Why do they all want a TEFL?

Many people are confused as to why international teaching jobs are persistent on applicants having a TEFL certificate. Many ask the question of how is it that I have a B.ED degree or a PGCE which takes longer than 4 weeks to complete but still need the TEFL certificate.

The answer is quite simple. The B.ED and PGCE do not provide what a TEFL, CELTA or even a TESOL provides. These are specialized teacher certificates of international recognition. These teacher certificates prepare teachers to step into a classroom to teach confidently. They provide hands-on practical and theoretical training on how to conduct lessons. Teachers who possess these certificates are always made a priority with schools.

Many teachers believe that their honors degree is a credible degree yet we need to understand that the honors degree is not very recognized overseas as the understood qualifications are usually in the following order, Bachelors, Masters, and Ph.D. Anything in between becomes questionable, and if you have to explain your qualifications then its best to not go there. In regards to an honors degree, a British curriculum school would accept it as it is a commonwealth degree, and so if you are applying to work in a commonwealth country or a system that does recognize the commonwealth degrees then this is fine.

The same can be said about higher diplomas and advanced certificates which in South Africa, for example, equates to degrees and some higher than your degree. This is fine if you intend to remain to teach in South Africa, but if you are looking to go abroad, please just focus on the degree and a teaching certificate.
People also ask about the PGCE, and while some countries may look at it (Commonwealth countries and British curriculum schools), this does not apply to the majority.

We need to focus on what the international community wants! Too often we focus on what the university dictates, and this is wrong because universities’ don’t even know how the various industries are progressing. Many people don’t even know how to write a proper CV.
My advice to people is simple; research your industry before even studying towards entering the industry.

Here’s a fact, many teachers overseas don’t even have a B.ED or even a BA degree, all they have is a diploma and TEFL, CELTA or TESOL and sometimes not even a tertiary qualification. Just the fact that they are from an English speaking country and possess one of the mentioned teacher certificates, is all they need.
These are specialized certificates that teach things like English for special purposes, meaning, teaching business English, Medical English or Engineering English. These certificates not only allow you to work at schools but also at universities, language centers or even companies who are in need of a language teacher. Does your BA, B.ED, PGCE prepare you in the way a TEFL would??

Methods to an inquiry based classroom

mind map

Image created by Nabeel Abed

What are provocations?

Provocations simply mean to provoke! They provoke thoughts, discussions, questions, interests, creativity, and ideas. They can also expand on a thought, project, idea, and interest.

They could be in any form…

  • An interesting photo, picture or book,
  • Nature (e.g. animals)
  • Conceptual (e.g. light)
  • Old materials displayed in a new way,
  • An interest that a child or children have,
  • An object (e.g. magnets, maps)
  • New creative mediums,
  • Questions (from any source – e. what is gravity?)
  • An event (e.g. a presentation, a holiday)

Provocations can be as simple as a photo of a rock sculpture next to some pebbles or as elaborate as a table with an assortment of recycled materials next to a book on robots and resources to make upcycled robots. Often though, provocations are simple and displayed beautifully to provoke interest. Similar to strewing, they are usually created as an option, not as a premeditated activity.

Ultimately, the intention of provocations is to provide an invitation for a child to explore and express themselves. It should be open-ended and provide a means for expression where possible.


Effectiveness of Inquiry-based learning


Simple Scenario

A teacher walks into the class with the students who all see a praying mantis on the floor, they huddle around astonished as to what it is.The teacher gathers around with them and then the questions begin to fly out.

What is it?
Where did it come from?
Can we keep it?
Why are its legs so long? Why is it brown/green?
Where does it live?
What does it eat?

And you can imagine the many other questions that followed. The teacher calmly answered some of the questions and then said to the students who are in grade 5 that it’s for them as homework to research more about it when they get home.

The students then prepared a place for it in the class and gave it stuff they assumed it would need for the night. The next morning they arrive and only to find that the mantis was dead.

Again questions began to flow,

How did it die?
Why did it die?
Where does it go when it dies?
Does it now become part of the cycle of life? What happens at a funeral?

And so the teacher again answers the many questions and the praying mantis has a legendary send-off by the students.

The point we take from this is that the teacher, when discovering the mantis with the kids knew that she had a plan for the day and needed to finish, however, she did not push the questions aside or even the mantis, she welcomed it because it opened a whole new way to learn…INQUIRY.

Of course, once the questions were done, she casually continued her lesson.Perhaps later on the students would do a topic based on the life cycle of an animal and they would always be able to reflect back to what was researched in the praying mantis incident.

Inquiry-Based Mini Lesson Plan – Example

“Teaching with Material Objects” – Lunch pail

Developed by:
Dianna Accordino – Wilson School District
Stephanie Procopio Lancaster-Lebanon IUB
Name of the lesson: Lunch Pails Discipline:
Language Arts / Social Studies

Target grade(s):
K – 2nd

Pennsylvania Standards Addressed:
Begin to develop an understanding of historical interpretation

Lesson Plan Procedure
Show a picture of the object to your class prior to visiting the Freyberger School.

Be sure  to:
Determine students’ prior knowledge of the content.
Introduce the lesson and how you will motivate or capture the students’ attention.  Determine how you will assess if the learning objective(s) was/were met.
Follow the step-by-step procedures that engage students in inquiry-based learning.

Descriptive Analysis:
What is this object? How do you know?
What does it look like? Describe it.
Who would use this object?

Apply Prior Knowledge:
Have you ever seen one of these? Have you ever used one?

Raise Questions:
Draw and write what you think it is or what you would use it for.
Develop Interpretation/Hypothesis Based on Evidence:
show a short video that includes children eating their lunch at school from the  1900s

Discussion about the video and what object really is.

Apply Information:
What would you have them do with the new information centers:

  1. Compare and contrast using a Venn Diagram
  2. Packing a lunch
  3. Book hook (picture books from the [or depicting] 19th century)
  4. Create your own lunch pail/box using recycled materials “thrifty”

Share Information:
Pictures/writing pieces
Which lunchbox/pail they would choose (then/now)



Taken from the Nabeel Abed Handbook on methods inquiry-based based learning classroom
© Nabeel Abed 2017 – All rights reserved 




The Nabeel Abed Academy is committed to providing high quality educational development to schools and their teachers’ through internationally bench marked programs and disciplines


We endeavor to be a regional network of high quality training and development for schools and education facilities with an uncompromising commitment in our role to prepare teachers ,students and individuals with the skills necessary to be able to continue in their roles as leaders and mentors to the future generation. We strive to offer an educational environment where a teacher’s skills are enhanced and the focus of 21st century methodologies are emphasized. Teachers and schools are exposed to the latest methods of teaching through the medium of technology.

Our Beliefs

Every student is different, and has a unique learning style.

  • Every teacher should be trained and equipped to deal with the different levels of students’ within the classroom.
  • Professional development that leads to life-long learning
  • That a school has a collaborative responsibility with the community
  • Students and teachers should develop an appreciation, tolerance, compassion and respect for the rights and cultures of all people.
  • That the multi-cultural diversity of students and teachers is an asset to the development of any community.
  • In honoring the Universal Declaration of Human rights by not discriminating against anyone on the basis of race, color, sex, language, religion, national or social origin or other status.


Peer Assessment

In peer assessment, a collaborative learning technique, students evaluate each other’s work. This technique is often used as a learning tool, which gives students feedback on the quality of their work, often with ideas and strategies for improvement.  At the same time, evaluating peers’ work can enhance the evaluators’ own learning and self-confidence. Such an involvement personalizes the learning experience, potentially motivating continued learning. blog-resource-pic.jpg

When used in grading, peer assessment can give the teacher the much needed information on each student’s performance. For large online classes, it may allow inclusion of assignments where students’ creative work could not be graded reliably through automation or efficiently by teaching staff.

Peer assessment techniques vary considerably, and are often best understood through example.  To give effective, valid and reliable feedback to fellow learners, students need clear guidelines, training on assessment criteria and scoring rules, and practice with examples.  Before students are ready to give feedback to others, their assessments should be compared to staff-grading of the same examples for quality assurance.

How does peer assessments help students?

  • It engages students in the learning process
  • working cooperatively
  • thinking critically
  • giving constructive feedback
  • learning from critical appraisal received from others
  • managing one’s own learning autonomously
  • developing interpersonal skills and
  • developing an awareness of group dynamics

Strategies for peer assessment

  • Make it clear for students to understand why they are being involved in such a task
  • Criteria for peer assessment needs to be set out clearly
  • Develop peer assessment skills
  • Make it anonymous

Complement peer assessment processes with a formal and explicitly stated moderation process so that students can see that grading is reliable even while students have a significant role in it.


To ensure that students reflect critically and early during a large, summative assessment task such as a report or essay:

  • Use cluster groups
  • Have students present to their group a short draft of their work to date
  • Ask the group to give informal feedback to their peers on their progress
  • You can also have the group provide a formal assessment based on, for example, how well points are supported by evidence, as well as the style and presentation of the draft.

Teacher Resources

All teachers have the daunting task of creating worksheets which are time-consuming and can be stressful at times when thinking of content to add.Compiled below is a list of websites you can use to get worksheets for your classes.All grades and subjects,.Some of the links below also include lesson plan ideas and templates.

Just click the on the titles below to get endless resources…


  1. Super Teacher Worksheets
  2. Teachnology
  3. education.com
  4. Teacher Planet
  5. TES
  6. TeacherVision
  7. Edhelper
  8. SchoolExpress
  9. BusyTeacher
  10. Student treasures



13 steps to creating an effective learning environment

  1. TTT – 30 %  (Teacher Talk Time)
  2. STT – 70 %  (Student Talk Time)
  3. Teachers position in the class is important – don’t be stationary – walk around
  4. Students seating – More group work – Collaboration
  5. More meaningful activities
  6. Stop lecturing
  7. Allow students to question
  8. Provoke students using appropriate provocations
  9. use the 6 Inch voice policy
  10. Time management is important. Stick to it
  11. Explain well
  12. know how to grab attention
  13. Students must evaluate each other

Technology in Education


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The big question today is; does technology benefit or hinder a child’s learning process? It is universally understood that technology has its benefits, however, there are those who believe otherwise.A quick search on google would pull up a plethora of information related to technology.
As we know, in theory, we can say whatever we like but in reality, proving our views is a totally different ball game all together.Some research shows that students who use technology actually perform worse than those who don’t and some studies show that technology is actually beneficial.

Many argue that social media can have many negative effects.Such arguments have been going on for many years now and will never end. What we do need to realize is that in everything that we do in life, there is good and bad, how we engage would ultimately categorize it for us. Today we look at social media as a blessing for the simple reason that we can easily connect with friends and family who are far away from us. We have the ability to make a video call, voice call, easily share our daily activities with video or photo, we can even have group chats and group calls.

Businesses today use social media as it has enabled effective communication.Technology in education has arisen in recent years in the form of E-schooling, and online applications that are created to streamline education. There is an abundance of apps related to education online. From online libraries to apps for math or science, even comprehensive tools to assess students’ progress, yet with all of this there is still negativity around the use of technology.

I love technology, I work through my phone as I am always on the go. Some choose their laptops while others may prefer their tablets. Classrooms and boardrooms are now equipped with smart boards to effectively enhance their experience. Schools take it a step further by creating an application that would allow teachers, parents and students to interact even while not at school. Students can submit their homework through the apps and teachers can provide feedback almost instantly. Parents can easily send teachers messages about their kids and vice versa. However, with all the capabilities we would still find a lot of negativity.

Many say that technology is a distraction. Kids have become anti-social, kids are facing eye-sight problems because of the constant use of mobile devices. I could say the same when the television had first come out, or when the radio had first been introduced. We need to be able to draw the line somewhere.
Technology is vital in today’s world. It is how the world operates now. However, we have to realize that we must set boundaries. Both teachers and parents need to play an important role. While the effects of technology are alarming, we cannot turn a blind eye to the actual benefits that it comes with. Students should learn to read a book, they should learn how to hold a pen and write. Students should be able to easily switch from technology and this is where parents and teachers come in. There needs to be limitations, there needs to be understanding.
Reading a book on a kindle is fun. But let’s remember that before we teach kids to read, we must teach them to imagine. Technology in education can be fun. Even social media can be fun and educational if used correctly.

Parents need to monitor tech use at home. Time must be equally divided. Teachers also should promote this. Parents need to constantly monitor what their kids are doing while using technology. Don’t just come home from work and then relax. Pay attention to your kids, monitor them, engage them and guide them. The issue today is that many kids don’t really have such a system at home. They are merely left to do as they please when they get home so that their parents can go out and enjoy themselves. If your child spends too much time on technology then yes they would develop eye sight issues, they would become anti-social, however, creating a balance, giving them other forms of activities to do, encouraging social development outside of technology may just help in strengthening their abilities to be responsible and be aware of the world around them.

Technology in education is establishing its place. Today the teacher is just the guide. In the past a teacher was the source of information, but today technology has changed that. A teacher’s job now is to facilitate the learning process and to facilitate in the best ways possible. Facilitation also includes regulating the use of technology inside and outside the classroom. Schools must develop proper after-school development activities for students. Don’t just offer sport programs but other programs such as art, dance, drama, debating, community service, after school trips to the community to further develop their understanding and help them grow to become better independent thinkers who can also work in collaboration.

While I may be an advocate of technology, I am also a firm believer that education should also be facilitated through various means.
We all have different abilities and capabilities. What appeals or works for one may not, for another, but to conclusively state that technology is negatively affecting our kids is wrong. To everything in life, there must be a balance and if we can effectively balance our use of technology in and outside of school, then I think we would have no issues.
The biggest issue with the doubts surrounding technology today is the lack of parents’ regulation of their kids’ use of technology.

What is IELTS?

IELTS is the International English Language Testing System which is governed by the British Council, University of Cambridge and IDP: IELTS Australia. The test is to assess English language proficiency and conforms to the highest standards. The IELTS is taken by those who wish to live and work where English in the main language of communication. 



IELTS is made up of four components:  

Speaking, listening, reading and writing. Each has a band score of their own which is totaled at the end. A candidate is required to meet a specific total according to their desired countries requirements. IELTS is also separated into two different modules that candidates may choose from according to their needs. These two modules are the academic module and the general training module. The Speaking test may even take place a day or two later at some centers. 

IELTS Listening test lasts for about 30 minutes. It consists of four sections, played on a CD, in order of increasing difficulty. Each section might be a dialogue or a monologue. The test is only played once, and the questions for each section must be answered while listening, Time is given for students to check their answers 

IELTS Reading test lasts for 60 minutes. Students are given an Academic Reading test, or a General Training Reading test. Both tests consist of three sections, and in both tests the sections are in order of increasing difficulty. 

IELTS Writing test also lasts for 60 minutes. Again, students take either an Academic Module, or a General Training Module. Students must perform two writing tasks, which require different styles of writing. There is no choice of question topics. 

IELTS Speaking test consists of a one-to-one interview with a specially trained examiner. The interview is recorded and has three separate parts: 

An introduction and interview, an individual long turn where the candidate speaks for one or two minutes on a particular topic, and a two-way discussion thematically linked to the individual long turn. This interview will last for approximately 11-14 minutes. 

How are IELTS band scores calculated?  

Each skill (listening, reading, writing and speaking) is awarded a band scores. These scores range from 0-9 and you can also score a .5 for example, 6.5 or 8.5. Aside from a band score for each skill, you will also receive an overall band score. 

Below is an example of how the scoring works:  
Listening: 8
Reading:  7.5
Writing: 7
Speaking 7.5
Overall: 7.5 

With band scores, your scores can also be rounded up or down to the nearest .5 or whole number, example:  

  • If you get an overall score of 5.25 you will the move to a 5.5 score 
  • If you get an overall score of 6.75 you will then move up to a score of 7 
  • If your overall score is 5.1 then you will receive a total of 5

Listening and reading scores:
In a listening and reading test with a total of 40 points you are only scored on what you have got correct. Wrong answers are not scored. 

Writing Assessment:
The two tasks of the written assessment are assessed on the following four criteria
Fluency, Lexical resource, Grammar range and accuracy,  

Speaking assessment:
Speaking, like writing is assessed on the following:
Fluency, Lexical resource, Grammar range and accuracy, pronunciation.

It is strongly advised that one reads through the band descriptors clearly and has a thorough understanding of them.

 IELTS Band Descriptor

Bandscore Skill level Description
Band 9 Expert user You have a full operational command of the language. Your use of English is appropriate, accurate and fluent, and you show complete understanding.
Band 8 Very good user You have a fully operational command of the language with only occasional unsystematic inaccuracies and inappropriate usage. You may misunderstand some things in unfamiliar situations. You handle complex detailed argumentation well.
Band 7 Good user You have an operational command of the language, though with occasional inaccuracies, inappropriate usage and misunderstandings in some situations. Generally you handle complex language well and understand detailed reasoning.
Band 6 Competent user Generally you have an effective command of the language despite some inaccuracies, inappropriate usage and misunderstandings. You can use and understand fairly complex language, particularly in familiar situations.
Band 5 Modest user You have a partial command of the language, and cope with overall meaning in most situations, although you are likely to make many mistakes. You should be able to handle basic communication in your own field.
Band 4 Limited user Your basic competence is limited to familiar situations. You frequently show problems in understanding and expression. You are not able to use complex language.
Band 3 Extremely limited user You convey and understand only general meaning in very familiar situations. There are frequent breakdowns in communication.
Band 2 Intermittent user You have great difficulty understanding spoken and written English.
Band 1 Non-user You have no ability to use the language except a few isolated words.
Band 0 Did not attempt the test You did not answer the questions.

10 Misleading Claims By TEFL Course Providers

As in shopping and business generally, the things that you should be especially careful of when shopping for a TEFL course are the times when the course provider is not actually lying but is nonetheless playing the truth in a way that is only designed to deceive. This article should help you spot the most common such traps.

1. How happy their “graduates” are
It is a general rule in education that people are much more likely to complain about the air-conditioning and transport problems than they are about whoever is training them, and the same is true of TEFL courses. Course providers getting these basic things wrong would be a bad sign, but a lack of complaints says nothing about the actual standard of training. If it did, we wouldn’t need accreditation of any educational establishments or qualifications, would we?

2. Hours of instruction (for online courses)
A basic level TEFL certificate should have at least 100 hours of instruction. For a face-to-face course, the hours of instruction are the hours you spend with a trainer actually being trained. On top of this, you will do reading, lesson preparation, etc. Many online courses not only include reading as part of the hours of instruction, but seem to make up arbitrary lengths of time for how long it will take you to do things like reading and online questionnaires. More generally, you have to consider very carefully whether the things they are asking you to do online for 250 hours would have the value of the things you would do in a proper face-to-face course for 100 hours.

3. Links to universities
Some TEFL courses in universities are run by university staff who are well qualified and also have years of practical teaching experience. Some of those are Cambridge CELTA or Trinity CertTESOL courses. Ones which aren’t might have problems with recognition, especially outside the country where they are based, but a genuine university course can be a good indication of the quality of instruction in some places, e.g. the USA. A link to a university, especially one that is loudly trumpeted on the course provider’s website, might not always be such a mark of quality. For example, some “university TEFL courses” have a tenuous link to the university whose name they are using. The trainers are often far less qualified than the proper university faculty, and it might even be that the TEFL course providers are simply renting premises in the university or paying to use the name without having any institutional or academic links to the university.

4. “Meets the criteria set by the British Council”
The British Council sets out some very basic criteria for something to be considered an introductory-level TEFL certificate (TEFL-I level, as against TEFL-Q for the Cambridge Delta etc). A course must have at least 100 hours of instruction and 6 hours of observed and graded teaching practice, and be accredited by a recognized exam board or university. This is often claimed by TEFL courses even when at least one of these, especially the final one, is missing. Even when that statement is true, that doesn’t mean that British Council inspected schools in the UK and British Council schools worldwide accept all certificates that meet those basic standards, let alone that employers would consider them equivalent to certificates from Cambridge, Trinity or SIT. It also certainly doesn’t mean that the British Council accredits or inspects all such courses. In fact, the British Council doesn’t even inspect or accredit teacher training courses in British Council accredited schools in the UK, as their school accreditation is strictly limited to the actual teaching of English. When British Council schools in their own worldwide chain offer TEFL certificate or diploma courses, they are always accredited by other organizations such as Cambridge.

5. The term “Diploma” or “Advanced course”
Although people can call their qualifications anything they like, the standard industry definition for a TEFL diploma is a course for people with basic training and at least two years’ (and very probably more) relevant full-time experience. Calling any other kind of course a “diploma” is misleading at best, and although “Advanced course” is not a term used by any well-respected certifying bodies it would probably mean something similar. Schools that ask for a TEFL diploma almost always mean the Cambridge Delta or Trinity DipTESOL. See TEFL Diploma FAQ for more details.

6. “All our graduates find jobs … Guaranteed job placement … Lifetime job placement service”
Any native English speaker with a degree can find a TEFL job. It is obviously true that the kinds of employers who accept twenty-three year old native English speakers with any old degree will not suddenly reject them because they have a weekend certificate, have done an online course, or have done some random four-week TEFL certificate in someone’s kitchen. However, those things are unlikely to get you the kinds of jobs that you could get with a well-known and well-respected TEFL certificate such as the Cambridge CELTA.

7. “TESOL / IATEFL institutional member”
This simply means that they send a cheque to said organization once a year and get a few magazines in return. Literally, anyone, including people with no connection to TEFL, can become an institutional member. No one has ever had an application for institutional membership (which is anyway just a form asking for your address and payment details) rejected, and it is therefore zero proof of standards. In fact, any mention of this is a pretty good reason to avoid a school. If the school has trainers who have been high up in the management of one of those organizations or regularly give major workshops at their events, that might well be something to be impressed by. Well-respected training organizations generally find no need to boast of such things even when true, however.

8. The use of logos
IATEFL has the simple policy that no one except themselves can use their logo, and any other organizations doing so are almost always trying to add some respectability that they do not have. The same is true of most organizations with half a page of logos of NGOs, big companies, organizations for teachers, etc, even when they are unaccompanied by actual lies like “accredited by”. The mixing up of accrediting agencies, business partners (whatever that means), schools that accept their teachers etc all on one page is a particularly bad sign.

9. Famous people
The same schools that turn once using the services of a company into a logo on their site tend to do the same thing with the names of people who are famous in the world of TEFL. Some of these people get used unwittingly when they give a workshop there once and are given a brief tour of the building, while others simply sell out and are willing to put their names to anything that pays well enough (the Beckhams of TEFL?) The other possibility is that the people mentioned might not actually be that famous – how, after all, are most people who haven’t yet entered the profession to know?

10. Cambridge exam centre / Cambridge exam centre number
This one is rarer than the bogus claims of special links to IATEFL and TESOL, but some organisations do try to use the fact that Cambridge is willing to use their premises for a KET test (a low-level test for learners of English) once a year as some kind of proof of standards of their teacher training courses. It is not.



What is TEFL

Many individuals seek to travel overseas to find work for various reasons. Most but not all have the required qualifications to easily find work in a new country, whilst others may not have what is needed which is when they would decide on a new career path. The desire to change careers prompted the huge business known as TEFL (Teaching English as a Foreign Language). Schools and companies in countries English is not the first language needed to now train their people to be able to have an acceptable level of English language.

English being the lingua franca in the world of business soon found many colleges and course providers offering courses known as the TEFL.The university of Cambridge has their own which is regarded as the “Gold standard” known as the CELTA course.

Cambridge is already a well-established university in the UK and has for years been the go-to for development as they have well-assured standards. Therefore a course done by Cambridge is well respected in the industry.The CELTA is an extensive course that would train candidates both practically and theoretically about teaching English. Many language centers around the globe offer CELTA, TEFL and TESOL courses, however, language centers or course providers who do offer the CELTA must be accredited by Cambridge as Cambridge would be the external moderators and will officially issue the final statement of results as well as the certificate.

The three acronyms within the industry commonly used are TEFL- Teaching English as a Foreign Language, TESOL- Teaching English to Speakers of Other Languages and CELTA – Certificate in English Language to Teaching to Adults. These acronyms are used very often and we find that the TEFL and TESOL both can be used interchangeably as they both may have different letters but can be achieved in the same way.Both the TEFL and TESOL can be done online or can be done in class; they can also have a combined course where a part is done in class and part online.

The CELTA course used to just be an extensive in-class 4-week program focusing on theory and practice, but in recent times even the CELTA now can be done with an online component.CELTA is geared more for those who wish to turn teaching into a lifelong career, it is more expensive and often has very many requirements needed before actually doing the course such as formal qualifications and being of a minimum age of 20.whereas with the TEFL and TESOL there are minimum requirements of age 16 and a native-level of English.

TEFL refers to the industry, many providers will offer a TEFL certificate and many course providers give the various options of the different type of TEFL courses. For example, you could do a TEFL course worth 20 hours, there’s an option of 60 hours and so on. The industry required amount of hours is a minimum of 120 hours. This ensures that the applicant has had the relevant training to ensure that they can handle themselves comfortably within a classroom. The 120 hours TEFL/TESOL course would include a practical component.

The common issue today with these courses is the accreditation. You will find course providers of TEFL or TESOL who when they market their courses would often state that their course is ‘internationally recognized” and on their certificates, you would see logos of accrediting companies who when doing a Google search do exist. The issue with these companies is that they often have a membership fee. What this means is that as long as you pay their fee you have permission to use their logo. These companies also are mainly based in the Uk and don’t accredit course providers who are based outside the UK.

Some of the providers of four-week equivalent courses also administer their own cross-checks, which help to ensure consistency. Others, however, in the attempt to come up with similar forms of approval and accreditation, make use of varyingly trustworthy yardsticks. Some of these will be genuinely reliable, others more spurious. One example of something being misleadingly used as proof of quality as mentioned above is corporate membership of teaching and training associations. While membership of these is beneficial, it’s a red herring in terms of any guarantee of quality.Beyond the pedagogical arguments for taking a quality course, most would-be teachers’ prime concern is the question: “Will my course land me a Tefl job in my chosen country?”

Employers will always look first for prior teaching experience. In the absence of this, the importance placed on a good Tefl course will depend on the employer’s general awareness of the courses available and his or her previous experience of teachers with such qualifications. Other factors besides qualifications and experience which are also taken into account in the selection process include personality, presentation, other work experience, and academic qualifications.