.
Use effective teaching strategies, equipment and teaching aids (e.g. whiteboard, computers, website, TV programs, DVD /video recordings, realia whichever applicable) to achieve proposed teaching and learning objectives and outcomes
Keep learners engaged and interested in learning activities
Use functional and authentic learning materials
A good presentation of handwriting (readability and neatness)
Demonstrate stronger willingness to assist learners.
Use very effective teaching strategies, equipment and teaching aids (e.g. whiteboard, computers, website, TV programs, DVD /video recordings, realia whichever applicable) to achieve proposed teaching and learning objectives and outcomes
Keep learners more engaged and interested in learning activities
Use very functional and authentic learning materials
A very good presentation of handwriting (readability and neatness)
Demonstrate the strongest willingness to assist learners.
Use the most effective teaching strategies, equipment and teaching aids (e.g. whiteboard, computers, website, TV programs, DVD /video recordings, realia whichever applicable) to achieve proposed teaching and learning objectives and outcomes
Keep learners most engaged and interested in learning activities
Use the most functional and authentic learning materials
An excellent presentation of handwriting (readability and neatness)