My name is Suniltams and I would like to introduce myself as the best English trainer in Aligarh. Not only in Aligarh, but you can also count me as one of the best English trainers in the world.
English Trainer – A person who belongs to England.
English Language Trainer – A person who trains people to speak English Well.
But as the people commonly use English trainer for the teacher of English, I am going to use this term in this post.
I have been learning and researching the English language since 2000.
Since then I have developed some really fantastic ways to perfect the English Language.
Let me assure you that it would be fun if you decide to learn English with me.
Best English Trainer in Aligarh
I make your English learning experience very easy and fun. Let me assure you that I give the learning which will last long in your life whether personal or professional.
I have been teaching and guiding people speaking and using correct English language.
Have worked with some institutes as an English trainer and am proud that many people have been successful and got their dream career with my teachings and training.
I have worked with companies like IBM, Mercer, and Fidelity Investments. Therefore, I have got the real-time exposure to language in personal, professional, and friendly circles.
You can learn any language with proper guidance and perfect practice. Similarly, you can learn English.
Hence, for you, it would be wise to decide to learn English with me.
Suniltams English Guru Aligarh
Also, Check – Suniltams English Academy
Read More About The qualities of The Best English Trainer – Here
My experience as an English language teacher and teacher trainer also helps me define an effective teacher of English as someone who possesses 5 I’s:<
- Independent thinking
- Interdependence Imagination
Best English Trainer in Aligarh
A teacher who is imaginative can do wonders in the English class. Their new ideas break the monotony and make students take lively participation in the class. Albert Einstein says that imagination is more important than knowledge.
“Human progress is possible only through education. Without imagination, education becomes a kind of intellectual recycling of the same knowledge passed from teacher to student and back to the teacher on the test. Education should do more than simply transmit information; it should develop skills such as images that evolve our knowledge and move us forward as a species.”
Teachers who are imaginative can teach any language skill interestingly and effectively. They can develop students’ creative self-expression. Teachers who are imaginative to explore and create new things.
Students enjoy being guided by imaginative teachers.
An innovative teacher dares to go off the track in order to be on the track. Students like a teacher who is innovative. Innovativeness means
- Introducing changes and new ideas
- Daring to be different and being unique
- Going off the track in order to be on the track
- Experimenting with new things
- Being fresh always
A teacher who promotes interaction in the English class does justice to their profession by empowering learners and helping them develop their communication skills. They motivate their students, create opportunities for them to interact with one another through commutainment (communication through entertainment) activities such as roleplays, groups discussions, mock interviews, etc.
Independent thinking is the process of being able to think on your own, without someone else guiding you. “In a world where knowledge is doubling every few years and what once was a fact can become out of date so quickly equipping young people with the mental tools to succeed in such a world is vital.” Teachers can help their students develop their independent thinking only if they are independent. Independent thinking implies
Thinking on your own
Being critical of what you see and hear
Questioning information and irrational assumptions
An independent thinker helps students develop the desire and ability to think on their own. An independent thinker contributes a lot to the team. Language learning tasks should aim at developing students’ thinking skills.
Interdependence is essential for a successful person. Taking students from dependent stage to the independent stage and then to the interdependent stage is very important. Man is a social animal and interpersonal relationship is the key to success in today’s competitive world. The one who knows how to relate with others can climb up the ladder of success. Those who are interdependent use positive language and win people. They are polite, pleasant, practical, persuasive and powerful.
A teacher of English who is imaginative, innovative, interactive, independent and interdependent can be successful in the field and can lead the students from the dependent stage to independent stage and then to the interdependent stage.
Dear teachers, please let me know your comments.
Suniltams English Guru
Read More Below From – Here
My Top 10 Characteristics of a Highly Effective EF/SL Teacher
In preparing my list of top 10 characteristics, I initially began with 26 characteristics. Because 26 characteristics were a bit unwieldy, I narrowed my focus to the 10 I believe to be most important. Consequently, this list (like all the others) is not exhaustive or comprehensive. It is simply what I feel constitutes characteristics of excellence in our profession based on my experience as an English language educator, my observations, and on my research.
1. A “Calling” to the Profession
My top 10 list is in no order of importance, except for #1. Effective teachers are driven and passionate about what they do and feel a “call” to teach as well as a passion to help students learn and grow. Without this mission, or calling, teaching is just another job—and a tough one at that. Central to this calling is the idea of a positive attitude. Effective teachers recognize that teaching is demanding. Despite this, they exhibit a sense of pride in what they do.
2. Professional Knowledge
Shulman (1986) has identified seven types of knowledge that highly effective teachers must have. According to him, teachers need knowledge about
• the content they are teaching;
• the curriculum, materials, and programs;
• the broad principles and strategies that constitute classroom management and organization;
• the student population;
• the particular educational context they are teaching in;
• educational aims and values, and
• pedagogical content knowledge, which is a special mix of content and pedagogy unique to teachers.
According to Pasternak and Bailey (2004), teachers need both declarative and procedural knowledge to function effectively in their classrooms. Declarative knowledge refers to knowledge about the content area they are teaching whereas procedural knowledge refers to the ability to do things in the classroom.
I believe that the right credentials and sound professional knowledge are of paramount importance in determining effectiveness. That means a Master’s degree in TESOL/applied linguistics for teachers teaching at the university level or a Bachelor’s degree with a TESOL specialization or certification for those working in primary/secondary schools. As a part of sustaining sound professional knowledge, teachers must recognize the importance of professional development and keeping up-to-date with technology.
3. Personality/Personal Qualities
To what extent personality factors related to teaching effectiveness has been the topic of numerous empirical studies. Weinstein (1998) conducted a study which identified 10 characteristics “good teachers” were thought to have (as cited in Brown & Rodgers, 2002, p. 153). Seven out of the ten characteristics related to personality. The Weinstein study found personality factors like patience, warmth, creativity, humour, and outgoingness to be indicative of effective teaching.
Additional validation of the importance of personality characteristics comes to us from an unlikely source, Hollywood, which shows that teachers who have believed in their students, offered them guidance and support and went the extra mile to ensure their success, were the ones that were dramatized in movies like Stand and Deliver, Dangerous Minds, Dead Poets Society, and Freedom Writers.
The concept of with-it-ness (McEwan, 2002) is defined as the state of being on top of things, tuned in to the teaching/learning environment, and in control of the different facets of classroom life and our jobs. A “with-it” teacher is one who can organize and manage their classroom, engage students in the lesson, and keep up a fast-paced momentum. Teachers with this quality are ones who can multitask, use their time most effectively, and adapt to the changing needs and demands of their job and the profession.
5. Instructional Effectiveness
For many, if teachers possess the requisite qualifications and years of teaching experience, being a good teacher is considered a given. However, we all know and work with teachers who have good credentials and lots of experience but have the same one year of teaching experience 20 times (as opposed to having 20 years of teaching experience). Knowing your content area and being able to deliver effective lessons matters. Study after study confirms that students who have high-quality teachers make significant and lasting learning gains. Those with less effective teachers play a constant game of academic catch up.
6. Good Communication Skills
Highly effective teachers must be good communicators as they are required to articulate ideas, talk about issues, and express their beliefs and values about teaching. Because teachers take on numerous roles in their classrooms and in the workplace, they must be skilled at conflict resolution as well.
7. Street Smarts
Street smart teachers are those who have knowledge about what is happening around them (knowledge of the students, the school, the community, and the cultural environment), and they combine this knowledge with common sense to solve problems. Street smart teachers are also politically savvy in that they are familiar with their institutional culture and they know which materials and topics to avoid both in class and in the workplace, and which battles to fight.
8. Willingness to Go the Extra Mile
For teachers to be considered effective, they need to believe in their own ability to make a difference in their students’ lives. Their expectations of their students are always high. Moreover, they show a willingness to inspire and motivate their students through example.
9. Commitment to Lifelong Learning
Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers and the general public as one of the most important competencies that people must possess (Collins, 2009).
Effective teachers are concerned with their self- and professional development and regularly reflect on what they do in their classrooms. They also engage in strategic career planning, which, for many teachers, means assuming a leadership position.
10. Life Outside the Classroom
A multitude of sources in the professional and self-help literature cite the importance of not being too consumed by the job. Research also shows that people with hobbies and friends outside of their profession suffer less stress, which in turn increases an individual’s productivity at work. So my final thoughts on this are that teachers should find something else that defines them outside of the workplace.
There is really no “secret” recipe to being the perfect teacher, nor is being perfect even realistic. As you read through my list of top 10 characteristics and the lists of others who have come before me, I encourage you to reflect on what you feel constitutes effectiveness with your students and in your particular educational context. There is probably no teacher out there who is uniformly strong in all areas. Like me, you will recognize your strengths and you will probably take note of some areas that need work. This reflective self-evaluation is, I feel, yet another essential characteristic of effectiveness. Indeed, the most important characteristics of effective teaching might not appear on any list.
This idea is best expressed by de Saint-Exupery (1943) in The Little Prince: “That which is essential cannot be seen with the eye. Only with the heart can one know it rightly.”
Something more about Best English Trainer in Aligarh from TeachThought
While the numbers of ESL learners in English-speaking countries is vastly increasing, the numbers of qualified ESL teachers are not meeting this growing demand.
Despite “formal” qualifications and ESL specific training, what skills are most important to make a difference for these students? As a regular classroom teacher and ESL teacher in several ESL programs both here in the US and abroad for over three decades, I wanted to share with you a few insights. You will not be surprised. Most of these qualities are what make good teachers no matter what subject or population of learners being taught.
1. A Genuine Relationship with Students
Researchers Deiro (1996) and Noddings (1992) found that teachers who genuinely care about their students have a significant impact on the students’ attitudes, motivation and behaviour. These students work harder and are more successful learners. They learn English faster and display stronger skills. Think of a teacher who you knew really cared about you as a person. How did this affect your classroom performance and the success you had in that class, which in turn impacted your future success as a learner? The relationship between a student and teacher is the most important factor difference for ESL students.
2. Understanding a Student’s Cultural Background
A teacher who openly welcomes students and accepts the cultural differences can help with an easier acceptance by the school environment. When a student feels valued, he/she is more apt to assimilate into the English-speaking culture, to make friends and increase opportunities to use English. Students who engage in more conversation and activities with native-born English speakers, acquire English skills quicker which help to boost more skills.
3. Training in Second Language Education Techniques and Approaches
Quality professional training development opportunities need to be available to help these teachers and other staff members who teach culturally and linguistically diverse students. Instruction needs to be ongoing and offered in a whole array of learning formats from short workshops and one-time services to online classes and those that stretch over longer periods of time. These educational opportunities should be available for the free or low cost, possibly with added incentives to the teacher. They should be available in the most convenient settings and at times to accommodate the “busy” teacher who is already pulled and stretched beyond what most careers expect.
4. Understanding the Individual Needs of Students
It is helpful to assess the student’s language proficiency and educational history. The design of the classroom lessons can then be individualized to focus on each student’s functional English level in the areas of listening, speaking, reading and writing. This ongoing student assessment helps the teacher obtain current functional levels so lessons can be targeted towards maximum growth. They can zero in on exactly what the student needs. It is the pronunciation of a sound or letters? Is it vocabulary?
How about writing? Can they write a sentence or do they need help with outlining or research? Do they have study skills? It is common to have five reading levels in a classroom (i.e. two reading levels above the grade level and two reading levels below); can you imagine the levels of language ability in ESL learners? Ongoing assessment will support daily instruction and targeted learning needs of a student will help that child acquire language quicker and build self-confidence.
5. Encouraging English Conversations & Involvement Outside the Classroom
Students who more actively engage outside the classroom in extracurricular or community activities cultivate friendships and interests which help with broadening language acquisition. When students feel more confident and have some degree of language skill, they can be encouraged to join other schools- and community-related activities. These can be based on the students’ interests. Maybe a student enjoys the outdoors and scouting is a good option; sports, music and art might be other avenues; some students might be befriended by native speakers who invite them to participate in something they are engaged in. Another suggestion is joining groups and clubs that build on an international focus like language clubs and service organizations. Being active and also volunteering to help towards some larger purpose can also build relevancy to learning and involvement.
6. A Willingness to Connect with Communities
Teachers need to analyze what skills are most important to learn at any given time and then teach those. As students progress through a hierarchy of skills and meet success, their learning will soar. Lessons that are built on high interest and tied to the present needs of the students work well. I remember when I taught ESL students who had just arrived in America. On Friday afternoons, we would take walking field trips downtown not far from the elementary school that housed the district program.
We could walk to any number of bakeries, toy stores, bookstores, restaurants, a library and museum, and a few parks. I’ll never forget the day we toured the art museum and I asked the kids to stand by a painting they liked the best. One little girl didn’t move. I tried to explain to her what was expected of her. But she could only shake her head “no”. When I asked her why not, Maya just said that the paintings all were so beautiful. I knew then that the students were gaining so much more out of these experiences than I could imagine.
Sometimes I would call ahead to a specific place and tell the business owners, etc. we would be coming. Other times, our class would venture out to explore without a schedule. The outpouring from the businesses was something I will never forget. The kids were invited to make pizzas, frost cakes, take a painting class from an artist, and dine in a fancy restaurant. The opportunities for rich language growth filled these afternoons to overflowing.
So much that a recent student of mine, Jimmy called to say hello. I asked him if he needed anything and he replied, “No, I’m fine. I just found a note in which you wrote that if I needed anything, I should call. So I’m calling to tell you that I don’t need anything. I’ve just graduated with a degree in English Literature and I’ve accepted an internship for my master degree.” Here’s to making it relevant!
As a “good” teacher, I am convinced that you can become a “great” ESL teacher to those students that arrive in your classroom from all corners of the world. You can meet the growing demand of ESL students succeed. I wish you much on your road to success.
Join Suniltams English Guru – Best English Trainer in Aligarh at TAMS Studies.
Business Name: TAMS Studies
Address: 2nd Floor, A-One Homes, Near Jassi Snacks and Aptech, Chandaniya House, Samad Road, Centre Point, Aligarh, Uttar Pradesh, 202001
Phone: 9411650207, 9759999231
What makes Suniltams English Guru The Best English Trainer in Aligarh?
It is his passion for bringing excellence into the learning of English Language. His level of exploring the English Language is very high and minute. You can also say he researches the English Language with a very different mindset. His main priority is what kind of English Sentences and language can help students. And, how can they learn all that necessary thing with a great ease and fun and interest?