Attract Your Students

By Zhenzhen Chen
Theoretical Framework
Adult leaners show unique learning
characteristics. (Brigitte, 2002)
Class-size affect students
performance and teaching
effectiveness. (Catherine, 2006)
Active teachers apply motivational
strategies to attract students
attention. ( Freeman& Wash, 2013)
Motivations
When I was studying English in my undergraduate school in China, I was used to the class
in which teachers gave lectures and didnt care that much whether the students were
paying attention. Most of the student, since they were not required to interact with the
teacher, can focus on whatever they are interested in, for example, reading novels, texting
to friends, chatting with neighbors and even sleeping. I didnt feel comfortable with such
study atmosphere at the beginning and turn to my father, who is teaching in a college, for
help. My father explained to me that since we were adult students now, we were expected
to study independently and take care of our own study. The role of teacher was no longer
as important as it used to be in primary school and middle school.
I believed him.
Through study and observation here, in New York City, I experienced different teaching
styles and classroom environment which urged me to rethink what teachers can do to help
adult learners. This semester, I began my internship in a business school to teach ESL
adults. In fact, even if it is a relative small class in which the maximum number of students
is 15, the students act exactly the same way as the students in China. They play cell-
phones, talk to neighbors or draw something on the notebook while they are having the
class. However, in this case, the teacher responses differently that he use some strategies to
draw the attention back such as telling a humorous story and initiating a conversation with
the students.
Then I noticed, as a teacher, there are also something I can do to help Chinese English
learner concentrate.
Methodology
Questionnaires are designed for the student participants and
mainly cover three different aspects, which are students
purpose and motivation of learning English, their definition
and experience about efficient English class and their
preference of teachers motivating strategies. ( 25 students)
An in-depth interview come after the survey. The questions
will be designed to elicit students consideration about English
classroom in China and teachers opinions towards motivate
students and keep their attention. (5 students, 3 teachers)
The popular teaching strategies
in China
0
5
10
15
20
25
Lecture Interactive
activities
Visual Music Internet
The reasons why students are
goofing off
0 5 10 15 20
content is too easy
content is too difficult
boring teaching style
large class, teacher won't notice
other things bother
the environment, other sudents' behavior
Findings:
The class size do have some influences on
students concentration and teacher/
student interaction.
Students English level shape their opinions
towards English class.
The most valuable characteristic that attract
students is knowledgeable and then
humorous.
To engage students, teachers should take
advantage of students curiosity. The
beginning 15 minutes is very crucial.
Conclusions & Implications
Teachers may want to differentiate their instructions
and assignments according to students language
proficiency to appeal their specific needs.
Universities can establish certain course or
workshops to facilitate teachers professional
development, update their teaching strategies and
relative information.
The Department of education should invest more
funds into teacher training to lower the
student/teacher ratio, and improve the quality of
teachers.