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In today’s fast-paced and competitive world, the importance of guidance through coaching, counseling, and mentoring cannot be overstated. Each of these practices is a powerful tool for personal and professional development, helping individuals navigate challenges, achieve goals, and realize their full potential.

Coaching: Unlocking Potential and Performance

Coaching is a collaborative and results-oriented process where a coach partners with individuals to enhance their performance and unlock their potential. This relationship focuses on setting and achieving specific goals, whether they are related to career advancement, leadership development, or personal growth.

A coach provides a structured framework for self-discovery, encouraging clients to explore their strengths, identify areas for improvement, and develop actionable strategies. By asking insightful questions and offering constructive feedback, coaches empower individuals to take ownership of their development and drive meaningful change.

Counseling: Navigating Emotional and Psychological Well-being

Counseling, on the other hand, delves into the emotional and psychological aspects of an individual’s life. It is a supportive process where a trained counselor helps individuals address personal issues, such as stress, anxiety, relationship problems, and other emotional challenges.

The primary goal of counseling is to provide a safe and non-judgmental space for individuals to express their feelings, explore their thoughts, and gain insights into their behaviors. Through therapeutic techniques, counselors guide individuals toward emotional healing, improved mental health, and better-coping mechanisms.

Mentoring: Sharing Wisdom and Experience

Mentoring is a developmental partnership where a more experienced individual, the mentor, shares their knowledge, skills, and experiences with a less experienced mentee. This relationship often transcends professional boundaries, encompassing personal growth and life lessons.

Mentors act as role models, providing guidance, advice, and support to mentees. They help mentees navigate their career paths, overcome obstacles, and make informed decisions. The mentor-mentee relationship is built on trust, mutual respect, and a shared commitment to the mentee’s success.

Integrating Coaching, counseling, and Mentoring

While coaching, counselling, and mentoring serve distinct purposes, they are interconnected and complementary. Integrating these practices can create a holistic approach to development:

1. Enhanced Self-Awareness: Coaching encourages self-reflection and goal-setting, counselling addresses emotional well-being, and mentoring provides practical insights. Together, they foster a deep understanding of oneself and one’s aspirations.
2. Balanced Growth: By combining the performance focus of coaching, the emotional support of counselling, and the wisdom of mentoring, individuals can achieve balanced personal and professional growth.
3. Sustained Success: Continuous guidance through these practices ensures long-term success. Coaching drives progress, counselling maintains mental health, and mentoring offers ongoing support and direction.

Inevitably, in the journey towards excellence, coaching, counselling, and mentoring serve as invaluable allies. They provide the necessary tools, support, and guidance to navigate challenges, seize opportunities, and achieve one’s full potential. By embracing these practices, individuals and organizations can foster a culture of continuous growth, resilience, and success.

In today’s dynamic and ever-evolving job market, academic institutions must go beyond traditional education to prepare students for successful careers. Hiring career counselors is an essential step in this direction, providing numerous benefits that can significantly enhance the student experience and outcomes.

Personalized Career Guidance

Career counselors offer personalized guidance tailored to each student’s unique strengths, interests, and aspirations. This individualized support helps students make informed decisions about their career paths, aligning their academic pursuits with their professional goals.

Bridging the Gap Between Education and Employment

Career counselors act as a bridge between academic learning and real-world application. They provide insights into industry trends, job market demands, and emerging career opportunities, ensuring that students are well-prepared to enter the workforce with relevant skills and knowledge.

Enhancing Employability Skills

Beyond academic qualifications, employability skills such as communication, teamwork, and problem-solving are crucial for career success. Career counselors conduct workshops, training sessions, and mock interviews to help students develop these essential skills, increasing their employability and competitiveness.

Reducing Student Stress and Anxiety

The transition from education to employment can be stressful for many students. Career counselors offer support and resources to manage this stress, providing strategies for effective job searching, resume writing, and interview preparation. This support helps reduce anxiety and boosts students’ confidence as they navigate their career journeys.

Building Strong Industry Connections

Career counselors often have extensive networks within various industries. They can facilitate connections between students and potential employers, internships, and networking opportunities. These connections are invaluable for students seeking to gain practical experience and establish professional relationships.

Improving Student Retention and Success Rates

When students have a clear sense of direction and purpose, they are more likely to stay engaged and motivated throughout their academic journey. Career counseling can improve student retention rates by helping students understand the relevance of their studies to their future careers, thereby increasing their overall success rates.

In nutshell, it can be said that hiring career counselors is a strategic investment for academic institutions. It not only enhances the student experience but also ensures that graduates are well-equipped to thrive in their chosen careers. By providing personalized guidance, bridging the gap between education and employment, and fostering essential employability skills, career counselors play a pivotal role in shaping the future success of students.

Often people tell me, CELTA has more popularity and attraction than any TESOL. They also say that many countries like- Australia, New Zealand and United Kingdom (UK) prefer TRINITY TESOL as compared to TEFL TESOL. 

Based on these observations, they always under estimate TEFL TESOL and hesitate to join.

Let me clarify a few misconceptions they have. First of all CELTA, TRINITY TESOL and TEFL TESOL; all carries equal importance and acceptability in job market. Their course structure is also very similar. Being the oldest and affiliated to British Council, CELTA is more known to people if compared with other TESOL Programs. The other TESOL certifications are new and more updated in terms of industry requirements. At the end of the day, all three types of certifications lead you to the same job and none of them is considered to be less important.    

Second thing is price. TEFL TESOL is not only more updated and  practical based programme, but very cost effective than CELTA. Also, in past 30 years, none of the TEFL TESOL graduates has been rejected by the employers on account of not having CELTA certification. 

iTTi India is the only TEFL TESOL Training and certification providing institute in India, licensed by iTTi Global, USA. We firmly assure our students that if your job candidature is rejected merely on the basis of TEFL TESOL certification (Please not your performance in interview is not covered in this assurance), we will refund your fee. 

During my 35 years of interactions with thousands of students and parents, I have observed that a state of uncertainty about career is prevailing across the sections of people. I have met very few people with clear vision about their purpose of life. 

Recently, when I started iTTi India (International TEFL TESOL Training Institute), people are coming to me and requesting admissions. They think, as soon as they get this certificate, they will find a job abroad with very lucrative salary and other facilities. Yes, they are not wrong about the possible outcome of this training program; but, let me tell you a secret, not everyone of us is going to be successful as an English teacher abroad. In addition to having a TEFL TESOL certificate, one must possess certain qualities to make him/her shine in this field. 

So, before you think, you can go abroad to teach English, read this article and decide whether you are ready for it or not. It is a big decision to leave India and teach abroad for a year (or more). It is life changing as well, an experience you will never forget. There could be many reasons for you to decide to go. You may have just received your degree and have the urge to travel, or you may be thinking of what to do before your master’s classes start next year. You may also want just a change. 

Whatever may be the case, it’s a big choice and this article will help you making right decision. Considering that you have done a lot of homework before getting admission in TEFL TESOL certificate programme, let’s start with asking yourself a few simple questions: –

1. Is Teaching your Passion?

2. Do you love the company of toddlers?

3. Do you love reading ..reading and reading?

4. Are you ready to accept new challenges? 

5. Is Education being the field of your interest? 

6. Do you lose your temper very often? 

7. Are you determined to earn and save money?

8. Are you well qualified? 

9. Do you love exploring new places and cultures?

You are eligible and capable to teach English abroad, if most of your answers to the above questions are in YES. Why so? Let us elaborate –

1. Is Teaching your Passion?
Many teachers would verify that they entered the field of teaching because they love it. Not only do they love teaching others, but the subject material they teach thrills them. Stories abound of would-be teachers switching out of college majors to pursue the career they love. In other cases, teachers work with their subject material – whether it be English, Math, Science, or whatever – in arenas beyond just their classroom. They gravitate towards those venues. They feel complete when they work with and talk about what they love.

And then they meet students who are, shall we say, not quite as enthusiastic. Some teachers can be caught up in a moment of pure passion when talking about a topic without realizing their audience doesn’t exactly sympathize with their sentiment.

The truth is that teachers regularly love “this stuff,” whatever it is they may be teaching. The question is, “How can passionate teachers get their students to be passionate, too?” After all, unless students have some degree of interest in the topic, they are not going to be motivated to excel.

2. Do you love the company of toddlers?
As a new teacher, the chances are there for you to be teaching toddlers. The reason being is that teaching adults is less in demand compared to kids in the ESL market. Also, jobs teaching adults are often split-shift and they usually require a decent understanding of grammar and some teaching experience, which is something not all first-year teachers have. 

So, ask yourself, do you think kids are fun? Do they make you laugh? Can you get along with kids all day? You’ll be with them for most of the day. 

Armando Pannacci, an ESL teacher with over ten years of experience teaching English in Thailand, Korea and Canada, says- “I will point out that “kids are kids”, meaning that—from my experience—they are very similar everywhere in the world.”

He further advises- So, if you’re unsure, it’s best to get some experience volunteering with kids to test the waters. If you do like kids, then this is a good sign you’ll enjoy the job.

3. Do you love reading … reading and reading?
When was the last time you read a book, or a substantial magazine article? Do your daily reading habits center around tweets, Facebook updates, or the directions on your instant oatmeal packet?

If you’re one of countless people who don’t make a habit of reading regularly, you might not be able to become a good teacher. 

Reading has a significant number of benefits, like- Mental Stimulation, Stress Reduction, Knowledge, Vocabulary Expansion, Memory Improvement, Stronger Analytical Thinking Skills, Improved Focus and Concentration, Better Writing Skills, Tranquility, Free Entertainment and many more can be listed. So, to become a successful teacher, step away from your computer for a little while, crack open a book, and replenish your soul for a little while.

4. Are you ready to accept new challenges?
If you do want to teach overseas, there are many changes and challenges you’ll face. Teaching overseas isn’t some kind of vacation—which many prospective teachers may assume after backpacking Asia for example. The fact is that even though you speak English, teaching it is another ball game altogether. As an English teacher overseas, you can get thrown into classes and, although most schools don’t have the highest expectations for first-year teachers, you need a lesson plan and you need to prepare. It can be a tough year to endure if you let the classes get out of control. Classroom management can be stressful at times and it will test your nerves. On the other hand, many teachers enjoy the challenge and fall in love with the teaching profession by facing these hurdles.

5. Is Education being the field of your interest?
If you’re considering teaching as your professions and you’d like to test your comfort zone as a teacher, then teaching abroad can be a good place to do so. And, even if you are not considering teaching as a profession, engaging in the students’ learning will help you as a teacher throughout the year. You will be more focused and goal oriented. Your level of engagement will increase, and you will be less bored in class. Therefore, if you are interested in education and helping students improve, it will put you in a better situation abroad. If you are there for making money only, it could turn into a bit of a drag. So, ask yourself, how interested in education are you and how committed are you in improving students’ speaking ability?

6. Do you lose your temper very often?
While going abroad for teaching, you need to face language barriers, bureaucracy, cultural differences, etc., patience is a must. Not only in the classroom but outside, everything is new and exciting—but you still need to get yourself and your classes organized. It takes patience. Students are also not always going to understand or listen to every word you say. This will take patience too. Students won’t be able to pronounce the “nd” sound, even after ten times of repeating it to them… again, patience is needed! 

In all aspects of teaching overseas, you will need to exercise a degree of patience, otherwise you may burn out half-way into your teaching year. It’s a fun job, so be patient and have fun! If you are naturally highly strung, teaching abroad may teach you a bit of patience.

7. Are you determined to earn and save money?
Because your rent is often paid for (depending on the contract), and due to a lower cost of living in many countries, it isn’t hard to save a big chunk of your income in higher-paying countries like Japan, Korea or Saudi. That could possibly lead to savings of $10,000 or more per contract if you live simply—of course depending on lifestyle.  Even in countries like- Thailand, Vietnam, Indonesia, Sri Lanka, Maldives, Georgia, China, Taiwan, Mongolia, Brunei etc,; you can save a handsome amount, as most of the schools provide you with accommodation and MOD (Meals on Duty). It also doesn’t hurt to take on a few private students of your own. The money isn’t terrible, and the potential savings are decent.

8. Are you well qualified?
It all depends on the country or school, but, although not always necessary, most of the schools these days do require a university degree (in addition to TEFL TESOL) to teach.  The reason for this is that in order to process a working visa for you, the school must submit your degree to Immigration. Because there have been many issues with fake degrees, some countries do require you to certify your degree at an embassy before applying. These are all newer regulations that did not exist years ago. Having said that, it is really not a deal breaker. If you wish to teach short-term, say for half a year, it may not be necessary because many countries let you visit for up to six months. In this case, many schools will hire you, but when your time is up, you may need to return home or extend your visitor visa. So, although a degree makes things easier for you in terms of work permits, there are still plenty of jobs out there that do not require a degree.

9. Do you love exploring new places and cultures?
Teaching English abroad can be a great way to travel the world and earn money doing so. For most of the aspirants, this is one of the biggest perks of the job—freedom to move around. Oftentimes TEFL contracts are based in Asia, where demand is strong and travel opportunities are endless since many of the destinations in Asia are close to each other and relatively inexpensive. On the other hand, if you like the comforts of your own home and are prone to getting homesick, then it may be a little harder to adapt. Not everyone enjoys the adventure of being in the middle of a country they know nothing about, but some people love it—and depending on the contract you sign up for, there is usually ample holiday time to satisfy your travel thirst while teaching.

Being holistic and humanistic, in my opinion, is that we should not only be sensitive to each student in their individuality and entirety, but that we should also treat the class as a community that requires nurturing. 

The teacher is an integral part of a shared experience, rather than simply a director of activities without concern for the individual students or the sense of community that is required for effective teaching and learning. 

Being holistic and humanistic is fundamental to my beliefs not only as a teacher but as a learner and human being in a broader sense. 

We are social beings Who value connectivity and meaningful association. 

Our identity in life comes from this, and through it we find life’s meaning and purpose. 

I also believe that this needs to occur in within a framework of compassion and peace. 

If we follow these beliefs, we will be focusing our teaching on our students as unique individuals, working with them at the place they are at any given point in time. 

In order to teach like this, we have to believe, practice, and model these principles. 

Teaching this way takes conviction and effort, but the results, in my experience, are self-evident. Teaching with passion and compassion brings us closer to our students and our students closer to us. 

The concurrent development of trust and respect results in more engagement, more risk taking, more learning, and a more rewarding experience for students and teachers alike. 

In many of the more traditional teaching contexts, the roles of teacher and learner are often positional.  

The holistic and humanistic model is one of unity and shared experience, in Which everyone is respected and acknowledged as equally valuable and significant.

Teaching is demanding, both physically and   emotion! ally. Our minds can be so busy as we monitor, manage, and teach our students that sometimes we don’t look after ourselves properly.

Voice is one of the most important teaching tools we have.

If we over stretch our voice, it adds to stress and fatigue – and in the end reducing the teaching efficiency

Here are a few ways, you can take care of your voice –

1. Keep Silence for some time everyday
2. Never raise your voice above the background noise
3. Don’t  spend much time in cold dry air, it puts strain on the neck muscles
4. Avoid irritating chemicals and over spicy foods
5. Stay Hydrated – Lubricate your throat – carry water 
6. Remember – Caffeinated and carbonated beverages dry you out
7. Posture also matters – stand tall with your shoulders back. 
8. Open your chest and keep the chin up. It helps projecting our voice with     less efforts.
9. Rest – not only your voice, but your body and mind as well

Another important aspect of voice is- Speaking clearly! It is a requirement for good teaching. 

If a teacher doesn’t speak clearly and with authority, it’s difficult for students to understand and remain engaged. 

Beginning teachers can tend to rush their speech, as they don’t want to be the center of attention. 

They’d rather be working with individual pairs or small groups because this is less intimidating. 

It may have to be more modulated and more intentional in tone, though not patronizing or unnecessarily deliberative. However, the positive wash back effect will be immediate and will lead to an increase in coincidence.

 However, sometimes silence is also the best approach. 

Have you ever attended an interview where the interviewer asks a question, lets     the interviewee answer, and then says nothing? 

What happens? 

There’s  a pause, maybe even a pregnant pause – and then the interviewee just keeps on talking, very often revealing something s/he never intended to reveal.     People just can’t stand silence!
But in a learning situation, silence can have another truly beneficial effect. Your students are running while you’re walking. They need silence sometimes, to catch up, to reflect, to rest, to process. Those ten seconds of silence, or thirty seconds or two minutes, may be far more valuable to them than yet more TTT!
 

I can’t do better than to recommend Thomas Topham’s required reading: Six Ways to SHUT UP: –

“Well-timed silence has more eloquence than speech.” -Martin Fraquhar Tupper

As a trainer, one of my ongoing issues in preserve courses is with teacher-talking-time – how much is coming out of the teacher’s mouth, the proportion of time the teacher is talking vs. the students, and how to get this ratio as high as possible in the students’ favor.

Whether this is actually something worth striving for is a whole different debate. Let’s just take it as a given that less teacher-talk is a good thing, and get on with the list:

1. Don’t Echo

Here is a common classroom script:

T: So, what are your ideas, where shall we go?

S1: Mumbai.

T: Mumbai, yes, great, we can go to Mumbai. Where else?

S2: The Andaman & Nicobar Islands.

T: Ooh, the Andaman & Nicobar Islands, yes, we’ll put the Andaman & Nicobar Islands on the list, ok…

Even though the lesson is to some extent interactive, the students have no reason to listen to one another – the teacher is repeating everything that needs to be heard. “But they might not hear each other!” Tell them to speak up. Or better yet, if a student can’t hear, she can ask the other student to speak up.

“But how do I work in open class, if I am not supposed to speak?” With the above scenario, the teacher needs to say exactly four words:

T writes on WB “Places to Go”.

T holds WB pen, ready to transcribe. Waits. If nothing is forthcoming…

T asks, “Where should we go?” … and waits for answers.

2. Wait

It takes time for learners to hear and process what you have said and adding more teacher talk doesn’t help. Shutting up and waiting does.

“So where should we go? (1.5 second pause) 

Let’s make a list, we’ll write down our ideas here, what do you say guys? (1.5 second pause) 

How about Rameshvaram, is that a good place, should I write that? Yeah, OK…”

The only way for student voices to enter the classroom is by the teacher allowing the space. After you ask a question, wait. Wait a long time, if need be.

3. Don’t Answer Right Away

Chances are one of the students knows the answer, if the teacher shuts up. Compare:

S1: Why is that?

T: Ah, yes, you see here we have the auxiliary, so blah blah blah…

—

S1: Why is that?

T: Hmmmm…. (pauses, looks around the room, waits…)

S2: I think because, is question…

T: (pointedly shuts up, open body language, waiting…)

S3: Yes, “Do” because it is question, same like in yesterday lesson…

Here not only do we have students speaking and the teacher shutting up, but as an added bonus the students are doing the thinking and are showing evidence of their learning! Big Win!

4. Group work Is Better, Always

Because when the students are working together in groups it is impossible for you to speak. Well, not impossible – resist the urge to interrupt the group work for “just a second” to “just explain this one more thing” …

5. Ask Open-Ended Questions

They require more from the students, and therefore require less talk from you. Compare:

T: Is it a boy, or a girl?

Ss: Girl.

T: Yes, a girl. And what do you think, is she happy?

Ss: Yes.

T: Ooh, yes, she is. Maybe she got a good mark on her test, do you think so?

Ss: Yes.

—

T: Look. What’s this? (shut up. wait)

S1: A girl.

T: (continuing to shut up)

S2: She is schoolgirl.

S3: She is going to school; she has book bag.

S4: No, she is going home, she is happy. (laughter)

6. Make Use of Your Written Materials

If the instructions are already there in the coursebook, why are you spending valuable class time blathering on about how to do a gap fill?

Twelve distinctive behaviors comprise an inventory of qualities found in effective teachers. This list is based on one developed by Harry Murray at the University of  Western Ontario. Specific sub behaviors, for each inventory’s behavior, are defined.

1. Enthusiasm – use of non-verbal behavior to solicit student attention and interest
2. Clarity – method used to explain or clarify concepts and principles. 
3. Interaction – techniques used to foster student’s class participation. 
4. Organization – ways of organizing or structuring subject matter. 
5. Pacing – rate of information presented, efficient use of time. 
6. Disclosure – explicitness concerning course requirements and grading criteria. 
7. Speech – characteristics of voice relevant to classroom teaching. 
8. Rapport – quality of interpersonal relations between teacher and students.      
9. Relevance – bridges made between course content, processes and the world. 
10. Learning Centered – focuses squarely on student learning and mastery. 
11. Flexibility – openness to change; diverse ways of looking at, approaching material. 
12. Leadership – models civil behavior, intellectual rigor and respect for diversity. 

1. ENTHUSIASM: use of non-verbal behavior to solicit student attention and interest

• Speaks in a dramatic or expressive way. 
• Moves about while lecturing or presenting. 
• Gestures with hands or arms, yet avoids distracting mannerisms. 
• Maintains eye contact with students. 
• Walks up aisles beside students. 
• Avoids reading lecture verbatim from prepared notes or text. 
• Smiles while teaching. 

2. CLARITY: method used to explain or clarify concepts and principles

• Gives several examples of each concept. 
• Uses concrete everyday examples to explain concepts and principles.      
• Defines new or unfamiliar terms. 
• Repeats difficult ideas several times. 
• Stresses most important points by pausing, speaking slowly, raising voice, etc. 
• Uses graphs or diagrams to facilitate explanation. 
• Points out practical applications of concepts. 
• Answers students’ questions thoroughly. 
• Suggests ways of memorizing complicated ideas. 
• Writes key terms on blackboard or overhead screen. 
• Explains subject matter in familiar colloquial language. 

3. INTERACTION: techniques used to foster students’ class participation

• Encourages students’ questions and comments during class. 
• Avoids direct criticism of students when they make errors. 
• Praises students for good ideas. 
• Asks questions of individual students. 
• Asks questions of class as a whole. 
• Incorporates students’ ideas into presentation. 
• Presents challenging, thought-provoking ideas. 
• Uses a variety of media and activities in class. 
• Asks rhetorical questions. 
• Listens and responds to students’ contributions and learning. 

4. ORGANIZATION: ways of organizing or structuring subject matter

• Uses headings and subheadings to organize presentation. 
• Puts outline on blackboard or overhead screen. 
• Clearly indicates transition from one topic to the next. 
• Gives preliminary overview at beginning of class. 
• Explains how each topic fits into the course as a whole. 
• Begins class with a review of topics covered last time. 
• Periodically summarizes points previously made. 

5. PACING: rate of information presentation, efficient use of time

•  Digresses rarely from major theme. 
• Covers the important material in class sessions. 
• Asks and confirms if students understand before proceeding to next  topic. 
• Sticks to the point in answering students’ questions. 

6. DISCLOSURE: explicitness concerning course requirements and grading criteria

• Advises students on how to prepare for tests or exams. 
• Provides sample exam questions. 
• Tells students exactly what is expected of them on tests, essays or assignments. 
• States objectives of each meeting. 
• Reminds students of test dates or assignment deadlines. 
• States objectives of course as a whole. 

7. SPEECH: characteristics of voice relevant to classroom teaching

• Speaks at appropriate volume. 
• Speaks clearly. 
• Speaks at appropriate pace. 
• Leaves pauses in speech silent and avoids “um” or “ah”. 

8. RAPPORT: quality of interpersonal relations between teacher and students

• Addresses individual students by name (to the extent possible in larger classes). 
• Announces availability for consultation outside of class. 
• Offers to help students with problems. 
• Shows tolerance of other points of view. 
• Talks with students before or after class. 
• Acknowledges diversity in learners and their culture. 

9. RELEVANCE: bridges made between course content, processes and the world

• Provides broad (holistic) context for specific learning concepts  and skills. 
• Integrates materials (examples, cases, simulations) from “real world”. 
• Bridges specific learning concepts and skills to learners’ experiences. 
• Provides learners with access to external sources and experts to validate learning. 
• Provides opportunities for learners to apply learning to external world. 
• Provides opportunities for learners to bring external learning into the curriculum. 

10. LEARNER CENTERED: focuses squarely on student learning and mastery

• Focuses on learning outcomes and growth, not content taught. 
• Pre/during/post assessments used to ensure learning. 
• Instructor elicits student discovery and construction of knowledge.      
• Learners have some control over learning process. 
• Active, collaborative, and cooperative learning favored over passive learning. 
• Instructors are primarily designers and coaches. 
• Instructors and learners work in teams where appropriate. 
• Learners are empowered to take over their own learning. 
• Motivates learners by supporting their self-efficacy – ability to succeed. 

11. FLEXIBILITY: openness to change and diverse ways of looking at, approaching material

• Teaching appeals to different learning styles. 
• Awareness of inter-subjective construction of knowledge. 
• Appreciation of multiple perspectives and intellectual curiosity. 
• Willingness to “give” responsibility of learning to learners where appropriate. 

12. LEADERSHIP: models civil behavior, intellectual rigor and respect for Diversity

• Models and requires a learner’s behavior that supports teaching and learning. 
• Models intellectual engagement with ideas, concepts and materials. 
• Provides intellectual challenge for all levels of learner abilities. 
• Demonstrates respect for diversity and requires similar respect in classroom.

Staying home now means working on self development through various online platforms ……creating strategies …let’s keep on moving in the house of course !

Our accredited on-line TEFL/TESOL course is a 100% distance-learning program and can be taken with or without tutor.  It’s primarily designed for those people who wish to study an internationally accredited TEFL/TESOL course but have time and/or budget constraints which don’t allow them to attend one of our training centers.  The advantages of this course are as follows:

1. you will be able to study at your own pace,
2. you can take the course from anywhere in the world, and
3. our online tuition are very competitive.

As it is an online TEFL/TESOL course, there is no classroom attendance and no teaching practicum. You will, however, have the opportunity to see actual EFL classes through videos. Throughout the program, you will study the same course content, including a comprehensive grammar review, and design classes just as the onsite program.At the end of the course, you will have learned the following:

• Understand the qualities that make great teachers.
• Gain knowledge about past and current EFL teaching methodologies.
• Know how to effectively organize and manage an English class.
• Create high-energy classes every day.
• Acquire know-how of teaching different types of students.
• Understand what is going on inside your English language learners.
• Become an expert in language skill development.
• Turn boring subjects into engaging classes.
• How to correct errors in speech and writing.
• Assessment strategies to achieve accuracy and fluency at the same time.

Throughout the program, your personal tutor will check your assignments.  There are practice quizzes to help you stay on track.  You are also eligible for two meetings of 45 minutes to get extra help if something needs a little more explanation.

If you register for the course with a tutor, you will have the choice of a free specialization:  Teach Business English, Teach Young Learners or Teach TOEFL Preparation.The course comes with full career-support services, including resume preparation, school lists, recruiter information, direct referrals to school, job leads as available.  
Apart from India, iTTi also has its own schools in many countries of Asia, Europe, the Middle East, Africa, South and North America.Prerequisites to registering for the course are an excellent command of both spoken and written English, a high-school diploma as a minimum educational requirement and 18 years of age.