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34 BONUS: Classroom
10 I Can’t Hear Myself 22 Keep ‘Em Under Management Mantra
Think in Here: Managing Control: How to [HI-RES PRINTABLE
the Very Large Class Handle Disruptive (and POSTER]
Disrespectful) Students
6
room, you catch another student
texting a friend on their phone...
effective in engaging students. USE THEIR INTERESTS AND
PREFERENCES
3
Finally, to add insult to injury, another
student is watching a video on their
PUT ON THE THEATRICS
You wouldn’t talk about President
iPod. If there were a sign over your While you’re not required to Obama’s foreign policy with pre-
classroom door, it would read “Entering go into full costume (after all you’re schoolers, right? And with that kind
Dullsville.” teaching ESL, not putting on a of topic, you won’t hold your teens’
Broadway show!) it does help tre- attention for long. But don’t make the
While the above description is clearly mendously to do voices, make faces, mistake of thinking that all adults like
an exaggeration, every ESL teacher at and show off your more theatrical to talk about “adult” things! They come
some point in their teaching career has side. Do accents and change voices to ESL class to learn English, not for a
had to deal with unmotivated students, when you read dialogues, or even use history lesson. However, some adults
boring course material or quite honestly funny characters – give them your best may be interested in business topics or
been bored themselves with what they Eliza Doolittle impersonation and show current events. So, make sure you find
have to teach. So, hop onto our express off your Cockney accent as your stu- out what they are really interested in
train and leave Dullsville for good! dents do a shopping role play with you! and what their preferences are. Do they
HOW TO Turn a Snore Fest want to learn English in a relaxed envi-
into a Barrel of Fun
4 MAKE THEM MOVE! ronment, or they want to talk business?
7
The second you see your stu-
POLISH WHAT’S DULL TILL
1 DON’T LET YOURSELF GET
SUCKED IN BY BOREDOM
dents settle in for a nap, make them
stand up! Young learners can engage
in an active TPR activity. But don’t be
IT SHINES
Quite often the problem is not us
When there is something that you afraid to get adults out of their seats, as or our students, but the rather dull
don’t like to teach, whether it’s the well. Make them walk around the class- coursebook. You will probably agree
Past Perfect, or Reported Speech, room for a role play, or simply get them that there is no one pointing a gun to
or any other grammar point you ab- to come to the whiteboard. You may your head, saying that you have to fol-
solutely must cover, your students need a bulldozer to get some teens out low the book and each activity as shown
will most likely notice it, unless you of their seats, so try with small actions in the book, right? One of the best things
do something about it and make first, like handing out worksheets, then you can do is adapt and change some
the topic fun for the whole class. gradually move on to a greater physi- of the activities, dialogues and exercis-
If you have taught something a mil- cal commitment. It is essential that you es in the coursebook, or replace them
lion times, like the Past Simple, teach make your students get used to moving with others that will get the job done,
it differently every time! Use different around the classroom from Day 1. but not put your students to sleep in the
flashcards, different exercises, different
process.
games, just make sure there is some-
thing different, that way it is less likely
you will feel bored and by extension
neither will your students.
5 KEEP YOUR STUDENTS ON
THEIR TOES NOW, YOU’RE OFFICIALLY LEAVING
DULLSVILLE, AND THERE’S NO
Get your students used to not know-
ing what you’ll do next. Sit down for LOOKING BACK.
3
Top 10 Tips to Deal With
Indiscipline in the Classroom
IT HAPPENS TO EVERY TEACHER AT
SOME POINT.
Sometimes it is with the first class.
3 CONTACT PARENTS
Depending on where you teach
6 WHY, OH WHY?
Think about the reason behind
and where your students come from, the rudeness. Is it possible that your
Other times a teacher gets a few good their parents may be an unexpected ESL students may be acting up to
years under his or her belt before it support when it comes to good behav- make up for a self-perceived inad-
hits. Sometimes it seems like it hap- ior in the classroom. Often American equacy in their language abilities? If
pens in class after class. The problem parents will side with the child when it there is even the slightest possibility
that all too often rears its ugly head comes to conflicts in school, but if you that insecurity may be behind class-
is lack of discipline. Every teacher teach students from other cultures, room misbehavior, try to look past it
experiences it, and no teacher likes it. and it is very likely that you do, your and address the real issue. Does
The good news is that there are ways students’ parents will not automatical- your student need confidence? Does
to handle indiscipline in the class- ly take their children’s side of things. she need a feeling of success? Does
room. Here are some tips to try with In fact in many cultures, parents will he need to feel equal to his peers? By
your students. automatically side with the teacher addressing the issue rather than the
against their own child if there is a dis- symptoms, you will have a healthier
cipline issue. That is not to say that and better-behaved set of students.
4
teacher does not smile until after
Christmas may or may not be true, INVITE VOLUNTEERS child in a leadership role may give
him the extra challenge he needs to
but it is easier to lighten your lead- Depending on the age of your engage in the classroom activities.
ership style as the year goes on students, you may even choose to He will not only not be bored - he will
rather than get stricter after being ask parents into the classroom as have some investment in making sure
lenient. If it is too late to start the year volunteers for a day. Children may the other students in class behave.
off with a firm hand, you can always behave better if their parents are in
make a new start – with either a new
8
the classroom with them. Not only ATTENTION SPAN
calendar year or a new month or a that, if your parents interact with each
new unit. Make sure your class knows other, the stories of how a certain child Remembering the attention
that your are wiping the slate and that may behave in class could get back to span of children can also help you
your expectations of them will no lon- mom and dad through other channels keep your calm when kids act up in
ger be compromised! ultimately saving you an awkward and class. As a rule, estimate a child’s
unpleasant conversation! attention span to be one minute for
4
er hand, takes more time before acting and separates his or her emotions from the decisions he makes. It is a good rule
to follow in all areas of life, but it is especially important to remember when your class is just plain getting on your nerves.
Do not let your emotions get the better of you but instead stay calm and make logical and intentional responses.
10 DISCIPLINE IN PRIVATE
Still, moments will come and days will come when one or more of your students will misbehave. The best way
to address the situation is quickly and with as little disruption as possible. Refrain from disciplining any child in front of
the class. Choose instead to have those conversations in private. If you respect your students, they are more likely to
respect you.
ULTIMATELY, NO CLASSROOM IS PERFECT. YOUR KIDS WILL HAVE GOOD AND BAD DAYS, AND YOU WILL, TOO.
Do your best to keep your cool when your students start getting out of control. Tomorrow will be a new day with limitless
potential and it may just be the right day to get off to a new start!
5
When Things Go Awry:
Problem-Solving on Your Feet
think of to fix the problem while mak- back, or tell that you have other things
As teachers, we know possibly ing fun of either yourself or the techni- planned for the day and that time is
better than anyone else that when cal problem itself. It does wonders to running low. You don’t have to pre-
things go wrong, they can really lighten the mood, takes the pressure pare yourself in advance for things to
go wrong. off, and gives you time to really as- flop necessarily, but you do want to
Being able to solve problems on sess the problem. Students are gen- make sure to always well-equipped to
your feet is one of the most valuable erally understanding when a technical deal with equipment failures, student
skills a teacher can have. There are or computer issue arises. Engage the distractions, or logistics gone wrong.
so many variables as to what can class with a joke or funny story while
4
go awry in a classroom that gener- you are working on fixing the issue. BE FLEXIBLE
ally luck would have it, many things This way, the students’ attention will
tend to go wrong at the same time. remain on you, and it won’t be an ex- If things don’t go quite as
Face problems head on with these cuse for them to start side conversa- you had planned, flexibility is a
tips, and you will be able to handle tions, begin texting, or worse, become great trait to develop. Don’t take it
the worst of classroom disasters! unruly or out of hand! Show them that personally that your activity flopped
you can handle the situation and if you or that students were particularly un-
HOW TO: Problem-Solving can’t fix the problem, all is not lost. cooperative. Allow yourself and the
on Your Feet class to move forward without get-
1 STAY COOL
It may seem obvious, but when
3 BE PREPARED
There are all kinds of prob-
ting stuck in the bad juju of a situation
that went wrong. It is really important
to be their guiding light in all situa-
lems that can happen when you tions, but particularly during a storm.
a situation goes wrong in the class- are not prepared or when you are If you display flexibility and can switch
room, the number one element that not prepared enough. If, for exam- gears it can be a remarkable example
will serve you best is to simply, ple, you are trying out a brand new and learning moment for students.
stay cool. Sometimes this is easier activity and are uncertain as to how
5
said than done. Problems that arise in
the classroom can be embarrassing,
it will go, prepare yourself that it may ASK FOR HELP
not go as well as you hope and it may
mentally taxing, and downright ex- not take as long as you think it will. There is no harm in asking
cruciating. If you stay calm though, it Try to troubleshoot new activities by a student or another teacher for
will only help you to see the picture in noticing any gaps or things that may help. Often with technical problems,
front of you clearly, and also discover not be clear for students. Estimate the your students may be just as savvy
what the solution is. For example, if an time to be less and if it goes longer, as you are, and you can enlist their
activity is not going according to plan then you be prepared for that as well. help while you manage the class. If
and is failing the objectives you had If it falls short, falls flat, or is just plain there are other teachers close by you
set for it, if you were to get worked bad you can try a couple of things. could possibly send a student out to
up, you may just add to the problem. locate and bring back help. You will
With a clear head, look at what the If it falls short, you want to have no doubt learn how to fix the problem,
students are doing, and then exam- enough planned so that you are not and never forget it. There is no harm
ine what you assigned them to do. If left struggling to fill the class time. Al- in asking for or requesting help as
the two don’t come close to match- ways have an arsenal of quick games long as it isn’t a weekly occurrence.
ing, the next thing to do is to find the or activities that you can whip up if
disconnect. Perhaps students weren’t something falls short. If your objec-
clear on their directives, or they took tive is lost to the students, and they DON’T LET ONE GLITCH (OR SEVERAL)
it upon themselves to change the ac- don’t jump in to the activity, you can GET YOU DOWN.
tivity once they got into it. Don’t get try re-explaining it or asking what Teachers are resourceful beings and
upset with the class, but definitely questions they have about what they we always find a way to rescue our-
intervene and rectify the situation. should be doing. Give the activity a selves and our students from pain-
second chance to launch and see if ful situations. Don’t beat yourself
2 USE HUMOR
Some classroom difficulties
there is anything that you can quick-
ly tweak to make it more palatable.
up, and if all else fails, cut yourself a
break, have a good laugh and trust
that you pulled out the best possible
are easier to rectify than others. If If you need to abandon an activity, solution in that particular scenario!
you come across a particularly unset- do it in a way that the students will
tling situation, like having technical respect. Either admit that it didn’t
difficulties, try to intersperse some go well and ask them for their feed-
humor. Perform any solution you can
6
When Things Go Wrong:
How to Turn a Disaster
ESL Lesson into a Triumph
still learning about student behavior, your door for the day. Students will
It happens to even the best teach- lesson plans, and time management. forgive failed activities from time
ers: a well thought out, carefully to time if you do not force them to
planned lesson goes horribly suffer through them for long and
wrong and you are stuck in the come back strong after realizing
2
middle of class with confused,
frustrated, and disengaged learn-
CHANGE COURSE your mistake.
7
Aren’t All ESL Students Well-
Mannered? Classroom
Management for the Adult
(and Not So Adult) ESL Student
in class, rather than breaking into dis- students into small groups for further
If you tell other teachers what cussion groups in their primary lan- practice. Usually once the activity has
you do, - and if that is teaching guages, say that as well, and give a changed, the negative behavior dis-
ESL students at the college level, reason. appears.
they exclaim, “Oh, that must be
2 6
great! You don’t have any class- HAVE A PLAN DISCUSS IT IN PRIVATE
room management issues. Be-
cause your students really want Have a plan. Break course ob- Although classes as a whole
to learn.” Well, yes and no, you jectives down and have a plan for the tend to have a specific “climate,” and
instantly think. semester, week, and day. often it’s the case an entire class is
just difficult to manage, sometimes
It is a great job, indeed. And adult If students are busy doing relevant there is an individual student with
ESL students rarely have classroom work, there is less chance they will problematic behavior, such as con-
management issues like throwing spit become classroom management con- sistently (and disruptively) arriving
wads and shoving each other—they cerns. late. If behavior like this develops in
do, however, make and receive cell one student, it’s usually best to meet
3
phone calls during class and update TRANSPARENCY IS with the student privately and dis-
their Facebook profiles. ESL students, cuss the situation. Often the student
like students in general, come to the
THE KEY
is unaware that there is a problem and
classroom for a variety of reasons, in- Make your plan transparent. Put the is very apologetic and promises to im-
trinsic love of learning is probably not day’s or week’s or semester’s plan prove.
primary among them in most cases. on the board or class website so stu-
dents know what they should be doing Other times the student knows the
This is complicated by divergent no- moment to moment. behavior is a problem, but it is rooted
tions of what is appropriate classroom in some other academic or personal
4
behavior — not only from what stu- concern, like loss of transportation or
dents were taught in their past educa-
HAVE A CLASSROOM
simple misunderstanding of how im-
tion experiences but also from instruc- MANAGEMENT PLAN, TOO portant it is to be on time in a class-
tor to instructor on the same campus. room. The teacher can discuss the
Also have a classroom manage-
One instructor may not be bothered by situation with the student, and often
ment plan in place, whether it is
the student text-messaging under the the problem can be solved with one
in your head or in writing. But think
desk — or at least, not say so — while meeting.
through what you would do in certain
another may come unhinged. So how
situations: what you would do if you
7
does the teacher manage the class- BE POLITE BUT DIRECT
find a student had plagiarized her pa-
room under such circumstances?
per or what you would do if a student
Be polite but direct about what
CLASSROOM could not seem to stop talking through
you want students to do or not do. If
MANAGEMENT your lectures.
you are bothered by a student bring-
for the Adult ESL Student
5
ing food and drink into class and loud-
VARY GROUPING ly consuming it throughout the class, it
8
8 DON’T LET THEM CROSS
THE LINE
RESPECTFUL GROUPS OF STU-
DENTS—NOT EVEN CLASSES OF
ADULTS, NOT EVEN ESL STUDENTS.
It is rare but not unheard of that stu-
dent behavior can cross the line
from merely inappropriate and an- This requires the hard work of a
noying to alarming, especially if teacher. However, the well-conducted
there are suspected drug abuse or class can be achieved with planning,
mental health concerns. varying grouping, being direct, and
involving others when needed.
For example, a number of years ago,
an immigrant student who had acted a
little odd all semester, enough so that
most of the other students avoided
him, was in my ESL class. One day,
when apparently upset over his failing
grade, he came into my office, shut
the door, and asked, “Do you love
your husband?” Startled, I replied
simply that I did. He then asked, “If
you love your husband, why don’t
you love your students?”
9 LAST RESORT
Involve authorities as needed.
Although ideally instructors should
develop the skills to deal with the vast
majority of classroom management
issues within their own classes, it is
all right in certain circumstances to in-
volve higher authorities — sometimes
the police, if you feel your immediate
safety is in jeopardy.
9
I Can’t Hear Myself Think in Here:
Managing the Very Large Class
Much has been written in recent
years about the value of small
class for learning, and in general
2 NORMS AND PROCEDURES
What would a class be like if all
sheet about their language use. And
if she notices the majority of students
have trouble with sentence stress, for
example, she’ll know what to focus on
that may be true, that they are bet- 40 or 50 students’ cell phones went
off simultaneously? If you want to in coming lessons. And while the teach-
ter learning environments because
find out, don’t establish any norms or er might not get to know each student
the teacher is able to give each
procedures with your large class! Oth- individually as she would in a small
student individual attention and
erwise, after the simple traffic manage- class, she certainly knows more about
cater to his or her learning needs.
ment rules have been set up, you will them as learners than the teacher who
want to establish some class norms. stands at the podium and will know
However, the large classroom can
This is largely up to the individual within a few weeks where each stu-
still be a preference for an adult ESL
teacher and her class. Some teachers dent’s strengths and weaknesses are.
educator. Students can work in a vari-
ety of different groups if there are 50 are particularly bothered by electronic
students in class as opposed to 5,
where the choice is severely limited.
There is an energy in a large class
use during class but have no particular
concern about student use of diction-
aries, which other teachers object to,
5 MIX AND MATCH
Knowing students’ individual
finding them an impediment rather than strengths, weaknesses, their level
that a small class lacks: imagine the
aid to learning. It’s also possible to ne- within your class (there are always
response to your successful joke in a
gotiate the class norms with your stu- more advanced and less advanced
large class as opposed to a small.
dents, deciding together what reason- learners in any given class) and their
able policies are for the overall good of native languages presents interesting
But sometimes even a strong advocate
your class. grouping opportunities for the teacher.
for the large class has to acknowledge
It’s usually best to arrange groups of
its drawbacks: in a class of 50 adult
ESL students you could spend a con-
siderate amount of time trying to get
everyone’s attention. In a group like
3 SMALL GROUPS
Use of small groups can re-
different language backgrounds and
mixed ability levels so that students
must speak in English to communicate
and so that the stronger students can
ally be helpful in a large ESL class.
that, students will be most likely getting
In a large class not put into groups but help the weaker ones.
up and leaving and returning at will, to
rather utilizing whole-group instruction,
go to the restroom or make phone calls.
Wild? Yes, a little like a zoo, in fact.
1
simple as to describe a picture, for ex-
TRAFFIC CONTROL ample - everyone will get a chance to for interruptions, such as taking that
engage in meaningful language use, cell phone call, going to the restroom,
In the large class, simple “traf-
while the teacher, now freed from the and making jokes with their buddies in
fic control” is an issue the first days
role of standing at the front of the class their first languages.
- ways of getting students in the
class, into their seats, and out at talking, can move from group to group,
note students’ performance, and make
the end with minimum disruption. MANAGING A LARGE CLASS IS DEFI-
comments as necessary.
It is important to assign seating these NITELY A CHALLENGE BUT ONE WELL
first days and establish ways students WORTH IT BECAUSE OF THE ENERGY
may exit the class as necessary during
it and at the end. Also important is to
establish when students may talk—
4 KNOW THY STUDENTS
In this process of going from
THAT CAN BE PRODUCED IN A CLASS-
ROOM FULL OF STUDENTS EXCITED
ABOUT LEARNING.
after raising a hand, for example. group to group, the teacher is also
Although the potential of disruption
able to learn more about her stu-
is higher than in a small class, with
These rules are necessary to avoid a dents and their language ability be-
planning and engaging students in
stampede at the end of class or tak- cause they are actually using lan-
meaningful learning, disruption can be
ing up the entire class period getting guage - they are not just a sea of
minimized and a well-run classroom
settled in seats or the deafening roar of faces. She might even make notes
achieved.
too many students talking at once. next to student’s names on her roll
10
How To Teach Large Groups:
The More The Merrier?
on specific topics. hear some more examples. This is
Depending on where you teach, kind of late in the class for students
3
you could face classes of 30 or 40 FIRST PRACTICE to realize they have been practicing
students. something incorrectly but it is better
In some countries even larger class- AS A CLASS
late than never and you can always
es are not uncommon. With only one The first practice activity should be encourage students to ask ques-
teacher and maybe one assistant, done as a class so that students can tions about anything they are uncer-
teaching such a large group of stu- get an idea of what the target material tain about. Students are often hesitant
dents can be a challenge. Here are is and hear you model everything cor- to ask questions but by creating an
some strategies you can use in differ- rectly. Further practice can often be open, friendly, and constructive learn-
ent stages of the lesson to encour- done individually, in pairs, or in groups. ing environment, you will have gone
age everyone to participate and The main challenge while students a long way towards setting your stu-
make the most out of your time with are working on something is moni- dents at ease.
students. toring them. It is impossible to listen
HOW TO Teach Large Groups to more than one conversation at a
time so walk through the class during
the practice time to ensure that stu-
5 REVISION IS FUN
Review activities are very simi-
2 INTRODUCE WHILE
ELICITING
4 PRODUCTION STAGE:
ENCOURAGE PAIRWORK
& GROUPWORK
DENTS CAN MAKE CLASSROOM
MANAGEMENT AND DISCIPLINE
ESPECIALLY CHALLENGING, YOU
Your introduction should not be a time ARE ALSO ABLE TO DO A LOT OF FUN
Pairs and groups are good for produc- ACTIVITIES WITH SIZABLE CLASSES
for students to passively acknowledge
tion exercises unless you want stu- THAT ARE NOT APPROPRIATE FOR
information. This is a time for you to
dents to do a writing activity, in which SMALLER CLASS SIZES.
see what they already know related to
case you should consider having stu- For example, Chinese Whispers is a
the topic while giving them the neces-
dents work individually. It is important fun team game that should be done
sary bits of information they will need
that students work with one another with at least two or three teams with
to complete activities later on in class.
because they can help each other several members each. In a class
while you are busy assisting different with about ten to fifteen students, you
Elicit information such as vocabu-
groups whereas individuals have only would have to adapt the game to be a
lary from students. You can call on
their knowledge to draw on and thus class exercise instead of a team one.
students if you are asking them to
are less likely to notice their own mis-
recall something you have already
takes. With practice, you will be able to man-
covered but should rely on volunteers
if you are fishing for something new. age even extremely large class sizes
Just like with the practice activities with ease.
Students in classes this size are usu-
above, be sure to have students
ally at a couple different levels de-
present their material from this part
pending on their interest in English so
of the lesson to the class. This gives
eliciting material is a great way to see
you the chance to deliver individual-
what information students can provide
ized feedback and allows students to
11
Where is Everyone? Managing
the Very Small Classroom
haps Friday — to watching a movie. how to synthesize findings, and so on.
“How many students are in your Leading into the movie the rest of the
5
class?” another teacher asked me at week, students can prepare by doing PORTFOLIO WRITING
a faculty meeting recently. activities related to the movie, such as
“Six,” I replied. “Or, no, maybe seven learning related background information Writing, as all students know,
— I’m getting another one on Mon- and vocabulary. In this way, students are takes a lot of time and work to make
day.” completely prepared by the time Friday significant progress on. There is no
“Seven? That’s a dream! I could do rolls around. They can then watch the magic writing pill that will substitute for
so many things with seven students.” movie and follow it up, on subsequent this. So the small class, where time
“Yeah,” I said. “I know. We’ve al- days, with discussion and written reviews. sometimes seems to hang heavy, is the
ready done them. I have no idea ideal opportunity to work on writing. At
3
what we’re going to do tomorrow.’ NOVEL READING the beginning of the term, the students
While teaching a small class may seem can help brainstorm topics they’d like
ideal — students get a lot of individual Devote a month or two to read- to write about or select from a list pre-
attention, you can customize the cur- ing a short novel such as Fitzger- sented by the teacher. If there is student
riculum and make a lot of progress ald’s “The Great Gatsby” or Capote’s input on the topics, they are much more
-- the problem is the boredom factor. “Breakfast at Tiffany’s.” Activities interested in them. Once the topics are
should lead into it -- teaching stu- decided upon, students can spend the
The class is so small that everyone gets dents about Fitzgerald’s New York of term discussing and writing about them.
to know everyone else very quickly. You the 1920’s, for example, to establish Multiple drafts of each essay can be
can race through lessons in half the time context. There are also activities to do assigned, different drafts focusing on
you usually would, leaving nothing to during the novel, to monitor students’ ideas, organization, and editing and
do. Even entire units of study seem to progress, such as discussions, com- proofreading. At the end of the term,
require a fraction of the time. So what prehension checks, and vocabulary each student will have a “portfolio” of his
is there to do, when it seems you’ve al- learning. Finally, there are end-of-novel or her work and can see the progress
ready done everything? activities, to wrap things up and do a fi- from the first to final drafts. This amount
nal assessment. Students can do a pre- of writing is usually not possible in a
HOW TO Teach Very Small sentation, even, on aspects of the novel, larger class because of the additional
Class such as what Prohibition was or different time needed to teach every step of the
interpretations of the American Dream. process and also to mark the papers.
1 CUSTOMIZED LEARNING
PLANS
4 INDIVIDUAL RESEARCH AND
REPORTS 6 FIELD TRIPS
In a very small class, there is op- Finally, there is a great op-
portunity for individual tutoring and We all have individual interests or pas- portunity for field trips with a small
learning plans. So at the beginning of sions that we’d like look into more — class. I’d balk at “riding herd” of thirty
the semester, after the initial diagnostic, if we had the time. Some of the things students in a public place, while with ten
the teacher can sit with each student I’d research if I had time are forensic lin- students, it is much less of a concern.
individually and find out what he or she guistics, the history of the Russian em- And even in my city of Sacramento,
is interested in working on. The teacher pire, and the early history of humankind. California — not a tourist destination
might then find that Felix, for example, is Students also have similar passions, — there is still plenty to see: the capitol
a high intermediate student, as revealed whether it is the Olympic sport of pole of the largest state in the U.S., Sutter’s
by his diagnostic, and that he is comfort- vaulting or wind turbine energy — two Fort, where the West began, the rail-
able with his reading and writing skills recent student research topics. The im- road museum at what was terminus of
in English but wants to work on his pro- portant thing is that the student be truly the transcontinental railroad. I’ve even
nunciation and conversational English. passionate about this, enough to spend taken beginning ESL students to a local
The teacher can then set up a plan to significant time researching it and then shopping mall and found that many had
help Felix improve his spoken English presenting findings to her peers. If two not been to one before. Field trips are
skills by completing specific activities in or three students are interested in the a great opportunity for hands-on learn-
and out of class, perhaps studying with same topic, they can team up, research- ing of language, culture, and history.
one or two students who are working to- ing different aspects of the same topic.
ward the same goals, while the rest of The teacher can act as a facilitator, giv-
the students may be working on other ing students the major control of the proj- SO THE NEXT TIME A STUDENT WALKS
material that focuses on their goals. ect while focusing on offering support by INTO YOUR VERY SMALL CLASS AND
giving mini-lessons on research skills, SAYS, “WHERE IS EVERYONE?” YOU
2 MOVIE FRIDAY
Devote one day a week — per-
such as how to divide up the labor and in
what order, how to find reliable sources,
CAN RESPOND, “WE’RE ALL HERE.
AND WE’RE GOING TO HAVE A GREAT
TIME!”
12
Excuse Me, Can I Go to the Bath-
room: Managing Interruptions
You are probably familiar with the sce- rules in their other classrooms that they behavior off one another. When there
nario: you at the front of the room, in the will continue to blithely receive calls is a core group of students engaging
middle of lecturing on some important during class or get up to leave during in undesirable behavior, it usually indi-
grammar point, when someone raises the lecture. Usually all that is required cates an overall problem with class cli-
his hand. “Excuse me, Teacher?” You is for the teacher to remind the class in mate, and the best course of action is
are annoyed but pause long enough to general of the expectations. Sometimes for the instructor to address the class
ask, “Yes?” “Can I go to the bath- discussing the reason for the expecta- as a whole, reviewing your policies and
room?” tion also helps: so that we can concen- expectations.
trate on our studies, so that students
There is scattered laughter. And the
surprising thing is that this is not sec-
ond grade, as you might be assuming,
can hear my lecture without confusion,
and so forth. 5 DEALING WITH INSTITU
TIONAL INTERRUPTIONS
but rather a group of ESL adults. How-
ever, they may have had little previous
formal schooling or come with widely
divergent notions of what is appropri-
3 ADDRESSING THE
INDIVIDUAL INTERRUPTER
What if the interruptions are institu-
tional in nature? Sometimes they are:
your class time seems to be the time
Sometimes most of the interruptions when the guys with the leaf-blowers
ate classroom behavior. The other ex- come in the form of one student. You get under your windows, or the cus-
treme of this situation is the student have just begun to introduce a topic, todian decides to come in and fix the
who pauses outside the door, waiting and the first sentence isn’t out of your pencil sharpener with a drill, or the
for the teacher to give permission to mouth before her hand shoots up, and tech folks have to come in and check
enter, when arriving late. Both of these she begins talking — usually not on the computers’ connectivity, etc. Even
behaviors are not quite appropriate for topic because she probably hasn’t been some colleagues are extremely so-
the situation, and in all likelihood the listening. cial types and feel the apparent need
student in both cases just hasn’t been to knock on your door for a quick chat
taught appropriate classroom behavior, What to do about this kind of stu- or question while you are teaching. So
specifically when one may interrupt or dent? When she interrupts you while what can we do in these instances?
intrude. The question then becomes you are teaching, you may tell her
which behaviors are most important kindly that you aren’t quite finished, and Again, it’s fairly easy when it’s one per-
to teach for the classroom, how to she may make her comment when you son to simply say, “We’re in class right
teach students methods to politely are finished. This rarely extinguishes now. Please fix that/clean that/talk to
interrupt, and for the teacher to man- the behavior on other occasions, how- me later.”
age the interruptions in her class. ever. It is usually helpful to meet with
this student after class or during break Sometimes, however, students become
2
tions come from the same core
ENFORCE group of students. This is a little hard- point, or take a quick phone call, or
THE EXPECTATIONS er to handle as confronting one of the barge in (or out) of an exam room
group will make him or her feel singled unpermitted... However, we feel free
In the beginning, especially, expect somehow to do this with teachers and
out and defensive, while if you try to
there to be some challenging or mis- the classroom. But our students are
meet with the whole group they may
understanding of the expectations. given so little class time to begin with
deny that they are acting as a group —
Students may not have fully understood that teachers much jealously guard it
which may in fact be true, and they may
your rules, or they are so used to lack of against the continual interruptions.
just be subconsciously patterning their
13
TOP 10 Survival Tactics
Every Teacher Should Know
Whether this is your first year
teaching or you are a twenty-year
veteran, some days just do not
3 ASK
To get that answer you will prob-
concept that may not have gone over
as well as you had hoped the first time
through, your students will benefit
from the change in teaching style
ably have to ask someone who has ex-
go as planned. When those times perience and knowledge beyond your and content even in the concept be-
come, it is important to know that own. Do it. No teacher should be of- hind it may not be new.
everyone has those kinds of days, fended or annoyed by another who is
7
and you just need to pick yourself trying to provide her students with an GET OUT AND ABOUT
up and continue. accurate answer. Simply look to those
with more experience for the answer There is great benefit from
to your grammatical conundrum and watching experienced teachers at
For the days that make you want to pay attention to it. Then pass that an- work. Whenever you are presented
turn around and get back under the swer along to your student who asked with the opportunity, visit other class-
covers, look to these survival tactics the question in the first place. rooms and watch professionals at
for a push in the right direction. work. As a teacher, you should always
1 TALK TO PEOPLE
WHO KNOW
er you can foster and develop rela-
tionships with other teachers, be
they teachers at your school or others
Do not be afraid to ask a fellow teach-
er if you can observe his class, but
make sure you offer the same courte-
Those of us who teach in a language you meet in chat rooms or online, the sy to anyone who may ask to observe
our students may or may not under- sooner you will have a support net- your class.
stand know that teaching ESL is a work in place for those tougher than
challenge. Even when other teach-
ers offer sympathy, a hearty “How
can you do that?” sometimes does
more to discourage us from a daunt-
most days. Look to these relation-
ships for encouragement and knowl-
edge and even an idea or two when
8 IT’S OKAY TO SHOW
THE MOVIE
you are feeling down, and do the The popular stigma is that teachers
ing teaching task than to encourage same for your fellow teachers on their use movies and other non-traditional
us toward it. less than ideal days. types of activities when they are try-
ing to fill time, but that is not how ESL
5
When you find yourself getting down DO NOT REINVENT teachers should view these activities.
and out in the world of English as a Exposing your students to every facet
second language, look to others who THE WHEEL
of English is important and even es-
have had the same experience you There is no need to put yourself sential. This means that listening ac-
have. Talk with other ESL teachers, through personal torture to recreate tivities (like movies) and speaking
and make use of chat rooms desig- what others have already done and activities (like class discussion) are
nated for others with similar teaching done well. With this in mind, use the highly valuable for language learn-
goals. When you look to people who resources offered by BusyTeacher. ers. Where a native speaker may find
know and who have been where you org and other ESL web sites. You those types of class activities disen-
are now, you can find encouragement can find worksheets, online tools and gaging, they will be the opposite for
and motivation to keep at the most im- teaching plans for countless subjects your students. After all, the goal of
portant job you know, yours. all from experienced and knowledge- language learning is to speak the
able teachers. Use that expertise to language. Getting all of your material
2 I DON’T KNOW alleviate some stress from yourself! from a book just does not cut it.
6
Sometimes, you have to say So do not let the stigma turn you away
it. After all, just because you are a na- TRY, TRY AGAIN
from communicative activities. They
tive speaker does not mean you know Who says you cannot teach the are far more valuable to your students
the answer to every grammar ques- same material on more than one day? than many other possibilities.
tion your students ask. When you just Sometimes when we have the most
9
cannot put your finger on the explana-
tion to a question one of your students
frustrating moments as teachers, it is BRING IN A GUEST
time to step back and figure out anoth- SPEAKER
has, admit it but promise to get back er way to approach the subject. When
to him or her with an answer, and then you use a different strategy to teach a Likewise, your students will benefit
do just that.
14
greatly from what a guest speaker has to offer. Especially guests who are not accustomed to speaking with nonnative
speakers can challenge your students in their listening skills. Different pronunciation, different stress and intonation
and even accent all contribute to a nonnative speaker’s comprehension. Exposing your students to a greater variety of
speech patterns and tones will help further their language skills and make them better speakers of English.
EVERY TEACHER HAS THOSE NOT SO GREAT DAYS, SO DO NOT LET THEM GET YOU DOWN. SIMPLY TAKE A LOOK
AT WHERE YOU ARE AND WHERE YOU NEED TO GO, MAKE CHANGES AND ADJUSTMENTS KEEPING A POSITIVE
ATTITUDE AND EVERYTHING IS SURE TO WORK OUT JUST FINE.
15
8 Tips to Encourage Student
Participation During Discussions
For some students, nothing will give them FOCUS YOUR CORRECTIONS ON ONE TALKATIVE THAN OTHERS AND WHO
the push they need to share in a group. ISSUE SO YOUR STUDENTS FEEL AS ALSO HAVE A TENDENCY TO DOMINATE
For most others, though, small changes THOUGH THEY CAN SPEAK WITHOUT A DISCUSSION, PUT THEM IN A GROUP
in your leadership style and your expec- BEING OVERWHELMED WITH THEIR TOGETHER. PUT ALL OF YOUR QUIET
tations can be just what they need to MISTAKES. Also, encourage your stu- EST STUDENTS IN A GROUP OF THEIR
open up and contribute to the conversa- dents that their opinions are welcome OWN AS WELL. By doing this, you force
tion. Here are just a few ideas to help even if they are not in agreement with your more quiet students to engage in
you get those silent students starting yours or their fellow students’. the discussion as no one else will be
steering it for them.
4
to share in your next group discussion.
DON’T PUT STUDENTS ON THE
7
your class more open to discussion
TION AND GRAMMAR AND CONTENT THINK ABOUT HOW YOU ARE and then challenge your students to
ALL AT THE SAME TIME, IT IS NOT SUR GROUPING YOUR STUDENTS TO step up to the plate and use the lan-
PRISING THAT YOUR STUDENTS MAY GETHER DURING DISCUSSIONS. IF YOU guage they are trying too hard to acquire!
FEEL TOO INTIMIDATED TO OPEN UP! HAVE SOME STUDENTS WHO ARE MORE
16
4 Types of Problem Students
and Strategies to Manage Them
bruised ego pretty easily. Give them have to disengage the behavior a few
As with any classroom setting you guidelines for how long they are al- times publicly, and then take him or her
may encounter problem students in lowed to have the floor, and show them aside and give them the boundaries
ESL classes. each and every time that you are the talk. In some cases the student doesn’t
Problem students are challenging be- decision-maker in the class. realize why their actions are inappropri-
cause they may disrupt the learning ate. One tactic may be to teach a les-
2
environment, make your job more dif-
ficult than it has to be or just plain frus- THE PAINFULLY SHY son on body language, pick-up lines,
or relationships. That way you are able
trate you and the other students. We’ve If anyone has worked in Asia to approach the sensitive topics as a
outlined four types of problem students or has Asian students, we have all group and get some dialogue happen-
and provided several strategies to deal encountered this student. They are ing.
with them. You will be able to spot these usually female, afraid to speak,
4
personality types from a mile away! won’t make eye contact, and gen- THE REFUSER
THE FOUR TYPES of erally want someone to translate
for them. This is a delicate situation The refuser is different from
Problem Students and it takes some grace and humor the painfully shy. The refuser never
to reach them and pull them out of wants to participate and feels that
It’s pretty easy to identify the prospec- their shell. Give them time and take they don’t have to do the same
tive problem student from the get-go. baby steps. If everyone is asking and level of work as everyone else. Of-
Always go with your gut and diagnose answering questions, expect that they ten they don’t do their homework, will
the issue as early on as you can. That will do almost nothing until they reach clam up during activities, and also
is half the battle. The sooner you a certain comfort level. Don’t pressure may challenge you in front of the class
recognize the problem student the them too much, but try to get them to because they are unprepared. This
sooner you can begin working on at least repeat after you and praise type of student can be really frustrat-
your strategies to alleviate the issue anything that they do contribute. The ing as you start wondering why they
and get the student on track. other trick to this personality is to use are in the class in the first place.
her classmates to break through. One way to reach them may be soft
17
Are We Having Fun Yet? Address-
ing the “Entertain Me” Attitude
about boredom, look at how the sub- boring and what would be less boring.
You’ve experienced it: you’re in the ject matter is being taught. Is Eng- What is a class that they find less
midst of explaining some compli- lish being treated as if it is something boring and why? This can be done in
cated grammar point, perhaps hav- that exists only in textbooks? Are stu- an informal and anonymous question-
ing to do with the different tenses dents being asked to spend an exces- naire posted on the board, and stu-
of the passive voice, writing on the sive amount of time diagramming sen- dents can turn in answers on a sheet
board as you’re explaining various tences or manipulating verb tenses? If of paper before they leave. Sometimes
examples, and you glance back at so, consider changing the instructional you can get valuable information: e.g.,
your students — uniformly young method and add more opportunity for “I like Ms. Chang’s class because she
— and see the glazing eyes, or the student interaction and actual use of gives us a chance to get up and move
eye rolling, or the drifting off. the language. around,” may be a sign that you have
At any rate, there isn’t a pretense of at- some kinesthetic learners in class, and
2
tending the lecture. Maybe someone
DELVE INTO CURRICULUM incorporating more activities with some
even says aloud, “This is boring.” And movement might be helpful.
then you remember, “Oh, no! I forgot Too often students are allowed
5
to entertain them!” Other than getting to only skim the surface of knowledge. PREPARE STUDENTS
sarcastic with, “If you are looking for Almost anything, however, is boring if
can-can’s and circus acts, you have FOR BOREDOM
only superficially understood and inter-
come to the wrong class,” what can a esting only once enough is known of it. If, after addressing the curriculum and
teacher do? A certain amount of curri- One of my favorite books when I was instruction, as well as student attitudes
cula probably just isn’t very interesting, a teenager was about a girls’ soccer and learning needs, students still are
by its nature. How inherently fun really team—not something I normally would complaining, “I’m bored,” it’s time to
is instruction in standard punctuation? have been interested in, but the author address the whole nature of boredom.
gave enough detail about the sport and This is really an extension of address-
There is also the question of how fun the team relationships to make it inter- ing student attitude — specifically, the
teachers should make school. Does esting. Find those details about the belief that boredom is something nega-
making every instructional moment subject that will make it relevant and tive and something students should
fun set student up for inevitable disap- interesting to students. never be exposed to. Discuss other
pointment? However, the “Are we hav- situations that are boring, besides
3
ing fun yet?” attitude is the one we as INCLUDE A VARIETY class: waiting in line at the Department
instructors are facing and seems to be
our job to address in some way. So on OF ACTIVITIES of Motor Vehicles or in the dentist’s of-
fice comes to mind. Will the DMV or
this issue of the entitled “entertain me” The “This is boring” complaint can also dentist feel responsible for entertaining
attitude, there are several things to bal- be a sign that there is not enough the students? Probably not to the ex-
ance as follows. variety of activities within a class tent of their teachers. What can stu-
HOW TO Address the ‘Entertain period. The average learner can only
attend fifteen or twenty minutes to one
dents do in these situations to keep
themselves entertained? Then go
Me’ Attitude in Your Classroom activity before needing a change. In back to the curriculum. Acknowledge
just the hour or so it’s taken to type this some parts of it probably aren’t very in-
18
How to Correct Mistakes
THROUGHOUT THEIR STUDIES, for instance “I have play baseball.” English. Asking similar questions in
STUDENTS WILL MAKE LOTS OF and saying it in a questioning way. At a simpler form will build student con-
MISTAKES. this point the student has an opportu- fidence again so that the lesson can
It is an important part of the learning nity to think about and revise his initial continue smoothly.
process. If they are not making mis- response.
takes then they are not being given
difficult enough topics and structures You may have your own method of
to work with. You have to choose ma- prompting students with a facial ex- AT EVERY STAGE OF AN ACTIVITY,
terial that is challenging but manage- pression or phrase which they associ- PRAISE SHOULD BE GIVEN.
able for your class and correct mis- ate with being incorrect but avoid say-
takes in positive ways. Singling out ing words such as wrong, incorrect, If a student volunteers to answer a
students who make errors will make or no in response to mistakes. They question, you can thank him imme-
students feel self conscious and shy are negative and will have ill effects diately for volunteering which will
so some tact when correcting mis- on your students’ confidence in the boost his self confidence. At that point
takes is important. classroom. if the student provides an incorrect
answer you can correct in an encour-
aging way by saying “Almost.”
HOW TO PROCEED
3 PEER CORRECTION
When a student is unable to self
If the student gives the correct an-
swer, be sure to say “Good job!” or
“Excellent work!”
correct, peer correction might be ap-
1 PRACTICE
When introducing new vocabu-
propriate. If a student raises his hand
while you are waiting for a student to
self correct, you may want to call on
that student for the correct answer
As long as you are positive in your
method of correcting errors, reassure
your students that they are doing well,
lary, emphasize correct pronunciation and do not get upset with them for
and during the drilling exercises have or, after waiting a short time for a stu- making mistakes, they will continue to
students practice using choral rep- dent to self correct, you could ask the volunteer and try their best because
etition. This means students are not whole class the same question and making mistakes is OK. That is how
immediately singled out to pronounce encourage a choral response. Es- learning should be. If students never
new and unfamiliar words and they pecially with challenging questions, take risks, they will not improve.
can become accustomed to the sound this is a good method because then
of the words together. it is unknown who in the class has the
right answer and who does not. Just
The next step is generally to call on repeat and emphasize the correct an-
students or have students volunteer swer by writing it on the board and ex-
to pronounce words or phrases. It is plaining why it is correct.
an important step to check pronuncia-
tion on an individual basis however it This is a good method of correcting
means that a student is being singled mistakes because it shifts focus away
out to perform independently in front from the student that provided the
of the entire class. Correcting mis- original incorrect answer.
takes at this level is the most chal-
lenging but you can use the same pro-
cess to correct errors in any situation.
19
How To Provide Quality
Feedback In The ESL Classroom
you show that you empathize with eas they still need to work on. You
PROVIDING FEEDBACK THROUGH- students while still pushing them to do should provide students with some
OUT LESSONS IS IMPORTANT. their best. It is easy to include verbal suggestions of what they could do to
It is something that will become sec- feedback in every stage of your les- improve and offer to assist them by
ond nature with just a little bit of prac- son. meeting with them for tutorials or pro-
tice. Feedback should be used to en- viding them with extra study material.
courage students to work hard and
indicate what they need to focus on You can also allow students to pro-
2
when they are having difficulty.
VISUAL FEEDBACK vide feedback for each other. Doing
this during role play exercises, for
Feedback often takes one of three example, means that students who
forms: verbal, visual, or written. In this Visual feedback can come in two are not performing still have to pay
article we’ll take a look at how teach- forms. attention. Categories could include
ers can use these different methods pronunciation, creativity, and per-
to provide feedback in the ESL/EFL The first is any expression or gesture formance so that the presenting stu-
classroom. you use with or without verbal feed- dents are marked on how well they
back that indicates how students are were understood, the quality of their
doing in class. A smile or thumbs up script, and the quality of their acting.
would be one form of visual feedback. Students could be graded as a group
HOW TO PROCEED When using visual feedback, it is not or individually. Student evaluations
always necessary to add verbal feed- should not have any bearing on the
back and could save you time when grades that you give students but you
working through an activity quickly. might want to use the information to
1 VERBAL FEEDBACK
STRATEGIES
You can also prompt students to re-
consider their answers and self cor-
rect using visual feedback. If you use
say which skit was the best and who
the best actor was.
During lessons, teachers use a lot of the same expression each time stu-
verbal feedback to let students know dents say the incorrect answer, they REGARDLESS OF HOW OFTEN YOU
how they are doing and also to tran- will pick up on that. This visual feed- USE THESE DIFFERENT TYPES
sition from one section to another. back allows you to give students an- OF FEEDBACK, IT IS IMPORTANT
Short expressions such as “Great!” other chance without verbally telling THAT STUDENTS ARE GIVEN A
or “Good job!” can be used to praise them they are wrong. CLEAR IMAGE OF THEIR PERFOR-
students for correct answers. MANCE AS WELL AS THEIR GOALS.
Another form of visual feedback
Rather than tell students directly they can accompany written evaluations. This will help them focus of what is
are incorrect, it is better to ask them to This may take the form of stickers, most important. Giving constructive
try again or reconsider their answers. stamps, or even charts that reflect criticism and providing students with
The goal is to elicit the correct an- student accomplishments. You may both the materials and support they
swer from the class and students choose to have a display in the class- need to succeed are important. Doing
should not be afraid of being wrong room that visually represents how well these things will help students excel in
so keep your reactions positive. the class is doing in reaching their their studies and maintain a positive
goals so that students can see how attitude towards education.
You can summarize how students did much progress they have made and
and introduce the next topic for transi- stay motivated.
tions by saying “Alright! You did so
well talking about food. Now let’s
move on to ~.” This will reinforce the
3
fact that students should keep up the WRITTEN FEEDBACK
good work.
20
How to Teach Using Gestures
and Mime
the same gesture every time you say from their worksheets sentences like
A LOT OF TEACHING ENGLISH IS a particular word or phrase will help “Jane is sad.” and ask Jane to mime
ABOUT ACTING. these students associate the two. being sad for the class.
Keeping your energy high and being
creative with your lessons will make
your students more attentive. Outside
3 5
of role play activities, you can use
PRACTICE CULTURAL
gestures and mime in many different
ways. These can aide your students In practice dialogues, you can If you are teaching English in a
in communicating, understanding, incorporate gestures and mime. If you country such as Japan, it is important
and participating during your lessons. are teaching a conversation where a to consider the fact that lots of com-
customer is complaining about some- munication is nonverbal.
thing to a store clerk, for instance,
you can tell students that the store When your students have the oppor-
HOW TO PROCEED clerk should act completely shocked tunity to go abroad or interact with
at hearing the news, look apologetic, other native English speakers, your
1 GIVING DIRECTIONS
Using particular gestures or ex-
or whatever else you can think of to
make the scenario more realistic. In
a conversation where two people are
students may use polite language but
if their body language is interpreted
differently, they will not have made
pressions in the classroom will lead meeting for the first time, have stu- as good an impression as they were
students to associate them with a par- dents shake hands as they would capable of. Your use of simple ges-
ticular thing. For example, if you al- do a real life situation. These details tures will help your students.
ways use the same gesture when you make practicing dialogues more fun
say “Please stand up.” students will and interesting. For instance, you can shrug when you
become accustomed to it and stand do not know the answer, wave to stu-
up when you use that gesture even dents when you see them outside the
if you occasionally leave out the oral classroom, and gesture for students
4
instruction. You can have gestures
PRODUCTION to come up to the board. This will ex-
for when you want students to repeat pose students to the types of gestures
something after you, make groups, or Activities and games which common in a culture different from
sit down too. This can be especially use gestures and mime can be fun their own. Certain gestures may be
handy when you want to communi- for the whole class. the same but have different meanings
cate something to your students in a so it is important to explain what they
noisy setting. For instance, if you say If you have just finished a section on mean to you so that students are not
“Please turn your desks to make feelings, make a list of feelings on the confused.
groups of four.” students will begin board and have students choose a
moving around and making noise as slip of paper from a hat. Each slip of
they rearrange their desks so they paper should contain a sentence such
may miss your verbal instructions to as “You are happy.” Students should
sit down but if you also gesture for keep their sentences a secret. Have GESTURES AND MIME CAN BE
them to sit down, at least some stu- one volunteer at a time mime his/her REALLY HELPFUL IN NUMEROUS
dents will see it and react accordingly sentence while the rest of the class CLASSROOM SITUATIONS AND
which will cause the remaining stu- tries to guess it. This would be a good USING THEM OFTEN CAN ASSIST
dents to follow suit. review activity. BOTH YOU AND YOUR STUDENTS.
2 VOCABULARY
Using gestures and mime is im-
instead turn it into an interview activ-
ity where students have a sheet of
paper with all the emotions listed as
gestures but do what comes natural-
ly and when you find what works for
you, stick with it and your students will
portant when it comes to vocabulary well as their secret emotion. The idea adapt.
too. You can use them to elicit cer- is that students go around the class-
tain words and phrases from stu- room miming and guessing emotions
dents. If you teach very young stu- in pairs and getting a student signa-
dents, it is also common to associate ture for each emotion. When you go
gestures with words to help students through the worksheet as a class
remember vocabulary better. Using you can have students read aloud
21
Keep ‘Em Under Control:
How to Handle Disruptive
(and Disrespectful) Students
to continue talking as much as they sure what to say. This is also a good
DISRUPTIVE AND DISRESPECTFUL please, and everybody else will be opportunity to discuss the topic fur-
STUDENTS CAN BE A PAIN FOR ANY able to get their say as well! ther and might lead to some insight.
TEACHER.
This tends not to be so common when Of course, some students relish at-
it comes to teaching adults. A lot of tention. It is therefore a good idea to
people who are learning English are
doing it for their own gain. Normally
the money for the classes is going to
come out of their own pockets, and
2 SET DOWN RULES
When starting with a specific
turn this attention into a positive
thing. Try getting them to go up to the
board and explaining a particular con-
course, or at the beginning of a class cept or idea.
therefore they will be wanting to pay as if one is substituting, it is important to
much attention as possible. In some set down the rules.
countries, people might even just take
English classes in order to get out of
the house. Either way, those who are
paying for the service themselves will
be paying the utmost attention to their
Tell the students what is appropri-
ate and what isn’t. This will usually
help to set the tone of the classes
4 TALKATIVE STUDENTS
A good method is, if a student
that are to follow. This is especially is speaking too much and disrupting
teacher. But when it comes to teach- important when one is teaching teen- the class, to walk over to them and
ing children, there might be problems agers and children. Encourage them stand next to them. Often they will
in this department. It is therefore im- to raise their hand when they wish to feel embarrassed and quieten down a
portant to know how to handle them. speak, and also state that it is impor- little bit. Another good idea is, if one
tant that they speak only in English. hears students talking, to ask them
Also be aware of the different rules Emphasize this to the students. By to share it with the rest of the class.
and regulations of the school on is in having a list of rules by which they Normally they will be a lot quieter after
before doling out punishments. Usu- have to abide at the beginning of the this, for fear of being singled out.
ally teachers of English as a second class, the students will be more likely
language tend to have pleasant expe- to listen and participate accordingly.
riences in the classroom, but on rare It is also a good idea to emphasize
occasions when things don’t go respectfulness. This is not just to the
right you need to understand what teacher, but also to their fellow stu- IT IS VITAL THAT ONE ADDRESSES
to do. dents. THE ISSUES AT THE VERY BEGIN-
NING AND NIPS IT IN THE BUD.
HOW TO Handle Disruptive
and Disrespectful Students
1 DISRUPTIVE STUDENTS
Students who disrupt the
3 SINGLING STUDENTS OUT Other suggestions include drawing
up a “classroom contract” which the
students should all agree to. It might
also be effective to get the students
class may or may not know they Although a lot of teachers don’t like themselves to think up the rules.
are doing it. doing this, it is usually a very effec- Ask them what they think should be
tive method. By putting the student appropriate classroom behaviour with
This depends entirely on the situation. on the spot, they will realize that all regards to listening, respect and dis-
When teaching adults, there could be the attention is on them and there- rupting the class.
one member of the group who enjoys fore they will probably be a little
speaking. They may speak a lot, and quieter in the future. All of these methods usually work
therefore cause others to miss out on quite well, although there may be
their turn. This is usually not a prob- Again, this is usually more so the case special cases. If one is working in a
lem, and one will easily be able to turn with teenagers than any other type secondary or primary school, it might
this around in order to make it useful of student but it is also possible with be pertinent to send continually dis-
for the entire class. Organizing an ac- adults. If one finds that the student is ruptive students to the principal.
tivity which will involve everybody, but continually talking, then ask them a
with that person leading it is often a question about the subject at hand. If
good idea. This way they will be able they weren’t listening, they won’t be
22
Encouraging Students to be Close,
but not too Close, to their Peers
to this lack of separation because our by getting out their books and opening
It’s the first day of your ESL class. society is largely informal, and there is them. Rarely does it take a more di-
Your students, some of them in a romantic tradition within our culture rect although still pleasant prompting,
jeans and others in traditional that altering your behavior according to “Miguel and Sophia, I need you to
religious clothing, eye each other the situation is somehow inauthentic. stop talking please and take out your
suspiciously. The teacher should disabuse students books.”
They talk only to you and then only in of this notion: they will be expected to
monosyllables and in response to a
question. Well, this seems to be the
start of a terrific semester. So you imple-
ment plenty of ice-breaking activities,
act according to the situation all of their
lives. A lesson or series of lessons can
even be given on the different behavior
4 CURB THE GROUP WORK
It’s hard for an instructor trained
and language expected of a classroom in the value of cooperative learning
in which students have to talk to and get situation as opposed to a party, for ex- to accept that group work ever has
to know each other. You then introduce ample. disadvantages. However, group work,
a lot of group work in various configu- or cooperative learning, while yielding
2
rations. And guess what! It works. Stu- many benefits, is really not magical: it
dents are now talking to each other,
REMIND STUDENTS doesn’t solve all problems, it is not ef-
helping each other with class work, get- OF WHY THEY ARE HERE fortlessly implemented, and it carries
ting each other’s cell phone numbers, its own distinct disadvantages. One of
Students, particularly young ones,
and coming to and leaving class togeth- the disadvantages is the students can
can lose track of the larger picture in
er. They’re relaxed and actually seem become too close to each other and fo-
their first weeks or months of school,
to enjoy each other’s company. Cross- cused on socializing rather than study-
forgetting they are here to study first
cultural friendships occur... ing the course material. If this is hap-
and socialize second. Socializing is
pening in your class, and students are
important, of course, but it is usually not
All of this sounds wonderful, correct? talking through your lectures and not
the top priority of going to college and
So what’s the problem? Well, maybe paying attention to the class because
getting a degree, and even American
your students are a little too... chummy. they are paying more attention to their
students who forget this and focus on
While you’re honestly glad that they are buddies, then it is time to cut back on the
socializing over studying their first year
now talking to each other, you would group work and include more individ-
often find themselves failing and return-
rather they not laugh and chat through ual work: more Sustained Silent Read-
ing home. A few class discussions on
your lectures. And while you also are ing or more journal writing, for example.
what student hope to gain from their col-
happy they are now helping each other, Overall, a balance between individual
lege experience might help them refo-
you really don’t want them helping each and group work is desirable.
cus on their coursework.
other on tests.
23
R-E-S-P-E-C-T: How to Build an
Effective Classroom Environment
in a Multilingual Classroom
RAPPORT BETWEEN THE TEACHER Hanging up student work in the room make mistakes. Another way to avoid
AND STUDENTS IS IMPORTANT, BUT is also another way to build a strong this is to play on student strengths.
EQUALLY IMPORTANT IS RAPPORT community in your classroom. Stu- It’s important to challenge students,
BETWEEN STUDENTS. IN A CLASS- dents love to see their hard work but when having students call out in
ROOM WITH STUDENTS FROM MANY acknowledged, and putting up ac- class, try to play up their strengths so
CULTURES, THIS CAN OFTEN BE A complishments in the class helps the they can build confidence.
DIFFICULT FEAT. students to feel more involved and a
part of the class. When students do make mistakes, be
gentle in your correction, and try to use
Many students have never traveled positive phrases if you can, such as
outside of their country or have never That was a tricky question. or You
interacted with other cultures before.
In order for a classroom to be a safe
place for students to practice learning,
3 LEARN
Let students share about their
were close, but the correct answer
is....
1
reinforce the idea that mistakes are a
START FROM DAY 1
Additionally, work time in each class natural part of language and nobody’s
One of the most important days to let students share about their daily perfect -- not even the teacher.
in a classroom is the first day. Make lives. This lets students get to know
sure you set the tone that you want to one another and practice language
have for the entire term right from the skills at the same time. As the teacher,
get-go. You should establish some
ground rules, but you should also es-
tablish a classroom community feel-
don’t be afraid to share real things
from your life too. Most of all, don’t
be afraid of differences -- celebrate the
5 COMPETITION
Review games and competi-
ing early on. Icebreakers are a great diversity in your classroom! tions are great motivators for students
way to accomplish this on the first day. to practice their language, and noth-
Warming up with a few of these will get ing brings students together faster
students mingling, talking, and con- than a team effort. When forming
4
necting with their peers. MINIMIZE teams, mix up the students based on
culture, first language, and profi-
EMBARRASSMENT ciency. When they work together to-
Feedback and error correction are wards a common goal, cultural bridges
2
are crossed, and this helps to foster a
GET PHYSICAL – A important parts of the language class-
room. However, there are successful better class environment even when
PHYSICAL ENVIRONMENT the competitions are finished.
ways of doing this without embar-
THAT IS rassing the student.
Make a friendly environment by moving
The most important way to avoid em-
6
desks around in a circle, U-shape, or
group formation. This opens up com- barrassment is by making the envi- MIX IT UP
munication and creates a welcoming, ronment safe enough for mistakes.
When a student feels comfortable in Every good classroom takes ad-
collaborative environment as opposed vantage of different student interaction
to having desks in rows. If desks are the classroom, they will be more likely
to take the risks that are necessary patterns. Having students work in pairs
movable, try to change up the forma- or small groups is good for appealing
tion based on your lesson for the day. for language learning, and they won’t
feel bad about themselves when they to multiple learning styles, and it helps
24
students be more autonomous in their
A STRONG COMMUNITY CLASS-
learning.
ROOM ENVIRONMENT NEEDS TO
BE ESTABLISHED IN ORDER FOR
When you have students work in
MAXIMUM LEARNING TO TAKE
groups, change partners so that ev-
PLACE.
eryone gets experience working with
Having a safe environment where
new students. It’s okay to let students
students feel involved and respected
choose their partners every now and
will reduce discipline issues, increase
then, but they typically will choose
student motivation, and ultimately en-
only those students they feel comfort-
hance learning. A multilingual class-
able with. A teacher-selected pair will
room has many challenges in helping
push students just enough outside of
students come together. However, it
their comfort zone to help them form
can be a most rewarding experience
new relationships and understand
when community is achieved!
their classmates better. After students
have worked closely with many of
their peers, this will improve whole-
class relations.
7 KEEP IT LIGHT
The more jokes and humor you
can incorporate in the daily class, the
more students will feel relaxed. If you
find that jokes or humor don’t come
naturally for you, don’t force it. Instead,
try using riddles or asking students for
funny things that happened to them
throughout the week. Having running
inside jokes with your students helps
to build common ground and build the
community environment!
25
ESL Activities to Teach to
the Seven Different Learning Styles
An essential part of being a great
teacher is first understanding that
students learn in different ways
3 PHYSICAL
Also known as kinesthetic learn-
help them understand the grammar that
is beneath the surface structure of Eng-
lish sentences.
and then varying our teaching style ers, physical learners benefit from us-
to meet each of those of learners’
needs.
Any classroom will include learners of
ing their bodies and sense of TOUCH
as they learn. By using techniques like
total physical response, you will help
6 SOCIAL
Social learners enjoy and ben-
your physical students make body con- efit from WORKING IN GROUPS as
every persuasion. As teachers, we must
nections with linguistic information. In they learn. Since so much of language
try to reach each of the seven learning
addition, something as simple as having learning is communicative in nature,
styles in our instruction: visual, ver-
students write their answers to ques- your social learners will probably have
bal, physical, aural, logical, social
tions, which engages the hands as they many opportunities for quality learning
and solitary. Though it is challenging
hold the writing instruments, will help through discussion groups and learning
to teach to all of these styles, it can be
your students cement the knowledge activities such as jigsaws. Try to encour-
done.
they seek into their minds. Keeping this age talking in class rather than squelch-
HOW TO Teach to All Learning student in mind, give students opportuni-
ties to write the language they are learn-
ing it, and these students will benefit the
most. Also give group work a chance in
Styles
ing, both in class and for homework, on every area of the curriculum. Your so-
1
paper and on the board, and get their cial learners will appreciate it and your
VISUAL more advanced students may be able to
bodies involved in learning whenever
Visual learners learn best possible. support and encourage their classmates
through what they SEE and are prob- who might be struggling!
ably the easiest to connect with
through typical classroom instruc-
tion. By writing words on the board or
4 AURAL
Aural learners acquire informa- 7 SOLITARY
Students whose strongest learn-
having your students read information in tion best through SOUND. Sometimes
their textbooks or on the internet, they these learners are classified as auditory ing style is solitary function best in
receive visual input and are able to ab- or musical. For these students, listen- self-learning environments and work-
sorb the material you present. In addi- ing to lectures, videos and themselves ing ON THEIR OWN. Because the goal
tion to these traditional learning tools, talk all help them learn. Giving listening of language instruction is communica-
using pictures in class will help meet the activities in class where students listen tion, these students may struggle with
needs of the visual learners among your for a specific structure may be benefi- group activities or discussions in class.
students. As it happens, these methods cial to your aural learners. In addition, If you intentionally keep a balance in
all work well with language instruction, music can be a great resource for these your classroom, including some individ-
and your visual learners may be some of students. Try putting grammar lesson to ual learning periods and creating learn-
your strongest students as a result. song or using songs (with printed lyrics) ing stations throughout your classroom,
to teach grammar structures, vocabulary these students will have their specific
2
or phonetics. Include as many types of learning needs met. Homework is an-
VERBAL other way these students will be able to
listening in class as you can, and invite
Verbal students learn through guest speakers and give practice lec- learn independently, so encourage inde-
WORDS, both spoken and written, tures on a frequent basis all with your pendent study when you can but do not
and probably learn languages more students’ proficiency level in mind. sacrifice communicative language use
easily than other types of learners. to do it.
Since verbal learners will be naturally
drawn to language learning, you may
find many of them in your ESL classes.
5 LOGICAL
Do you have any mathematical
THE HUMAN BRAIN IS AN AMAZING
CREATION.
Incorporating both speaking and writing geniuses in your classroom? They
That people who share a common sys-
activities into your classroom, some- are probably logical learners who are
tem of biology can have so many differ-
thing that almost every ESL teacher using reasoning, systems and LOGIC to
ences when it comes to learning is hum-
must do, will give these students the absorb information. For these students,
bling.
types of input that will help them be- language learning will come most easily
come not just second language learn- from a linguistic approach. Linguistics,
Keeping these learning styles in mind
ers but also second language acquirers. known as the science of language, de-
and intentionally planning for each of
Since ESL classes are verbally focused fines rules and patterns that languages
them as you develop your curriculum
and purposed, these may be the stu- follow in their grammar, syntax and pho-
will make you a better teacher and give
dents who learn most easily in your nology. If you are already familiar with
your students the right tools they need
class, no matter what types of activities the linguistics of English, try teaching
to learn, no matter what learning style is
you do. your students syntactic or phonological
theirs.
rules. Diagramming sentences will also
26
Fairly Addressing Dead Grand-
mothers, Sick Uncles, and Other
“Family Emergencies”
There’s a high mortality of my students’
extended family members at the time of
finals. Uncles get sick, grandparents die,
sometimes there’s a burial in a distant
2 POLICY FOR THE
EXCEPTIONS
concentrate on their class work, but they
were either embarrassed or thought the
problem wasn’t serious enough to war-
rant special concern. Extending dead-
What are the rules for those situa-
country requiring time off, extensions on tions that are supposedly outside lines in a situation like this, with a
projects, and incompletes. the rules? I’ve had students come up student who is clearly troubled but
to me on the first day of class to ask for motivated to get back to the business
Sometimes it’s not necessarily a death two weeks off during the term, framing of being a student, is appropriate.
but the generic “family emergency”. Not the situation as if it is somehow “ex-
that I’m cynical — well, maybe a little.
Even my daughter noted it, when I dis-
missed an email from a student with,
“Yes, if I had to pick out a student
ceptional.” It’s been my policy to point
out to students that the situation really
isn’t an “exception” as certainly most
5 NATURAL CONSEQUENCES
When the student’s situation, how-
students have families and would also ever, is more a matter of not planning, let
whose uncle was going to get sick like two weeks off to visit them, but they the student bear the consequences --
at the time of the midterm, it would don’t bear them yourself. Oftentimes,
have chosen to take a class for these
have been her.” The student wanted probably seeing the teacher as the adult
five months, and the class has an atten-
two weeks off to deal with the emergen- and person in authority, the student will
dance policy. To sum up, it is my policy
cy. Of course the course syllabus didn’t try to thrust consequences on her shoul-
to treat most “exceptions” as if they are
allow this. “But, Mom,” my daughter ders. However, if the student so lacked
not and draw them back into the frame-
protested. “What if her uncle really is in planning skills that she scheduled her
sick?” work of the class policies even as the
student works to frame the situation as vacation during class hours or her class
exceptional. Usually, it isn’t. during work hours, don’t let the student
What if indeed. But there seems to be thrust responsibility onto you by expect-
a pattern: the more lower the student’s
3
ing you to flex the class schedule for her
grade, the more likely an extended fam- WHEN A STUDENT IS to accommodate her other plans. Put
ily member (it’s almost never a member “EXCEPTIONAL” the responsibility back on her: calmly
of the immediate family) will die during explain that it isn’t possible for her to
the course of the semester. What if, Usually, as in the case above, students
be at work and class at the same time
however, it really is true? How to bal- need only one conversation to under-
or to take vacation during the course,
ance fair treatment of the student of the stand that the situation isn’t an excep-
and she will have to choose or rear-
afflicted family, uphold the standards of tion but really one requiring a choice
range her schedule, possibly by taking
the course, and be fair to the rest of the (their own): the class or an extended
another class. Sometimes the student is
students who turn their projects in on break. However, there are those rare
so dumbfounded at this — being forced
time? students whose lives seem to be a
into making her own choices — that she
series of mishaps: they fall ill to mys-
just stands there silently. It’s fine to gen-
terious viruses, relatives die, cars break
HOW TO Fairly Address Family down. When a student has presented
tly repeat your position: the student has
to decide herself what is more impor-
Emergencies multiple crises like this, I’ll often invite
tant, vacation or class. It may be the first
her to my office for a private conversa-
time she’s made such a decision on her
27
Teacher, I’m Bored; Teacher I’m
Lost - Teaching Multi-Level Classes
ONE OF THE BIGGEST CHALLENGES OF
THE ESL EDUCATOR IS TEACHING THE
MULTI-LEVEL CLASS.
3 THEMES
Choose themes. Find out what
about the movies, lower level students
can focus more on short oral and written
summaries.
themes students are interested in by
7
And all ESL classes are multi-level, even polling them and showing visuals: sci- VARIETY OF ACTIVITIES
those not officially designated as such: ences, education, art, and so forth. Build
for example, one student may be strong your class around these themes, with Include also a variety of activi-
in speaking skills while another strong in easier materials for the lower levels and ties for different language skills within a
reading. harder for the higher levels. Usually one class. This is a way to meet the needs of
week of focus on a theme is sufficient. all students, from the student who needs
A concern with teaching the multi-level work on basic literacy to the student who
4
class is holding everyone’s interest and wants to work on more advanced pro-
meeting everyone’s needs, no matter
PLAN CAREFULLY
nunciation and accent reduction.
their level. A variety of students study in Plan carefully for the multilevel
a multi-level class: students who are just class. This is crucial, to have enough Referring back to your themes list, you
learning to speak English, students who activities for each of the levels, or may start out with an activity such as a vi-
are fluent but want to work on their pro- flexible activities, with different material sual that all students will benefit from:
nunciation, as well as students who have for students at different levels of English a provocative picture from a recent news
conversational English but need to work acquisition. So while a beginning student magazine, for example, or a picture of
on academic skills. could be working on vocabulary related an abstract painting. Have students first
to college life, for example, a more ad- discuss the visual as a whole class, and
HOW TO Meet the Varied vanced student could be writing a para- then the higher level students may write
Student Needs of a Multilevel Class graph or essay on the same topic. their interpretation of the visual while the
instructor can help the lower level stu-
1 NEEDS ASSESSMENT
Start with a needs assessment. 5 PROPER APPROACH
Use the whole-class-to-leveled
dents with vocabulary and grammar.
8
lary students need to succeed in college example, for lower levels, while higher ASSIGN PROJECTS
classes for later professional success. levels can do a more advanced reading
on the topic. Projects are a great way for all stu-
2 SKILLS ASSESSMENT
In addition, do a skills assessment
6 VARIETY OF STRATEGIES
dents to be able to participate at a level
that is comfortable yet also challenges
them.
the first day and find out what students’ Include a variety of modalities and
levels are by an informal interview, ask- strategies: use visuals, stories, and For example, in the project of setting up
ing students about their background and movies. These are amazing tools in a a class website, the student with excel-
then taping it. Also do a writing assess- multi-level class because a variety of stu- lent literacy and computer skills may find
ment on a simple topic like “A Life Les- dents at different levels will relate to and himself in a leadership role that challeng-
son.” Then make decisions about group- gain something from them. es him to use his speaking skills more,
ing from this assessment. Sometimes it skills he is not so sure of. The students
makes sense to group students of similar Showing a movie, for example, provides who are just learning English may also
ability levels, such as when doing a lis- opportunity for a variety of activities. If participate by posting their profiles to the
tening comprehension task, while other the movie can be shown with closed cap- site. Projects are a good way for ev-
times, however, such as when engaged tion, in English, this helps students’ read- eryone to participate, develop English
in discussion, students can be grouped ing skills. Higher level students can write skills, and make friends.
across levels. critiques and engage in discussions after
28
9 PEER TUTORING
A multilevel class provides a
great opportunity for peer tutoring,
where students work in pairs, with
one tutoring the other. Students with
strong reading skills could be matched
with students strong in speaking skills,
and they could assist each other.
10 DRAMA
Finally, drama is an activity
that all students in a multi-level class-
room can benefit from. In completing
the class project of a short play, the
upper level students can write the
scripts, and the lower-level students
can participate in minor roles while
students with stronger speaking skills
can take the major roles.
29
Teacher-Tested Ways To Keep
A Class Interesting
MANY TEACHERS WILL FIND THAT
A PARTICULAR CLASS MIGHT DRAG.
FOR THEM, THIS COULD SOMETIMES
2 GAMES
Games are definitely a great
from one end, and think up a sen-
tence but do not tell the rest of the
class. Whisper it to the first student in
the line, and have them whisper it to
way to keep people engaged. Both
BE A ONCE-OFF THING AND GEN- children and adults enjoy them, the person next to them. Usually the
ERALLY THEY GET ON WELL WITH but these are especially important for end result is completely different from
A PARTICULAR GROUP OF PEOPLE. children. Turning class time into play the one which they began with!
BUT EVERYONE, NOW AND THEN, time, and helping them to speak Eng-
WILL COME ACROSS A GROUP OF
STUDENTS WHO APPEAR BORED
BY EVERYTHING.
There could be a number of reasons
lish is definitely a good idea. Teachers
of younger learners will discover that
the kids will pick up the language a lot
4 SUDDEN DEATH
This is a very simple game
quicker. Bingo is often a good idea for which language teachers everywhere
for this. When teaching in a large teaching beginners, particularly if one use in order to test vocabulary. It will
company, it could be that the people is teaching numbers. People can get keep the students on edge. Give them
there are only doing it to get out of very competitive, and it is important a list of vocabulary to memorize with-
work. Having a language trainer in to make sure that even if arguments in a few minutes. This will give them
is a great excuse for many people to arise they must speak in English. something to focus on and, once time
skive off for a bit. Children might be This way, the class’s attention will be is up, have everybody stand up. At
taking classes because their parents held. random, ask students to describe
are making them: this is usually the a particular word. If they get it right,
3
case. Therefore, one needs to keep they remain standing. If not, then they
the students interested and en-
WRITING EXERCISES
have to sit down. Other names for this
gaged at all times. Allowing them to Allow your students’ creativity also include “bowling” or “knock out”.
become bored will cause their minds to flow. Writing doesn’t have to be a
to wander. Not paying attention will boring exercise. Perhaps give them a
mean that they will absorb very little topic and, in groups, let your students
information. Here are several pieces think up all kinds of situations for par- These are of course, only a few ideas.
of advice which a teacher can use in ticular characters. This way they will It won’t be difficult for the skilled teach-
order to keep a class’s attention. be able to come up with their own er to come up with more interesting
unique story. Tell them to write out a ways of keeping a class’s attention.
HOW TO Keep Your Class plan, a draft and then write the sto-
Interesting ry in full. Beforehand, however, have CLASSES NEED TO BE INTEREST-
a brainstorming session to which ev- ING IN ORDER TO ALLOW THE
1 ROLE PLAY
Putting two people into a situa-
eryone can contribute.
4
and this will stimulate the mind in a
specific way. Using the language they
CHINESE WHISPERS ticular word is said in a particular
way, and how they can manipulate
already know, the students will be This little activity is usually a it to suit the current situations.
able to come up with new words and schoolyard game but it can be a very
phrases. It is important to start the interesting exercise in terms of lan-
class off, perhaps, on a warmer ex- guage. Students might find it amusing
ercise by giving them a set dialogue. with the kind of words and sentences
After this, however, one is completely that one comes up with in the end. In
free to allow the students to follow order to play this game, seat the stu-
their own dialogue and see where it dents in a circle if at all possible. Start
ends up.
30
Therapy for the Dysfunctional
Classroom: Advising and
Teaching Your Troubled Students
both parties are locked in a dysfunc- with her — she’d rather sit alone and
Most teachers who have been tional pattern of continually helping glower or carry on angry cell phone
teaching any length of time have and requesting help. A teacher’s job is conversations, anyway. Sometimes
experienced it: you look around in fact to help — but ultimately to help the antisocial behavior carries over
your class in about the middle part students toward independence. into course writing — essays or jour-
of the semester and realize you nals, in which the student recounts ag-
have become like a dysfunctional It is tricky to balance helping yet not gressive encounters with others.
family, held together by your prob- helping too much, but it can be done
lems in a sort of resentful bond. by limiting the amount of help given to Dealing with the anti-social student
How did it get this way, and what the same student. If he always comes requires care. Once, with a student
can be done now? to class unprepared, for example, the whose journals were his venting of an-
It’s no secret that many ESL students teacher should stop lending out paper, ger with his girlfriend, his best friend,
are troubled individuals, having experi- pens, dictionaries, the text, etc., which his mother, etc., I scrawled a note that
enced trauma in their home countries. will teach the student to bring his own he might benefit from therapy and
In addition, the immigration process materials. didn’t think I was at all out of line. In
itself is often a source of trauma as other cases, I’ve pulled aggressive
2
students and their families try, with MR. PASSIVE AGGRESSIVE students aside and simply asked for
varying degrees of success, to adjust more cooperation in class. Usually
to their new culture. These anxieties Mr. Passive Aggressive goes students will comply — never becom-
often get played out in an ESL class- through the course syllabus thor- ing the most popular classmate, but at
room, where troubled students might oughly, looking for loopholes to least getting along with their peers well
come into contact with other similarly wiggle through. If the syllabus says enough for the duration of the course.
troubled students. students may be absent “up to three
1 MISS CODEPENDENT
“Dependent” seems to be the
sand words, Mr. Passive Aggres-
sive. No more nor less.”
1
belligerent in challenging the teacher
when students solicit help but then ig- SET THE TONE
nore it yet keep coming back for more and her peers. Sometimes other stu-
that the problem arises. This may be dents are frightened of and avoid The teacher sets the tone that
called “codependent” behavior, when working with her groups, which is fine she wants from the beginning through
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the course syllabus and on how she treats the students: friendly yet professional.
2 ESTABLISH NORMS
Group norms, the acceptable and unacceptable behavior for the class, can be established in a list. If you
find text-messaging unacceptable during group work, state so in the list. Have students add their own norms for the
class or for their groups.
4 YOUR COOL
Sometimes the teacher “losing it” is an effective technique. The trick is that this is really a strategy, and the teacher
who appears to have lost his temper is still in control of the situation. The point of “blowing your cool” with students is to
reaffirm “this is not how we act” in an extreme violation of the group norms.
EVERYONE BELIEVES MY CLASSES MUST BE VERY INTERESTING, AND THEY ARE — “INTERESTING” BEING SUBJECT
TO INTERPRETATION, OF COURSE.
ESL classes attract more than their share of troubled students who should be treated with care while being gently guided
to the behavior expected in an American university.
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7 Best Ways to End a Lesson
Who among ESL teachers does not un-
derstand the purpose behind a warm up
activity? We all agree that it’s important
to get students focused, to introduce a
or what they will do in the future, etc...
Students may pick up something they
missed earlier. Also, it’s important to
speak in functional ways, for example
5 SAY GOODBYE
For very young ESL learners the
best way to wrap up a lesson is with
task or topic, to break the ice, or simply not say they learned to use the “simple a goodbye song or saying goodbye
place your students in “English mode”. present” but rather that they learned to to a puppet. The puppet may “ask”
speak about their habits, schedules, them questions about something they
But what about cool downs? Many and everyday activities. learned, and even give them a short
teachers are not aware of the impor- “review” by asking, “What’s this?” or
tance of a cool down. And what is ex-
actly this importance? 2 PERFORMANCE CORREC
TION AND FEEDBACK
“What’s that?” or any other question or
expression they may have learned. You
may set aside this special time with the
Many teachers just play a game or let Right before the last 5 minutes of class puppet every day at the end of the class,
students work on an activity till the bell you can have some sort of performance so children know what to expect, and
rings. When you do this you neglect to activity, for instance a role play. Usu- even though they may be very young,
give your students closure on what they ally we don’t correct students during they will still have this sense of closure.
have learned for the day. You’re not the role play so we don’t interrupt the
capitalizing on your unique opportu-
nity to effectively wrap things up in
a way that will benefit your students’
flow, but when they’re done you can
end the class with corrections of words
or expressions they used incorrectly,
6 TIDYING UP
After a special holiday class, or
learning. things they forgot to say, etc. and your right after a lesson packed with arts and
students will go home with these cor- crafts, ask students to help you tidy up
THE WARM UP AND THE COOL DOWN rections fresh on their minds. Students the classroom. Make sure you factor in
ARE LIKE THE INTRODUCTION AND may also give their opinion or feedback this tidy up time when you plan crafts.
THE CONCLUSION OF AN ESSAY. on their classmates’ performance. Letting students run off with their art
work just to leave you in a classroom lit-
3
An essay with no conclusion has a 60 SECONDS tered with papers and art supplies gives
very abrupt ending. If you just let stu- them the wrong message.
dents work on an activity till it’s time to Choose a few students and give
go home, you are not only giving them
a sudden and abrupt ending to the les-
son, you may also come across as dis-
each 60 seconds to speak about some-
thing you’ve covered that day: what they
did yesterday if you worked on simple
7 SHARING WITH THE CLASS
Another great way to end your
organized and improvised. The cool past, talk about Halloween, professions, class is by asking your students to
down, however, clearly shows students or animals. Older learners may even share whatever it is that you worked on
that this is the way you planned for the give a “how to” lesson, they may also that day: a fall collage, a painting, they
lesson to end and that you’re ending summarize a story they heard, or place may read something they’ve written.
it like this for a reason. The cool down themselves in another person’s shoes, The important thing here is to give them
has its own purpose. like a celebrity, profession, or even ani- a space to share something they’ve
mal. But they must speak for a full min- produced with the language elements
HOW TO End a Lesson – ute. To motivate students to speak, you
may choose to reward the student who
they’ve learned. Even adult learners
may read a letter or email they’ve writ-
because those last minutes matter! ten.
says the most, or includes the most in-
formation, with a reward sticker.
4
TODAY? WRITE AN EMAIL TO WRAP UP YOUR LESSON AND BE
It goes without saying that you should Ask students to imagine they have
AS CREATIVE AS YOU WANT TO BE.
never end a lesson by introducing However, it is essential that you provide
to write an email to a friend or family
something new, just to leave your stu- these three things:
member and tell them what they did to-
dents hanging till the next class. The day in their ESL class. Students have
best way to end a lesson is to give stu- - a time for students to cool down after
a chance to summarize what they’ve
dents some kind of review activity, so an activity-filled class,
learned in written form. This writing
that they may see the progress they’ve activity may be tailored to any topic. If
made in just one lesson. One of the - some sort of review of what they’ve
you talked about farm animals, ask stu-
most common and easiest to implement learned,
dents to write about their favorite ani-
is simply taking the last 5 minutes of mal and why it’s their favorite. And the
class to ask your students, “What have - the proper closure to the day’s tasks.
same goes for foods, sports, celebrities.
you learned today?” Notice, here, that Adult learners may write a business
you’re not the one telling them what Keep these three essential points in
email with the new vocabulary they’ve
they’ve learned. They may give you a mind, and you’ll come up with great, ef-
learned.
list of new words, or say they learned fective ways to end your lessons every
to speak about what they did in the past time!
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