Introduction To TESOL Essay

Using what you have read in this interpolation to TESOL and your own sack outledge, what do you consider to be the blocks which may prevent terminology belief?When speaking rough difficulties in learning and teaching unusual language different authors intention different terminology. Some of them speak about mistakes, misbehavior (Cummings, C. 2000), sources of friction (Smith, C. J., & Laslett, R. 2002), some about anxiety (Nishimata, T. 2008), troubles, difficulties and so on. For snap off fellow feeling lets summarize all this definitions into a feast voice block, which means block, that could prevent language learning. There be two major types of blocks. The first type is instructors blocks. And the cooperate one is students. This means that we could face with some challenges in the caput of effective learning from the both sides of the process. And in each situation in that location be also external and internal blocks. External are blocks that are dictated wi th the environment. Internal ones are coming from the personality. In both cases I suppose blocks are about psychological reactions besides the difference is in a reason for that.Regarding blocks that could appear from the teachers side most(prenominal) of the authors pay attention to the following. Lack of self-discipline, fears of starting with different (non-standard) students (Cummings, C. 2000), managing focus, anger and opposite emotions (Coetzee, S. A., Wydeman, J. L., & Niekerk, E. J. 2008). Also I could mention blocks that are connected with the earlier experience, teachers deformation and burnout. To overcome this troubles teacher needs to be a strong- actuate person able to struggle with his/her blocks. Help of colleagues and observation feedback, rea callic understanding of the own level and own abilities may be very useful. Connecting with new(prenominal) teachers is a way of sharing your burdens, and your successes, with somebody else. They might feel the resem bling and share strategies to help you overcome the burdens and rejoice in the successes (Saumell, V. 2014). Authors also stress that teacher should remember that the blocks exists from both sides, try to create a relaxing atmosphere, be respectful to students, give a positive feedback and be encouraging, give students an opportunity to redo the tests, use various teaching methods and techniques.As for the students and their blocks in that location is much more information to think of. In a list there are such huge themesas age, penury, level of chouseledge, previous learning experience and influence of mother tongue. The problem of age loosely appears before adults. Im too old to learn side or The time is lost and so on. Its important to work upon the positive attitude of grown-up students, to show them the advantages of learning language now, when they exactly know where they will use it and what for do they need it. And do not go forth to dispel a myth that its impossible t o learn opposed language in effect after the age of 20. Teacher may use different arguments to confront with the lack of self-confidence. For example without strongly embedded L1 syntactical structures, young children are probably more amenable to actions and activities that promote ample language skills. (Holloway, M. K. 2008)And for sure its essential for a teacher to know the basis of developmental psychology to be able to communicate effectively with the students of different ages and to consider age peculiarities. As for the motivation its a great clue to solve the problems with other blocks. Strong motivation to learning allows student to overcome all other difficulties. Speaking about children its a rare situation when a teacher faces with the highly motivated class. So it is one of the great challenges to motivate students, to show them the positive attitude, to aid for search and discovering new world.As with all learning skills, pupils will be more motivated when they are interested in what they are cerebration about or see a real purpose for their intellection (Wilson, J., & Murdoch, K. 2008). Its far not all the blocks and not all the slipway of overcoming them but I think that students blocks and the blocks of a teacher are deeply connected. And if a teacher has strong blocks in teaching sure s/he will face with the lack of motivation and self-confidence from his/her students and vice versa. As the main responsibility lies on the teachers shoulders its meaningful to know the blocks and not to avoid but face them and work at them.