TEFL Assignment Answers
Why is TTT (Teacher Talking Time) noted first among the potential problems to look out for in the list in section 1.2C?
What are some ways you plan to avoid excessive TTT in your classroom when you are a ESL/EFL teacher? Provide specific strategies and examples.
“Why is TTT noted first among the potential problems to look out for in the list in Section 1.2C?”
Section 1.2 introduces the simple notion that, as Native English Speakers, we are accustomed to using the language—our students, on the other hand, are not. So, this preliminary information informs instructors to build classroom environments that encourage and maintain verbal participation from the students. In essence, we are not to build curriculum that reflects the traditional lecture-style of instruction. The best instructors should incorporate more direct—student-centered—methods of instruction. If I were to quantify talk-time, I would assume a 25% -Teacher/75%-Student ratio would be effective.
“What are some ways you plan to avoid excessive TTT in your classroom when you are a ESL/EFL teacher? Provide specific strategies and examples.”
In answering the second part of this question, I’ll first admit that I am in the process of learning how to cut-back on Teacher Talking Time [TTT]. I have learned that this is not always an easy task for me. But, I have been serious about learning to limit my speech. I have been raised and trained in formal academic institutions of higher learning. Throughout my educational/professional career, most of my time has been spent within arenas of traditional lecture-style pedagogy. Moving to South Korea to teach English as a foreign language was the first time I put serious effort into altering my pedagogy. Though challenging at times, I believe becoming aware of the need to incorporate various methodologies has made me a better overall pedagogue.
“What do I plan on doing to avoid excessive TTT?” My initial plans are to remember that my objective is to
What are some ways you plan to avoid excessive TTT in your classroom when you are a ESL/EFL teacher? Provide specific strategies and examples.
“Why is TTT noted first among the potential problems to look out for in the list in Section 1.2C?”
Section 1.2 introduces the simple notion that, as Native English Speakers, we are accustomed to using the language—our students, on the other hand, are not. So, this preliminary information informs instructors to build classroom environments that encourage and maintain verbal participation from the students. In essence, we are not to build curriculum that reflects the traditional lecture-style of instruction. The best instructors should incorporate more direct—student-centered—methods of instruction. If I were to quantify talk-time, I would assume a 25% -Teacher/75%-Student ratio would be effective.
“What are some ways you plan to avoid excessive TTT in your classroom when you are a ESL/EFL teacher? Provide specific strategies and examples.”
In answering the second part of this question, I’ll first admit that I am in the process of learning how to cut-back on Teacher Talking Time [TTT]. I have learned that this is not always an easy task for me. But, I have been serious about learning to limit my speech. I have been raised and trained in formal academic institutions of higher learning. Throughout my educational/professional career, most of my time has been spent within arenas of traditional lecture-style pedagogy. Moving to South Korea to teach English as a foreign language was the first time I put serious effort into altering my pedagogy. Though challenging at times, I believe becoming aware of the need to incorporate various methodologies has made me a better overall pedagogue.
“What do I plan on doing to avoid excessive TTT?” My initial plans are to remember that my objective is to