This document discusses the characteristics of successful English as a foreign language (EFL) teachers. It identifies several central characteristics, including that successful EFL teachers: 1) have explicit awareness of cognitive knowledge about language teaching; 2) have strong disciplinary, pedagogical, and technological knowledge; and 3) have a high level of English language proficiency. The document also notes that successful EFL teachers possess certain personality traits like flexibility and caring attitudes.

1. ENGLISH TEACHING PRACTICUM
TEACHER: MSC.MARICELA MADRID
STUDENT: VERÓNICA MORENO

2. THE CENTRAL CHARACTERISTICS OF SUCCESSFUL
ESL/EFL TEACHERS
Teachers are the
most important part
for learning a
language
Teachers of
English as a foreign language (EFL) can have a far-
reaching, long-term, and suggestive impact on their
students’ EFL
Teachers fuel their students’ interests and
efforts

3. Teachers need to understand the EFL learning of
each of their students SUCCESSFUL ESL/EFL TEACHERS
1. Display explicit
awareness of the
cognitive knowledge
dimension of
language teaching
2.Develop profound
knowledge of related
content, that is,
disciplinary knowledge,
pedagogical knowledge,
and technological
pedagogical knowledge
3. Attain a high
level of English
language
proficiency
4. Possess
certain unique
personality
traits
5. Possess other
related key
variables.

4. In successful EFL language
teaching, a teacher's cognition
contributes to improved
instructional performance and
promotes the accomplishment
of professional tasks.
ESL/EFL TEACHERS’ COGNITIVE AWARENESS OF THEIR SUCCESS
knowledge, EFL teaching is
simply a routine habit or a
process of trial and error.
This section explores successful ESL/EFL teachers’ explicit awareness of their
cognitive knowledge, which reveals not only their actions but also what they
think and do in the arena of their English classrooms.
The general goal is to conceptualize the
cognition of the teachers of an EFL / ESL in
relation to practice and as cognition.
Successful ESL/EFL teachers’ cognitive
awareness lies in their recognition and
practice of concerted pedagogical
behaviors (classroom actions, routines,
interactions, and behaviors).
knowledge of cognition Regulation of cognition

5. IN PRACTICE, SUCCESSFUL ESL/EFL TEACHERS
Hone their existing knowledge constantly
Construct their own conceptions and
theories of language teaching and articulate
personal teaching theories
Familiarize themselves with new trends
Reflect on the conceptualization of the teaching, beliefs, and
practices in which they engage.
Beliefs, skills related
to teaching knowledge
about teaching
techniques, etc.
They create their own teaching style, investigate,
imagine, etc.
They contribute with new trends
Apply different forms of teaching according
to social and cultural diversity

6. CONTENT KNOWLEDGE OF SUCCESSFUL EFL TEACHERS
DISCIPLINARY KNOWLEDGE PEDAGOGICAL KNOWLEDGE
Methods and Approaches in EFL Teaching
Instructional techniques.
Lesson plans
English Classroom Management
English Classroom Atmosphere
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE
Technological knowledge.
Technological skills
Technological integration

7. DISCIPLINARY KNOWLEDGE
PEDAGOGICAL KNOWLEDGE
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE
Successful teachers retain the
disciplinary knowledge that is
brought in various means related
to language
Syntax, phonology, discourse analysis,
applied linguistics,
sociolinguistics, second-language
acquisition, language learning theories,
the history of language-teaching methods,
principles of language learning and
teaching, and culturally and linguistically
responsive pedagogies, all of which
enhance language learning.
1. An understanding of social,
cognitive, and
developmental theories of language
teaching and learning,
2. knowledge of teaching processes
and learning practices, or methods
of teaching and learning
3. A thorough understanding of
the ways in which EFL students
construct knowledge and acquire
language-related skills
4. Skills and experience in classroom
management, lesson plan
development and implementation,
and student evaluation.
knowing how to teach ESL/EFL
with technology in a way that
exploits all available tools and
teaching resources effectively
based on the fundamental
understanding that constructive
use of current technologies
supports.

8. Methods and Approaches in
EFL Teaching
Instructional techniques.
Lesson plans
Includes knowledge of existing
language-teaching methods
(particularly modern methods),
types of language testing, testing
techniques, and the strategies
used to teach language elements,
including culture, grammar,
vocabulary, and the four macro
skills, that is, listening, speaking,
reading, and writing.
Instructional techniques include
classroom activities and
procedures that employ specific
strategies to achieve objectives,
such as opening the lesson,
introducing and explaining tasks,
setting up learning
arrangements, checking
students’ understanding, guiding
student practice, and
transitioning from one task to
another.
The ability to design and
execute an effective lesson
plan is also essential to
effective teaching. Successful
EFL teachers excel at clarifying
the educational goals of each
lesson and designing
classroom activities and
rich language-learning tasks
that contribute to the
realization of lesson
objectives.

9. English Classroom Management English Classroom Atmosphere
Teachers are able to effectively
manage their classrooms, develop
routines, proactive exercise,
discipline and maintain interests
according to the age of their
students.
Successful ESL/EFL teachers
know
that students who are actively
involved in a class that is set at
their linguistic level and
incorporates their interests and
backgrounds will be so busy
learning that discipline will, in
large measure, not be an issue.
Maintaining a pleasant environment within
the learning of a second language is very
important because students learn a second
language much more easily, therefore
teachers can address all aspects and skills
such as speaking, writing, reading, listening in
a language that is not your native language

10. Technological knowledge.
Successful ESL/EFL teachers use this
technology-related knowledge to inform
effective teaching approaches, by matching
technology to specific instructional goals and
pedagogy, and incorporate technology
effectively into the ESL/EFL classroom.
Furthermore, they develop the skills
necessary to look beyond the most
common uses of technology and
reconfigure it for customized pedagogical
language teaching and learning.

11. Technological skills
These teachers are able to
navigate technology efficiently,
know how to solve
technological problems,
remain aware of technological
developments, work with
different technologies, and
recognize that some tasks will
soon require a high level of
technological skill.
Teachers master technological skills
and use it to improve teaching and
learning, thus implementing or
creating techno- pedagogical
technology
Successful ESL/EFL teachers
acquire these skills through
continual experience with using
the tools and programs available
today.

12. Technological integration
By using this knowledge base,
successful ESL/EFL teachers integrate
current technological resources and
applications into the EFL classroom
effectively, not only at the surface level
but also throughout the process of
teaching and learning in ways that
produce maximum language-learning
outcomes.
They also incorporate
technology at each stage of
instruction: at planning,
lesson delivery, practice
and review, and
assessment.

13. LANGUAGE PROFICIENCY OF SUCCESSFUL ESL/EFL TEACHERS
Teachers demonstrate a high
level of competence in and
understanding of the English
Language system. This
competence entails a
declarative knowledge of
English that comprises
multiple constructs, including
rule-governed structures,
knowledge of and the ability
to use English, and
sociolinguistic and strategic
aspects.
Successful EFL teachers
also display fluency in
speaking, writing,
listening to, and reading
English as well as
expressive abilities in
terms of understanding
verbal and nonverbal
expressions, such that
they generally employ
language clearly and
efficiently.
Finally, successful EFL teachers
demonstrate the four aspects of
language competence.
1. Linguistics competence
2. Sociocultural competence
3.Strategic competence
4. Discourse competence

14. PERSONAL TRAITS OF SUCCESSFUL ESL/EFL TEACHERS
Flexibility and Adaptability
Agreeableness
Patience and Passion
Tolerance
A Caring Attitude
THESE ARE IMPORTANT
THINGS THAT SUCCESSFUL
TEACHERS APLIED IN THEIR
CLASSROOM

15. RELATED KEY VARIABLES
The secrets to success in
ESL/EFL teaching also lie
within four general areas 1.Being involved and current in the field.
2.Using effective instructional techniques
3.Undertaking individual initiatives
4.Addressing various affective factors related to teaching.

16. Successful ESL/EFL teachers illustrates that to achieve success
in teaching English, ESL/EFL teachers have to be aware of and
possess certain essential competencies with broad appeal
across a range of domains.
Learning process and those needed for
successful and better language teaching and
learning overall are classified into categories.
The cognitive knowledge dimension of
language teaching, sound disciplinary
knowledge of related content, profound
knowledge of pedagogy and
technological pedagogical knowledge,
high English language proficiency, and a
set of attractive personal characteristics
or some essential inner qualities of a
teacher as well as other related key
variables