Lack of Grading, Student Talk Time and CCQs common in the field

Commentary

It was surprising to see the teacher-centred, faced-paced, complex and idiomatic language used occasionally around the EFL classrooms here in Argentina, by  travelling native speaker teachers. 

grading (language): the way in which teachers simplify their classroom language in the interests of intelligibility, especially with beginners and elementary learners. 

It is possible to over-grade, admittedly.

Second to that is TTT, teacher talk time, as contrasted with STT, student talk time: learners should be speaking at least 80% of the class. 

Observation: Ts in the field are not engaged in trying to create various space s for learners to talk.

Learning Spanish myself, people sometimes assume I understand it proficiently, causing me confusion at times and even dispiritedness.

These are important takeaways from the CELTA course that helped me find work here in Argentina. 

'do you understand?' is another phrase my ears are exposed to. 

Enter Concept Checking Questions (CCQs)! 

Do not use target language (TL/language point being taught) within CCQs nor language that is of greater complexity than the TL.

Keeping it simple:–

Tom ran up the stairs.

What did Tom do? He ran.

In what direction? Up.

Where? The stairs.

√ 

From University of Cambridge's CELTA Trainee book, on grading:

Read sentences a–g. Tick five sentences that offer good advice. Cross out the other two sentences.

a  Pronounce each word slowly and deliberately.
b  Use gestures, pictures and other things that will support what you are saying to make it easier to understand.
c  Speak with natural rhythm and intonation.
d  Miss out small words (articles, prepositions, auxiliary verbs and so on) so that the learners can focus on the 'content' words and understand the message.
e  Speak at a natural speed, but pause slightly longer after each 'chunk', if necessary.
f  Try to avoid 'difficult' vocabulary (for example, very idiomatic language).
g  Try to avoid complex grammar patterns.

a  Pronounce each word slowly and deliberately.

b  Use gestures, pictures and other things that will support what you are saying to make it easier to understand. √

c  Speak with natural rhythm and intonation. √

d  Miss out small words (articles, prepositions, auxiliary verbs and so on) so that the learners can focus on the 'content' words and understand the message.

e  Speak at a natural speed, but pause slightly longer after each 'chunk', if necessary. √

f  Try to avoid 'difficult' vocabulary (for example, very idiomatic language). √

g  Try to avoid complex grammar patterns. √