TEFL Online Training Program 11

Complete TEFL Level 11 Training to proceed to the next course section.


TEFL Online Training Information
Guide for Topic 11

2 Online Topics
No Online Exam

TEFL Online Course Training Program 11

In this Module of the TEFL Certificate Course you will discover TEFL Microteaching Sessions and Observation & Reflection.

Practical Teaching Experience

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Module 11 focuses on practical teaching experience through microteaching sessions, providing opportunities for peer teaching practice and feedback for improvement. Here’s how you can structure and facilitate microteaching sessions effectively:

Peer Teaching Practice for TEFL

  1. Lesson Planning:
    • Have participants plan and prepare short teaching lessons or activities based on specific language teaching objectives or topics. Provide guidelines and templates to help them structure their lessons effectively.
  2. Teaching Demonstrations:
    • Divide participants into small groups and assign each group a time slot for teaching their microlessons. Encourage participants to engage their peers in interactive activities, discussions, or tasks that align with the learning objectives.
  3. Role-Playing Scenarios:
    • Create role-playing scenarios or simulated classroom environments for participants to practice teaching in realistic settings. Assign roles to participants, such as teacher, student, or observer, and rotate roles throughout the session.
  4. Use of Teaching Aids:
    • Encourage participants to incorporate teaching aids and materials such as visual aids, props, multimedia resources, or realia to enhance their teaching effectiveness and engage their peers.
  5. Variety of Teaching Techniques:
    • Encourage participants to explore a variety of teaching techniques and methodologies during their microteaching sessions, such as communicative activities, group work, pair work, games, or task-based learning.

TEFL Feedback and Improvement

  1. Peer Feedback Sessions:
    • Facilitate peer feedback sessions following each microteaching session, where participants provide constructive feedback and suggestions to their peers. Encourage specific feedback on teaching techniques, clarity of instructions, student engagement, and overall effectiveness.
  2. Structured Feedback Forms:
    • Provide structured feedback forms or guidelines for participants to use when providing feedback to their peers. Include prompts or questions to guide feedback on different aspects of teaching, such as lesson planning, delivery, classroom management, and student interaction.
  3. Reflection and Self-Assessment:
    • Encourage participants to reflect on their teaching experiences and self-assess their strengths, areas for improvement, and teaching goals. Provide opportunities for participants to share their reflections with their peers and discuss strategies for continuous professional development.
  4. Facilitator Guidance:
    • Offer guidance and support as a facilitator by providing feedback, suggestions, and coaching to participants based on their teaching performances. Encourage a supportive and collaborative learning environment where participants feel comfortable seeking help and sharing ideas.
  5. Iterative Process:
    • Emphasize that microteaching is an iterative process, and improvement comes with practice and feedback over time. Encourage participants to apply the feedback they receive from their peers and facilitators to refine their teaching skills and approaches.


Microteaching sessions provide valuable opportunities for practical teaching experience, peer learning, and professional growth. By engaging in peer teaching practice and receiving constructive feedback, participants can develop their teaching skills, confidence, and effectiveness in the classroom. Encourage a supportive and collaborative learning environment where participants feel empowered to experiment, learn from their mistakes, and continuously improve as language educators.

Observation and Reflection TEFL

Module 11 also includes observation and reflection components, where participants have the opportunity to observe experienced teachers and reflect on their teaching practices. Here’s how you can structure and facilitate observation and reflection activities effectively:

Observing Experienced TEFL Teachers

  1. Arranging Observation Opportunities:
    • Coordinate with local schools, language institutes, or educational organizations to arrange observation opportunities for participants to observe experienced language teachers in action. Arrange visits to different classrooms or teaching contexts to expose participants to a variety of teaching styles and techniques.
  2. Guided Observation Tasks:
    • Provide participants with specific observation tasks or focus areas to guide their observations. Encourage them to observe aspects such as classroom management, lesson structure, student engagement, language input/output, use of teaching aids, and interaction patterns between the teacher and students.
  3. Reflective Note-Taking:
    • Encourage participants to take reflective notes during their observation sessions, jotting down observations, insights, questions, and areas of interest. Encourage them to capture both positive aspects of the teaching they observe and areas for potential improvement or further exploration.
  4. Post-Observation Discussions:
    • Facilitate post-observation discussions where participants can share their observations, insights, and reflections with their peers. Encourage participants to discuss what they found effective, interesting, or inspiring about the observed teaching practices, as well as any questions or areas of confusion.

Reflecting on TEFL Teaching Practices

  1. TEFL Journaling and Writing Reflections:
    • Encourage participants to engage in reflective journaling or writing exercises to document their teaching experiences, thoughts, and emotions. Prompt them to reflect on their teaching practices, successes, challenges, and areas for growth. Provide guided reflection questions to stimulate deeper introspection.
  2. Small Group Reflection Sessions:
    • Organize small group reflection sessions where participants can discuss their teaching experiences, share insights, and offer support to one another. Facilitate structured discussions around specific topics or themes related to teaching practice, such as lesson planning, classroom management, student engagement, or assessment.
  3. Peer Feedback and Support:
    • Foster a supportive and collaborative learning environment where participants can give and receive peer feedback on their teaching practices. Encourage constructive feedback, active listening, and empathy among participants as they reflect on each other’s teaching experiences and challenges.
  4. Goal Setting and Action Planning:
    • Guide participants in setting personal teaching goals based on their reflections and observations. Encourage them to identify specific areas for improvement or professional development and develop action plans to address these goals. Provide resources, guidance, and accountability support to help participants achieve their teaching goals.


Observation and reflection are essential components of professional development for language teachers. By providing opportunities for participants to observe experienced teachers, reflect on their teaching practices, and engage in meaningful discussions and goal-setting activities, you can support their growth and development as effective language educators. Encourage a culture of continuous learning, self-reflection, and collaborative inquiry to foster a community of r


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