Beruflich Dokumente
Kultur Dokumente
3
for both you and your students, but
ACCENTUATE THE POSITIVE next to you. Quieter students should
keeping your classroom management be positioned directly across from you.
in top form can make a big difference. If you are giving your students This will encourage the shy students to
The educators who are clear with their rewards and public praise, you are al- speak up while the natural talkers will
expectations and are supportive of ready offering positive reinforcement. be less likely to take over the group dis-
their students will find that the potential You can make an even bigger impact cussion.
stumbling blocks actually turn out to be with this positive feedback by not focus-
6
what makes their classes special. ing on misbehavior of your students. A MOTOWN CLASSIC
When students want attention, some
CLASSROOM may choose to act out or misbehave in Finally, one of the biggest keys
MANAGEMENT TIPS class. After all, negative attention is still to good classroom management is
FOR SUCCESSFUL attention. Rather than giving them that respect. It is essential that you treat
TEACHING negative attention, simply redirect them your students with respect and that
to the activity at hand or to the behav- you require them to do the same with
1 GIVE REWARDS
A typical ESL class includes stu-
ior you are looking for. By not making
a big deal of their misdeeds, you com-
municate to them that only appropriate
you. Don’t limit this expectation to the
student-teacher relationship, though.
Expecting and requiring your students
dents studying for several different rea- in class behavior will get them the at- to respect one another while in your
sons. Some may hope to use English tention they seek. This strategy will also classroom will make a big difference in
in education, some in business, and keep classroom disruption to a mini- your class as well. When students know
some to fulfill a school or parental re- mum and allow your other students to you won’t tolerate mocking, insults or
quirement. When students have so remain focused. general disrespect, the tension in your
many reasons for studying, some are classroom will wane and your students
4
bound to be less engaged than others.
WORK TOGETHER will find it easier to focus and get the
To encourage your students to engage work done. They may even find a friend
and participate up to your standards, Once your students know your they never thought they would have.
reward the behavior you want to see. expectations for class performance,
For younger students it may be as sim- you may just find that your class starts
ple as giving out stickers for good par- encouraging positive behavior in each NO CLASS IS WITHOUT PROBLEMS
ticipation or test scores. For adults you other. You should support these ef- ALL OF THE TIME, BUT YOU DON’T
may offer no homework passes, having forts of your students, and you can HAVE TO LET TROUBLE RULE THE
class outside, a food day or other ap- even make classroom management ROOST IN YOUR CLASSROOM.
pealing prizes. Whatever rewards you a communal goal by offering rewards By making your expectations clear and
offer, be sure to be consistent and pub- for group behavior or teamwork. When using these tools to elicit good behavior
lic with the rewards you are giving, and everyone’s rewards depend on every from your students, your class will be in
make sure your prizes appeal to your member of the class or their team, in- the right mindset to learn. If you are in
students. dividuals will want all their members to the middle of a semester and are strug-
act appropriately. gling with classroom management, it’s
2 OFFER PRAISE
In addition to offering physical re-
5 KEEP MOVING
not too late. Start implementing these
strategies, and you will see a difference
in your students before you know it.
wards for good behavior, make a point Though it may seem too simple
of offering verbal praise as well. When of a solution, sometimes all it takes to
3
Address Individual Needs: Meth-
ods to Target Areas for Growth
IT PROBABLY HITS AN ESL TEACHER
SEVERAL WEEKS INTO A SEMESTER:
ESL STUDENTS ARE DIVERSE.
2 VARIETY
Again, students will often be at
Such observations can lead to discus-
sions with students in individual confer-
ences about areas for growth to work
on. In addition, portfolios, a representa-
a shared level with a shared purpose
This probably seems so much a truism for coming to class. But there are al- tive collection of individual student work
as to be laughable, but we sometimes ways those “outliers,” that group whose over the course of the term, are likely to
forget it: even a relatively “homoge- needs are different. They may make reveal interesting patterns that may not
neous” class of ESL students of similar up ten to twenty percent of the class, be apparent on an assignment-by-as-
culture and level can have very different actually, so of course they should not signment basis: with a portfolio system,
learning needs and goals. For example, be ignored. One good way to address for example, I’m more likely to see the
some may be there for academic needs, divergent student need is variety: vary repeated concerns a specific student
while others -- vocational, some may materials and instruction. Include both has with word choice that I might just
want to improve speaking skills, while academic and nonacademic texts to dismiss as inconsequential in a single
others -- writing, some may work better read, for example. Include both literacy assignment.
in groups and others -- individually. With and oral skills instruction within a class
5
all of this diversity, how does a teacher period. In addition, vary groupings: use CONFERENCES
begin to pinpoint individual needs and whole group, small group, pair, and in-
meet them within the confines of one WITH STUDENTS
dividual activities. In this way, individual
course? There are fortunately several learner need is met while at the same Follow up on needs assessments with
general methods an instructor can call time students are exposed to a variety a face-to-face conference with each
upon. of skills and learner preferences. In this student if possible. Students some-
way, the instructor can meet individual times don’t really know what to put on
METHODS TO MEET learner needs and preferences while a written needs assessment, or end
INDIVIDUAL STUDENT challenging students to grow. up checking every box as every skill
GROWTH NEEDS seems important to them, but a face-
1 ASSESS
Do both skills and needs assess-
3 OBSERVE STUDENTS
IN ACTION
to-face and informal conference often
reveal more information than a simple
written survey or quiz will. Therefore,
Who is unfailingly social? Who stays at try to conference with students at least
ment. Spend the first couple of days in
his desk? What do students talk about twice a semester for even a few min-
the course assessing student language
during break? Do they talk about the utes at your desk to discuss goals and
skills (speaking, listening, reading, and
news, sports, their families, their jobs? progress within the class. Conferences
writing) through dictations, recorded
Informal observations like these are can reveal students’ real priorities with
dialogues, and short readings with
likely to reveal a lot about learner needs careful questioning about what students
written responses. Keep copies of the
and preferences. The class where stu- hope to get out of the class, what their
diagnostics to refer back to over the
dents mostly stay at their desks and talk future plans are, what their past experi-
course of the term, to track individual
at break, if at all, about the classes they ences with language learning has been.
student progress and remind yourself
are taking this term is very different from Knowing where students have been
of students’ needs and goals. Assess
the class where students get up and and where they hope to go can help in
frequently throughout the term, both in-
mingle at break, discussing sports and tailoring curriculum and instruction.
formally through observation and notes
their jobs. They will therefore have dif-
and more formally through quizzes,
ferent needs and interests in learning.
tests, and written responses to topics, MEETING INDIVIDUAL STUDENT NEED
CAN BE A CHALLENGE -- particularly
4
again to note individual progress.
PAY ATTENTION TO ACTU- in a large, multilevel class because in
In addition to assessing language skill, AL STUDENT PRODUCTION. such a class there is so much diverse
also assess student need. Give out CONSIDER A PORTFOLIO SYS- need, and even the ESL class which on
a short checklist to students for them TEM. the surface seems homogeneous in level
to mark the most important skills for and demographics students often come
them to improve and for what purpose: Often students are unaware of their true from a variety of backgrounds and have
reading and writing skills for academic strengths as a language learner, and a very different goals. However, through a
purposes? Speaking and listening for teacher, or even a native speaker, has number of carefully planned steps, such
improved conversation? Increased more insight. For example, I typically as needs and skills assessment at the
technical / academic vocabulary in the assess my own speaking skills in Rus- beginning of the term, as well as ongoing
workplace? Often within a class there sian and French as abysmal, my writing planning and assessment, informal and
is a particular “demographic”— most of skills as stronger. However, my teach- formal, the instructor can meet the needs
the students will be there for academ- ers and native speakers alike tell me of all of her students.
ic reading and writing, for example, or differently — that actually my speaking
they will mostly be there for oral skills skills are not at all bad while my writ-
and vocational purposes. ing lapses into incoherence at times.
4
7 Most Common Behavior Prob-
lems And How to Deal with Them thing you’re talking about in class (like they want to speak. On the other hand,
ESL STUDENTS COME IN ALL SHAPES animals). If there are certain things they remind them that it is not necessary to
AND SIZES. are allowed to bring, they might not feel yell – if they wait their turn to speak, you
They come into your classroom with tempted to bring other toys. will hear them perfectly.
varying degrees of motivation and even
3 7
different skill levels. Most are well-be-
haved. And some are terribly ill-behaved. NAME CALLING HAVING PRIVATE
As an ESL teacher, you can handle stu- EXAMPLE: You’re playing Bingo CONVERSATIONS
dents that are less motivated than most, when you hear a student call a redhead- EXAMPLE: You’re asking students
even those that need a little extra help ed child “Carrot Top”. comprehension questions about a text
from you to get that particular task done. they’ve just read, and you see three stu-
Stop what you’re doing and have the
But we all know that handling unaccept- dents in the back of the class holding a
child that has called out the offending
able behavior is hard and can take its toll conversation.
name tell the class what the other stu-
if it is something you have to deal with on
dent’s name actually is. Discuss with the Ask the students if they are talking about
a daily basis.
class the importance of treating each the task at hand. Ask them to share their
other with respect and kindness and why interesting conversation with the rest of
The way we handle the day-to-day prob-
name calling is unacceptable in your the class, or tell them they can tell the
lems will determine whether the same
classroom and everywhere else, for that others all about it during the break. Dis-
problems will keep cropping up. So here
matter. cuss why it is not appropriate to have
are the most common behavior prob-
conversations during class.
4
lems in the ESL class and how you can
effectively nip them in the bud. TEASING/FIGHTING/
BICKERING WHEN TO TALK TO
UNACCEPTABLE EXAMPLE: You have two students who
PARENTS
BEHAVIOR: 7 PROBLEMS can’t say two words to each other with- As a good rule of thumb, I recommend
AND HOW TO HANDLE out starting a fight. Class began five min- contacting parents when a specific prob-
THEM utes ago, and they’re already at each lem seems to be recurring (happens
1
other’s throats. every day or several times a week).
STUDENTS ARE RESTLESS/ Depending on the gravity of the matter,
Make sure the students who don’t get
GET OUT OF SEAT along are sitting as far apart as possible. you can either send a note or schedule
Discuss with the class the importance a meeting. I’d save meetings for things
EXAMPLE: You’re having an animated
of ignoring teasing remarks. Talk about that put the children’s well-being at risk,
discussion about ways to help the envi-
how arguing all the time is tiresome, and for instance violent behavior, verbal
ronment and a student gets up to look
we should accept differences in points of abuse or bullying.
out the window.
view. On the other hand, stress the im- There’s a line between being mischie-
Always give clear instructions, and make
portance of being considerate towards vous and being outright malicious, and
sure everyone understands and is en-
each other and listening to what the oth- we can tell the difference. You can deal
gaged in the task. As soon as a student
er has to say. with mischievous behavior in class –
gets up to do something completely un-
malicious behavior should be discussed
5
related, walk over to the child, gently
take their hand and walk them back to THROWING THINGS with parents.
their seat – without interrupting the les- EXAMPLE: You’re writing some-
son. If this behavior continues, talk to thing on the whiteboard and a pencil flies
PREVENTION IS THE
them about the importance of paying across the room.
BEST MEDICINE
attention, participating in the activity Most of these problems will be avoided
Tell the student that this kind of behav-
at hand and controlling the urge to do if you set clear rules from the start. Work
ior is completely unacceptable. Go over
something else. together to establish your rules based on
the possible dangers of tossing objects
how you all want to be treated. Discuss
2
around. Find out if they are doing what
PLAYING WITH TOYS they’re supposed to be doing and redi- the importance of treating others with re-
DURING CLASS rect their efforts to the task at hand. spect, as well as the fact there is a time
and place for everything and that some
6
EXAMPLE: Students are quietly com- things simply can’t be done in class.
pleting a worksheet about parts of the YELLING/SHOUTING OUT
Don’t forget to establish what rewards
body when you see a student playing ANSWERS they will receive for good behavior, as
with a doll. well as the consequences of inappropri-
EXAMPLE: You ask Tom a question, and
Gently take the toy, and place it on your Lucy yells out the answer. ate behavior.
desk or a shelf. Tell the child that they
can share it with the others during the
Tell the student that they’re not being DON’T YELL, SCREAM OR SHOUT.
break. Make it a habit of encourag-
courteous – they did not give the other THE BEST WAY TO TEACH STUDENTS
ing them to bring toys related to some-
student a chance to answer. Remind TO BEHAVE NICELY IS TO LEAD BY
students they should raise their hands if EXAMPLE.
5
7 Simple Ways to Make Class-
room Time Management Work
Time management is an issue that to cover each class period. sure your instructions are brief but
comes up in all kinds of work environ- clear. Make sure they know what your
ments, so it shouldn’t be a surprise
that teachers have to think about time
management in their classrooms.
2 TELL THEM ABOUT IT
Communicate your goals to your
expectations are for both their actions
and the time it should take. If your
students are unclear about what they
students at the start of class. Not only should be doing, do answer clarifica-
In fact, time management can be even will this give your students an idea of tion questions before starting the activ-
more important for teachers since they where you intend to go in the class pe- ity. Taking these steps at the start of an
have a classroom full of students to di- riod, it will also help motivate them to activity can only make your class move
rect and educate, and how they spend concentrate and focus on each activ- smoother. After all, if you students are
their time in class is just as important ity as you do them. Write your goals confused about what they will be do-
to them as it is to you. But the idea of on the board along with the amount ing, it will only waste time
time management can be off putting of time you expect to spend on each
to some. As teachers we are more
familiar with learning styles and com-
prehension checks than we are busi-
step, and make sure your students can
refer to it throughout the class period.
6 ENCOURAGE COMPETITION
Competition can be useful for
ness concepts about how to beat the
clock. Luckily, time management in the
ESL classroom is easier than many
3 BE PREPARED
Because in class activities often
motivating students in the classroom.
Whether you award points for an activ-
ity or name the winner the first to finish,
people might think. With a few tips and do not take the amount of time you sometimes a little healthy competition
tools, you can make time management expect (even when you do your best can be just what your students need
work to your advantage in the class- to make realistic predictions), be pre- to put a fire in their bellies for in class
room. You might even find that good pared to either fill in a few minutes at activities. Be careful not to overuse
time management makes you a bet- the end of class or cut an activity out this strategy, though, or you may find
ter teacher and your students better of your plans and shift it to your next that the quality of your students’ work
learners. Here are some tips and tools class period. If you need ideas for short begins to deteriorate. Use your best
for implementing time management in in class activities, check out these Top judgment when deciding how much
your classroom that you can use start- Ten Time Fillers for your ESL classroom competition to include in class.
ing today. (busyteacher.org/7081-top-10-time-
WHAT IS IN TIME
MANAGEMENT FOR
fillers-for-your-classroom.html). When
you are prepared with these activities,
your students will never feel like you
7 DON’T GET PIN HOLED
IN A CLASS PERIOD
are wasting their time (or money) by Many class periods limit you to 40 or 60
YOU throwing away class time. minutes, but you don’t have to let that
limit what you choose to do with your
6
Why You Need Good Classroom
Management
off one another’s energy and will find And when your students are learning
CLASSROOM MANAGEMENT themselves engaged and learning be- more easily, your teaching effective-
MAY NOT BE A TERM YOU HEAR cause their classmates are. In addi- ness will again increase.
VERY OFTEN IN EDUCATIONAL tion to this contagious desire to learn,
PROGRAMS. good classroom management, which
Though many programs do offer decreases misbehavior in students, YOU MAY NOT HAVE HAD MUCH
some instruction on the subject, most also reduces the number of distrac- EDUCATION IN CLASSROOM MAN-
people, myself included, find that not tions that result from that misbehav- AGEMENT, SO IT’S UP TO YOU
enough time has been given to the ior. The positive circle of contagious TO MAKE EFFORTS TO LEARN
subject before graduation. Learn- behavior will increase and the nega- HOW TO IMPLEMENT IT IN YOUR
ing to manage a group of students is tive cycle of contagious distraction CLASSROOM.
challenging, and many teachers find and misbehavior will decrease. It’s the If you do, it will make you a better
that when they really begin to learn it best of both worlds. teacher and help your students learn
is after they walk into the classroom. more effectively. Even if you did re-
3
But if our educational programs aren’t ceive instruction in classroom man-
BURN OUT
stressing classroom management, is agement before you had your own
it really important? The truth is, teach- Even the best of teachers find class, this is one area where you can’t
ers with good have many unique ad- themselves frustrated and short of pa- know too much. Since classroom
vantages, and so do their students. tience at times. Teachers new to the management directly affects student
classroom can find themselves feel- behavior and as a result performance,
WHY IS CLASSROOM ing that way even more frequently. your success as a teacher will in part
MANAGEMENT With good classroom management, be determined by how well you ap-
ESSENTIAL FOR your own feelings and attitudes about proach and apply classroom manage-
EDUCATORS work in the class improve along with ment.
your students’. You are less likely to
1 EFFECTIVE TEACHING
Effective teaching is the first re-
suffer from frustration and burn out
when your students are engaged and
behaved. As a result, you will be a
sult of good classroom management. better communicator and teacher, and
Good classroom management can’t this is another way that your teaching
ensure effective teaching but will cre- effectiveness will increase.
ate the environment where good and
4
effective teaching can happen. Imag-
FEWER
ine a classroom where students are
talking, acting out or failing to pay at- LEARNING DIFFICULTIES
tention. Just how much can those stu-
Studies have shown that teachers
dents be expected to learn? But with
with good classroom management
good classroom management, those
will be more effective in teaching stu-
same students would be paying atten-
dents with learning difficulties. Most
tion, engaging in activities, and mak-
obviously, these difficulties stem
ing efforts to absorb the information
from learning disabilities and behav-
the teacher presents. When that hap-
ioral problems. But don’t forget that
pens, we teachers are more effective.
language barriers are a type of dif-
Students learn better and learn more,
ficulty for students. If you teach ESL
and it’s all because of the way we run
students in a mainstream class, hav-
our class.
ing good classroom management will
2
help them overcome the special diffi-
BEHAVIORAL PROBLEMS culties that come from the language
barrier. Even if your class is entirely
Like effective teaching, good
made up of ESL students, having
classroom management won’t elimi-
good classroom management in an
nate behavioral problems, but it will
English only classroom will diffuse the
significantly decrease them. Fewer
difficulties associated with learning in
students will act out or fail to engage
another language. Therefore, the bet-
in class. And when students are en-
ter your classroom management, the
gaged and interested, the feeling is
better your ESL students will learn.
contagious. Your students will feed
7
Six Survival Tips
for Multi-Level Classes
that you are teaching an intermediate dents, those who teach learn the ma-
Some of the most difficult classes I class. Because of this, your material terial better than those who don’t. So
have taught in my ESL career are and activities should generally aim when your advanced students are as-
those with students at multiple lev- for intermediate level. If your begin- sisting their classmates, they will be
els. ners are struggling, you can offer ad- cementing the material in their own
I have taught conversation classes, ditional help or answer questions after minds as well.
vocabulary classes, TOEFL prep class or during office hours. For your
5
classes, movie classes and several advanced students, offer additional FOCUS
others that are made up of students challenges related to the curriculum.
from beginning, intermediate, and ad- ON COMMUNICATION
But any mandatory material and as-
vanced levels and even beyond. I’m sessments should be at that interme- Every student will have different pro-
sure you have found like me that it diate level. ficiency in grammar and vocabulary
can be tough to be in charge of one in your mixed level class, but they
3
of these multi-level classes. When
TAKE TIME TO ASK should all have one thing in com-
one part of your class can’t order a mon. They can communicate, to one
meal at a restaurant and another part When your students hit every degree or another, in English. In your
of your class is taking community point in the fluency spectrum, it is mixed level class, focusing on com-
college classes in English, meeting even more important for you, their munication is key. Communicative
everyone’s needs is tough. It’s not teacher, to know what they expect activities challenge students to use
impossible, though, to have a good and need from your class. Though the language that they do know to get
class when your students are all over you have a teaching plan in place, a message across to their listener.
the spectrum. Here are some tips to and you should, it will only help you When a student lacks the grammar or
help you through. and your students to talk about their vocabulary knowledge, she uses the
expectations and determine their per- language she does know in creative
TRY THESE 6 sonal needs. The natural time to do ways. By focusing on communicative
SURVIVAL TIPS FOR this is at the start of your semester, activities in your mixed level class,
MULTI-LEVEL CLASSES but don’t limit your check in to the first each of your students uses what she
week. As the semester rolls on, keep
1
knows to talk to her classmates. You
FACE REALITY asking your students what they want may want to teach some grammatical
through class discussion, one on one structures or vocabulary as needed,
Multi-level classes are hard. No- discussions with your students and but the primary focus of class activi-
body wants to hear that, but the truth assessment, then tailor your plans to ties should be communication.
remains the same. Teachers have to meet these needs and desires when
6
think about all of the skill levels that possible.
are in their class. When you plan, you BE FLEXIBLE
4
have to try to meet the needs and ex-
MIX IT UP Most important of all is being
pectations of each skill level, but you
flexible. I love the proverb, “Blessed
should also remember that you can- Small group activities will be one are the flexible, for they shall not be
not please all of the people all of the of the most useful tools for your mixed bent out of shape.” When you are
time. You cannot expect daily perfec- level classroom. Sometimes, you will teaching a multi-level class, you have
tion from yourself in classrooms like want to divide your class into begin- to expect each day to come with a
these. Your students know it, and they ning, intermediate and advanced degree of uncertainty. You may need
will probably be understanding. Mine levels, and you may even choose to to modify your lesson plan, change in
always were. assign different goals to each group. class activities, or give an unexpect-
But levelled groups are not always the
2
ed grammar lesson. The key is to be
KEEP IT LEVEL best move for your multi-level class- okay with a little planned chaos and
room. Consider mixing your student help your students be okay with it,
Often, a mixed-level class has levels when assigning group work. too. When you take an easygoing at-
actually been advertised at a specific The advanced students will challenge titude, your students will catch on and
level. For example, your course cata- the beginning students to perform at a will do the same. That way, you can all
log may have offered an intermediate higher level, just by being in the same stay focused and flexible as each day
vocabulary class, but you may have group. In addition, the advanced stu- presents its challenges.
students enrolled who are actually dents may be able to help the begin-
beginning level. You might also have ners understand what confuses them,
advanced students who have signed especially if their first languages are
up for their own reasons. If this is the the same. And while it may be true
case, keep in mind when you plan that teachers make the worst stu-
8
But It is Clear: Dealing
with the Defensive Student
defensiveness and protection of her Methods of dealing with this are again
Almost every time I hand back stu- work and, by extension, her ego (“But it discussing the expectations of the field
dent essays, there is at least one is excellent work!”) to recognizing there of study: college composition, this case.
student who is stunned by her grade is room for improvement — in the work I find that opening this discussion with
— most often, that it was a “B” or a itself, not necessarily in herself as an in- what students’ own opinions of what
“C” rather than the “A” that she felt dividual -- and to move forward in revis- makes good writing is particularly valu-
she deserved. ing and improving her work. able: their answers, drawn from read-
Often she’ll come up to me after class ing, of vivid word choice, good descrip-
— or more recently, confront me dur- tion and examples, a strong main idea
ing class — about how she felt she CONCERNS WITH and examples, “flows well” (i.e., well-
deserved the “A.” When I point out her DEFENSIVE STUDENTS organized with clear transitions) are
need for transitions, the problems with AND HOW TO the very qualities on the rubric by which
verb tense and point of view switches, ADDRESS THEM they will be judged. Students therefore
and so forth, she’ll usually dismiss that often have an existing sense of what
with an “uh-huh” and go on reiterating
the claim that it is good work, perhaps
the best she has ever produced, and
1 LACK OF UNDERSTANDING
OF WHAT IS GOOD WORK
good work is in the field that just needs
to be made explicit by discussion, refer-
ring to the grading rubric, and showing
that she’s always received “A’s” on her Again, a major concern with defensive examples of stronger and weaker work.
previous work. I can’t really argue these students is lack of even understanding
points, usually not knowing about her
past record, so I’ll pull out the grading
rubric and show her how her essay
the difference between good and medio-
cre efforts in a field they themselves are
new to. One of the contributing factors
3 INSECURITY AND TENDEN-
CY TO PERSONALIZE CON-
STRUCTIVE FEEDBACK
measures against the rubric. The stu- to this problem is the tradition of teach-
dent may here change the subject and ing by unrealistically strong profession- A final large problem of dealing with
give her opinion that her writing is cer- al models: an essay by Joan Didion or the defensive student is their underly-
tainly as good as the textbook model by Richard Rodriguez, for example, is so ing insecurity and hence tendency to
essayist Joan Didion. I’ll then drag out removed from most students’ abilities personalize criticism: e.g. the student
the textbook and attempt to show her they are unable to even relate to it or may hear “Your essay needs some revi-
the difference between her own work aspire to write like that. More helpful, sion” as “You’re a poor writer and not
and Didion’s: Didion’s precise word I’ve found, is to keep a bank of past very intelligent either.” This problem
choice, the purposeful organization, student work, with names removed, can in part be addressed by recogniz-
etc. This usually only gets a blank look of course, of both strong and weaker ing first the writing’s strong points and
from the student and then the repeated essays. I find that after a semester of the student’s potential as a writer and
claim she really deserved the “A” grade. analyzing these, students have a well- that revising the essay will continue to
developed sense of what is good and improve both the writing and the stu-
It’s probably somewhat clear to the poor writing. Students can then apply dent as a writer — therefore taking the
reader what might be going on with this this understanding of what is good work focus of the discussion away from the
student. One of the problems we often to their own performance. student’s personhood and focusing on
face with students and teaching them a the writing itself and ways to improve it.
skill, such as writing, is that their very
status as beginners can often impede
their ability to distinguish between good
and poor work. This shouldn’t be a sur-
2 PAST POSITIVE FEEDBACK
(IMAGINED OR REAL)
DEALING WITH DEFENSIVE STUDENTS
CAN BE DIFFICULT BECAUSE OF THE
Another major problem that students
prise: it takes a certain skill level in a face in the United States in particular is VERY NATURE OF DEFENSIVENESS AS
field to recognize what is good work that they may have in the past received A SERIES OF BARRIERS TO PROTECT
and mediocre work within that field. As nothing but positive feedback for their THE STUDENT’S EGO, WHICH CAN BE
a non-tennis player, for example, I really work, so they have no sense that there DIFFICULT TO PENETRATE IN ORDER
wouldn’t be able to recognize the ele- is any room for improvement. Teach- TO FOCUS ON THE WORK, NOT THE
ments of a good serve and a poor one. ers tend to be a kind and encouraging STUDENT AS AN INDIVIDUAL.
And this problem is also evident in the group of people, so they may have fo- However, by using several strategies in
student mentioned above: she lacked cused solely on what was strong in their teaching the difference between strong
the insight into good writing even to tell students’ work: in addition, there is a big and mediocre work, keeping the focus
me why she felt she deserved an “A” gap, in the United States at least, in the on the work itself rather than the stu-
(her development, word choice, etc.) expectations of college and students’ dent as a person, and addressing both
but simply that she wanted it. There prior education. Therefore, students the strengths of the student work as
are several concerns with defensive are often shocked when they find them- well as its areas for improvement, get
students, but fortunately, also methods selves getting “C’s” on papers when past the defensiveness and allows fo-
to deal with them. These methods are they have only earned “A’s” in the past. cus to move to the work itself and how
designed to get the student beyond her to improve it.
9
Correcting Student Error in Writing
&Speech: When, How, & How Much
priate or not to correct student error. Even misspelling and mispronunciation usually
Recently my teenaged daughter was native speakers, actually, sometimes do not detract from overall comprehensi-
watching as I corrected student pa- make mistakes like subject/verb agree- bility (if this were the case, most native
pers. ment errors when engaged in spontane- speakers of English would on occasion
“Mom,” she exclaimed. “That’s wrong. It’s ous speech in an informal situation. It’s lapse into incoherence), -- rather, the in-
‘she goes to school,’ not ‘she go.’” “Yes,” just that nobody really notices their errors. structor should look for the global prob-
I replied. “I know that.” “Well, aren’t you lems — problems in verb tense switch,
going to do something about it?” “What do
you think I should do?” “Well, mark it, of
course!” I then showed her where I had
2 FOCUS ON LANGUAGE
AS COMMUNICATION.
for example, usually effect overall com-
prehensibility of a message.
3
do write are correct, I guess.” At least that FOCUS ON PURPOSE
6
was true of my experiences in second COST-BENEFIT
language learning: I have a limited range
OF CORRECTION.
of what I could say or write in French or Why do we correct student error? Is it to Are all errors even worth the time
Russian, but the little I can produce is pre- show our expertise, to show the student and trouble to correct? For example,
cise due to the meticulous correction of her errors so she’ll learn from them? To prepositions in English, especially the
my attentive teachers. demonstrate our editing skills? To show more abstract ones that don’t refer to a
Although a small incident, the conversa- we know more than our students? In most literal place, are very difficult to teach as
tion highlights a number of misconcep- cases, of course, the purpose of correc- they are idiomatic and dialectal: for exam-
tions about correcting error in second tion is to help the student revise her writ- ple, in American English I “come around”
language writing (and speaking, for that ing or improve her fluency and accent. to see a friend, while in British English I
matter): that every error should be cor- In order to do this, correction should be “come round.” Is it “go down” the street or
rected, no matter the situation and no limited and focused on specific points for “go up” the street? They mean the same
matter how small, -- that correcting error improvement: for example, verb tenses or thing. And if a nonnative speaker mixed
somehow results in improved language intonation patterns. If every error is noted, up these expressions, I probably wouldn’t
production, and that the learner’s emo- it becomes too overwhelming for the stu- notice, much less be confused. So con-
tional response to correction doesn’t mat- dent to begin to know where to improve. sidering the difficulty in learning prepo-
ter. All three assumptions are incorrect, in sitions, and the overall unimportance of
4
my experience, leading to the principles them, it probably is not worth the time in-
of error correction I have developed.
FOCUS ON LARGER,
vestment to learn them. This also goes for
OR GLOBAL, ERRORS. trying to “correct” specific nonnative Eng-
PRINCIPLES OF ERROR Which errors should be corrected? Should lish speech sounds, like the non-English
CORRECTION IN SPEECH all student errors be marked? If they are trilled “r.” It is all right in most cases, un-
IN WRITING mistakes, the instructor should point them less the student is training to be a spy,
to retain some nonnative “accent” in both
1
out, shouldn’t she? Again, we should go
CONSIDER THE SITUATION. back here to the purpose of correction. If speech and writing.
the purpose is to help students improve
7
Is the language situation an informal TEACH STUDENTS HOW TO
production, then correction should be
situation or formal one? Is the student
speaking extemporaneously or writing a
limited to one or two areas for students SELF-CORRECT.
to focus on which are important to over-
first draft, or has she had time to plan and Finally, it’s usually not enough for the in-
all comprehensibility: the student’s pat-
reflect? Who are the participants in the structor to just show where the errors are.
tern of run-on sentences, for example, or
situation — other students or the larger The student also must know how to cor-
stress patterns, not a single misspelling
community, for example? All of these con- rect them, so the instructor should dem-
or mispronunciation. Isolated issues of
siderations matter in deciding if it’s appro-
10
onstrate for the student how to do this
— how to check that the verbs agree
with the subject, for example — rather
than just making the correction her-
self, from which the student learns
nothing. It is, of course, ultimately the
goal for the student to use English in-
dependently, which means monitoring
and correcting his own language pro-
duction.
8 CONSIDER
STUDENT AFFECT.
Last but really not least, student affect,
emotional response, has to be taken
into consideration. A paper that comes
back covered in red ink accompanied
by the instructor’s biting comments at
the end — we’ve all probably expe-
rienced something like this at some
point — may very well result in the
student giving up, which is, of course,
not the goal. The goal is for students
to move forward, improving from the
place they are. This involves carefully
weighing what comments and marks
on papers will mean to students how
they will be affected by them. Do they
know what subject-verb agreement
means? Have I taught that yet? Do
they know how to correct it? What are
the positive aspects of the students’
speech and language production that
I can mention and which they can
build on while working on their weak-
er spots? Marking papers and giving
feedback does really involve address-
ing many aspects of student need.
11
Are You Coming Back Tomorrow?
Addressing Student Attrition
Some of my fondest teaching memo-
ries are of teaching adult ESL: the
students are motivated, the curriculum
clear-cut, the colleagues pleasant and
2 WELCOME STUDENTS
BACK.
“universal” vocabulary such as “sister”
or “uncle” for beginning classes, and
more cultural/advanced vocabulary for
advanced classes: vocabulary such
Make students feel welcome when they
noncompetitive, and the general envi- return after a long period away: greet as “stepsister” or “significant other,”
ronment low-stress because it is low- them pleasantly and help reintegrate for more contemporary family relation-
stakes: the students are in most cases them into the class structure. Make this ships.
not working to pass tests or matriculate reintegration possible through detailed
into the “regular” classes, and indeed schedules, course outlines, websites In addition, while working in adult-level
most of the classes are ungraded and with the term’s important handouts ESL classes, I quickly learned to move
noncredit. posted, as well peer mentoring, class- to more day-to-day planning rather
mates that will help returning students than long-range projects. Long-range
So what could possibly go wrong in with the material they missed, going projects are too frustrating and difficult
such a dream teaching environment? over important points. Students are to see through when the student popu-
One of the major problems is its very likely to return when their work or fam- lation changes on a near-daily basis.
low-stress, noncompetitive environ- ily situation normalizes if they feel wel-
ment — the class is seen as perhaps
the way many of us regard going to the
gym or taking a sewing or other extra-
comed back and there’s a procedure in
place to help them catch up. 5 WORK
TO REMOVE BARRIERS.
3
curricular class. The noncompetitive As much as possible, accommodate
CREATE A PLEASANT,
atmosphere can create a lack of incen- work schedules and implement meth-
tive for even showing up. In addition, LOW-STRESS ods to allow students to catch up when
given the very hectic nature of many LEARNING ENVIRONMENT. they’ve been away on the job, such as
adult ESL students’ lives and their bar- a website with a schedule and assign-
riers — change in work hours, lack Many adult students who resume their
ments posted. Accept late work. Imple-
of childcare — the teacher might see education after a long time in the work-
ment group work and peer tutoring
her class shrink considerably over the force or at home have had negative
so students can catch each other up
course of a term. Fortunately, there are experiences with schools and teach-
to speed. In as much as your institu-
methods to address this trend and cre- ers which caused them to leave the
tion allows it, permit students to bring
ate a class of committed students who academic setting in the first place.
their children to class if their childcare
attend, if not regularly, as much as pos- That, combined with a stressful current
falls through. I’ve never had a student
sible for them. classroom situation, will discourage
abuse this privilege, using it as a one-
them from returning. Therefore, main-
time measure, usually, and the children
tain a low-stress atmosphere by posi-
have been uniformly well-behaved and
WAYS TO COMBAT tively responding to student work, fair
non-disruptive.
STUDENT ATTRITION treatment of all students, and a good
6
balance of activities that are neither too
PROVIDE A MEANINGFUL
1 ACCEPT A CERTAIN
AMOUNT OF ATTRITION IS
INEVITABLE.
challenging nor too easy. In addition,
making learning interactive, giving stu-
dents the opportunity to learn from both
their peers and you, will keep students
CURRICULUM.
Often ESL classes offer instruction that
returning to the class. is not matched student needs: popular
Given the choice between paid labor movies, cross-word puzzles, gram-
4
and a class, students are generally go- mar drills, and conjugating verbs are
ing to choose the job and with good FLEXIBILITY. not what ESL students are focused
reason: they have family and them- on learning and are not the best use
These class circumstances of
selves to support, perhaps even rela- of their time. Offer instead meaning-
students attending when they can and
tives back in their home countries de- ful instruction in English use related to
shifting student population result in the
pending on them financially. Therefore, their immediate lives: how to have con-
need for more day-to-day planning in
don’t take their leaving personally: say versations with new friends and neigh-
which the instructor knows in general
good-bye pleasantly as they leave to bors, ways to speak at the doctor’s of-
what will be covered — language for
bring in the harvest or work the night fice or airport, how to write a standard
extended families and their daily activi-
shift and invite them back next term. business letter or do a productive web
ties, for example — but the activities re-
Often they do show up again the next search. Offering meaningful curriculum
lated to the particular learning objective
term — so perhaps this is not really at- is one way to keep students coming
can be adjusted on the spot depending
trition but the normal ebb and flow of an back again and again.
on who shows up for class, focusing,
adult, noncredit class.
for example, on more common and
12
7 COMMUNICATE
YOUR ENTHUSIASM
AND ENERGY.
Show your enthusiasm for the Eng-
lish language and English-speaking
culture. This enthusiasm will com-
municate itself to the students, affect-
ing their mood and desire to learn. A
teacher who is enthusiastic about ma-
terial almost always generates similar
enthusiasm in students. Take lectures
and discussions beyond the textbook
page to give students information and
practice they can’t get on their own.
For example, a lecture on the pas-
sive versus the active voice can be a
dry-as-dust grammar activity or it can
come alive as the instructor delves
into why the passive voice is used
and specific examples: for example, a
well-known leader’s use to explain his
administration’s faux-pas: “Mistakes
were made,” as well as more every-
day usage of avoiding responsibility:
“I’m sorry, but your records have been
lost.” Examples like these drawn from
life can’t necessarily be found in text-
books and are a reason to return to
class. .
8 CREATE OPPORTUNITIES
FOR STUDENTS
TO INTERACT.
To often even today language classes
involve students sitting in neat rows,
listening to the instructor lecture about
language use, and speaking the new
language only when called on —
which may only be a couple of times a
session. Instead, after a brief demon-
stration and instruction, set up groups
and allow students to practice the lan-
guage point with each other.
13
ESL Learning Styles: 9 Ways to
Teach Interpersonal Learners
here” and so on. Students read the card board and tell them they will have to cre-
THEY’RE ALWAYS TALKING TO EACH
they were given. You may ask them to ate a poster together as a group. The
OTHER.
elaborate and give more details about “leader” will be able to say who will look
They volunteer to help you without even
their “problem”. The student giving ad- for pictures to cut out from magazines,
being asked. They ask people lots of
vice uses modal verbs like could, should, who will glue them and who will write on
questions and are often fascinated by
or must to give their recommendations. the poster.
what they have to say. They love pair
3 8
work, group work or any type of task they
can do with their classmates. Socializing TEACHING! BRAINSTORMING
is their main thing, and that’s because
Interpersonal learners are good When working together interper-
they are interpersonal learners.
teachers! Go over which words are use- sonal students will come up with some
ful when explaining a sequence of steps awesome ideas. Use the cards in this
Interpersonal learners thrive in social in-
(time-order words). Ask them to choose Brainstorming Game (busyteacher.
teractions. One of eight types of learn-
one thing they are good at and to tell the org/12818-the-brainstorming-game.
ing styles or intelligence, as defined by
class how to do it – step by step. Lan- html) and ask them to come up with,
Howard Gardner, interpersonal learners
guage they are expected to use may be for example environmental problems
are “people smart” in the truest sense of
words like, first, then, next, and finally. we currently face and ideas to deal with
the word.
these problems.
CHARACTERISTICS
OF INTERPERSONAL
LEARNERS:
4 PAIR WORK
There are endless tasks students
9 SOMEONE ELSE’S SHOES
may do in pairs. Aside from the usual Because they are very good at
pairwork speaking tasks, like this one empathizing, ask them to take some-
• They have no trouble making new
(busyteacher.org/8742-houses-pair- one else’s point of view. Read a story
friends.
work-activity-worksheet.html), try writing with your class, then, tell your students
• They do well in collaborative/coop- activities in pairs, like writing a story to- to imagine they are the main character
erative activities. gether. in the story. Ask them to tell you or write
• They are able to “read” people: they about how they felt and why they did
understand what motivates them
and what intentions they have, as
well as moods and temperament.
5 GROUP WORK
Divide the class into groups of 3-4
what they did.
1
the same scenario and later compare. Or
INTERVIEWS give each a different one. own way.
• Socializing, when they should be
6
Split the class into pairs and have
one interview the other, then switch. ROLE PLAYS doing a quiet activity like reading or
writing.
Students may simply be themselves or
Interpersonal learners are perfect • Arguing, when their opinion is dif-
choose a famous celebrity they admire
for role plays. The essence of a role play ferent from yours or another class-
and know well. The interviewer has to
is to act out a real life situation, so wheth- mate’s.
guess who the famous person is.
er you give them a shopping, restaurant
INTERPERSONAL LEARNERS ARE A
2
or hotel scenario, they will put their peo-
GIVING ADVICE ple skills and English-speaking skills to PLEASURE TO HAVE IN THE ESL CLASS,
the test. AS THEY’RE ALWAYS READY TO PAR-
This is a great way to tap into TICIPATE AND CONTRIBUTE.
7
your learners’ people skills and practice Because the ESL classroom is a very
modals. Hand out cards with problems/ LEADING social environment, they will feel at ease
situations you students may encounter. with most of the tasks you propose. And
Interpersonal learners are natural-
If you make your own, the cards may say yet the most wonderful thing is that you
born leaders, so if you ever need some-
things like, “I have a sore throat” or “I will learn as much from them as they will
one to be in charge, you know who to
don’t know how to get to the library from from you.
choose. Give your class a big poster
14
ESL Learning Styles: 9 Ways
to Teach Musical Learners
teach almost anything with a chant? task at hand.
THEY HUM TO THEMSELVES. Here are just a few ideas:
7
They tap rhythmically on the desk with LISTENING TO REAL AUDIO
• A numbers chant
their pencils. They love silly rhymes
and chants. These learners don’t just • A classroom rules chant
Musical learners are very skilled
like music, they connect to it on every • The “Thirty Days Has September..” listeners and are able to pick up on all
level because they are musical/rhythmic chant to learn the months sorts of information. Make good use of
learners. • Grammar chants – a very effective these skills by giving them authentic
way to practice any verb tense materials to listen to.
Musical learners thrive in an environ-
3 8
ment where they can not only hear READING OUT LOUD INTONATION PRACTICE
music, but also hear patterns and rela-
tionships between sounds. One of eight When it comes to reading, it is best Sentence stress, word stress, ris-
types of learning styles or intelligence, for musical learners to read out loud ing or falling intonation -- these are the
as defined by Howard Gardner, musical as they have the chance to hear the types of things musical learners should
learners have the ability to process all sounds and patterns the English words have no trouble with as they have a good
kinds of auditory information. and structures make. You can try: ear for picking up on the differences.
• A single student reading out loud,
5 CHARACTERISTICS OF
MUSICAL LEARNERS:
• They have music or a song in their
• Choral reading, or
• Rereading after you model the read-
ing
9 PRONUNCIATION PRACTICE
Their pronunciation may not be
perfect, but musical learners are cer-
heads most of the time. tainly better able to hear differences
•
•
They may even say ordinary things
in a singsong way.
They enjoy singing and chanting.
4 DANCE/MOVE/CLAP
TO A CERTAIN BEAT
between vowel and consonant sounds.
Capitalize on this skill and give them
plenty of pronunciation practice – it
Musical learners are even more motivat- won’t be wasted! They’re also very good
• They are very good listeners. ed when a certain beat is accompanied at seeing patterns so they will easily
• They tap and move to rhythm. by movement. When you teach sen- pick on the spelling of some vowel and
tence or word stress, clap your hands consonant sounds, as well as specific
Use these resources/activities to capi- once for each of the words/syllables, consonant combinations.
talize on this particular learning style: but emphasize the stressed word/syl-
lable with a louder clap. Sing songs that
1 SONGS
Songs are what work best for mu-
you can also dance/move to like “Head,
Shoulders, Knees and Toes”.
WHAT TO AVOID:
There are certain things that will not
sical learners, so don’t be afraid to give
them plenty of those. Here are just a few
things you can do with a song:
5 RHYMES
Use popular rhymes like Mother
work well with musical learners. These
are mainly:
• A completely quiet environment.
Goose Rhymes or books like Dr. Se- Musical learners need to be stimu-
• Do a gap-filling exercise for a spe- uss’. They have a particular rhythm that lated by music and sound. Making
cific verb tense or type of word (ad- is very attractive to musical learners. them sit quietly for extended periods
jective, adverb, pronoun) Play games with rhymes. Teach irregu- to read or write will only make them
• Learn a seasonal or holiday song lar verbs in rhymes. Ask musical learn- start humming or tapping tunes.
(Christmas, New Year’s, summer) ers to come up with words that rhyme!
• Quiet reading or writing. Musical
• Listen and discuss They will!
learners need to hear out loud what
6
• Listen and write a story/dialogue they will write before they can write
based on the song
LISTENING WHILE WRITING, it. Reading out loud is also pre-
• Listen and act out a role play based
READING, DRAWING ferred.
on the song Musical learners are more stimulated to TRY NOT TO GET ANNOYED BY THE
Use your imagination! There’s no limit to learn when they are surrounded by mu- CONSTANT DRUMMING, TOE TAPPING,
what you can do with a song! sic. Feel free to play some music they NOT TO MENTION THE IPODS THAT
can listen to while they read, write or SEEM TO BE SURGICALLY ATTACHED
2 CHANTS
Chants are very rhythmic and easy
draw. Just make sure you pick the right
kind of music, perhaps Mozart or any-
thing instrumental. Pop songs with lyr-
TO MUSICAL LEARNERS. Instead of
fighting it, embrace it and bring some
rhythm into your class. You might notice
to remember – the ideal way to reach ics they are familiar with will make them yourself humming a tune on your way
musical learners. Did you know you can sing instead of help them focus on the home.
15
ESL Learning Styles: 9 Ways
to Teach Visual Learners
AS AN ESL TEACHER, YOU’VE PROBA-
BLY NOTICED THAT STUDENTS LEARN
IN DIFFERENT WAYS, AND MORE
have your visual learners draw one
themselves, or a cartoon to illustrate a
scene. This type of activity also gives
visual learners their much-needed quiet
7 VIDEO
Visual learners may find listening
to audio too hard. They have trouble
THAN THAT, YOU’VE STARTED SEEING time. They thrive in learning environ- grasping concepts they can’t clearly
SOME TRENDS. ments where they can think and con- “see”. But they must still develop their
Do you have students who consistently centrate. listening comprehension skills, which
ask you to write down a new word? Or is why video is a lot better than simple
perhaps students who open the book
and try to find the page with the lan-
guage point you happen to be teaching?
3 WORD PUZZLES
Having visual learners doesn’t
audio. Visual learners get images and
context to accompany what they hear,
and this boosts their listening compre-
How about students who respond bet- necessarily mean that they have to only hension.
ter to visual stimuli rather than audio? use pictures or illustrations to learn.
Then, in all likelihood you’ve got visual
learners: these are students who learn
more easily through images or written
words.
They also relate quite well to the writ-
ten word because they can “see” it, and
so it is much easier for them to remem-
ber words they have practiced. Use all
8 MULTIMEDIA
Multimedia presentations like
PowerPoint slides also help students
types of puzzles from crosswords to retain new concepts and words. They
5 CHARACTERISTICS OF word searches – create your own (busy- are easy to make and very effective in a
VISUAL LEARNERS: teacher.org/tilepuzzle/)! classroom full of visual learners.
•
They forget what they hear, but rath-
er remember what they see.
They enjoy puzzles, board games,
4 DRAW – PICTIONARY
One of the best games you can
9 ILLUSTRATED READING
When reading with visual learners,
building blocks and all types of play with visual learners is Pictionary. it’s much better if you use books with il-
crafts materials. But instead of using the board game as lustrations. There are wonderful graphic
is (because it may be too hard), make novel versions of classics like Treasure
• They have a better sense of space
your own version with word cards that Island, A Wrinkle in Time or The Odys-
than time.
you can create to suit your students’ sey.
• They are very imaginative and may level.
come up with lots of ideas and/or WHAT TO AVOID:
5
solutions to a problem, especially of
WHITEBOARD GAMES
they can “see” it in their mind’s eye. There are certain resources or strate-
• They learn words and their correct Whether you use it for drawing or gies that will not work well with visual
spelling more easily after seeing writing, you should use the whiteboard a learners. These are mainly:
them written down. lot in classes with a great deal of visual • Anything that relies too heavily on
learners. And don’t just write or draw in audio (without video)
Use these resources to capitalize on this them, be sure to play plenty of games.
• Following strictly verbal instructions
particular learning style: Use different color board markers – vi-
– they must be written down
sual learners love colors! You can color
1
• Spelling out words without writing
FLASHCARDS code new vocabulary, for example, by
writing verbs in green, adjectives in red them on the board – visual learners
Visual learners of all ages and and nouns in blue. need to see them.
levels learn better with flashcards. The THERE ARE SEVERAL DIFFERENT
great thing is that flashcards are high-
ly versatile -- there is a huge variety of
activities you can do with your class –
6 GRAPHIC ORGANIZERS
For visual learners, concepts and
LEARNING STYLES YOUR ESL STU-
DENTS COULD FIT INTO.
By figuring out how they learn best, and
they’ll never get bored! Use them to in- words often get lost if they are not or- catering to this particular style, you’ll be
troduce new vocabulary, or practice, re- ganized in a graphic that is both clear making use of abilities your students al-
view or even test their knowledge. And and easy to remember – and this ex- ready possess. Struggling to get them to
don’t forget flashcard games! actly is where graphic organizers come do something (like listen to a CD) sim-
in. From Venn Diagrams to Sequence ply because they “have to” or “it’s what
16
ESL Learning Styles: 9 Ways to
Teach Tactile-Kinesthetic Learners
Have you ever had students who were
truly “hands on”? The kind who want to
touch everything, gesticulate wildly and
find it hard to sit still for extended peri-
3 EXPERIMENTS
Science experiments are ideal for
8 IMPERATIVES
Tactile-kinesthetic learners are
tactile learners – but how do you intro- great at “doing”, so the best way to teach
ods of time? Then, you have been faced duce science experiments in an ESL action verbs and their imperative form to
with tactile-kinesthetic learners, the kind classroom? Easy! Students may experi- these active learners is by doing the ac-
of student who needs to do things and ment with the speed at which ice melts. tions. Don’t be afraid to open and close
use their whole body to learn. Plant seeds with them – you will see windows and doors, take items and put
that a lot more than a garden will grow them in different places, or dance, skip
in your classroom. And how about some or jump. Then, use the imperative form
CHARACTERISTICS OF simple color mixing with your youngest to tell students to carry out these actions
TACTILE-KINESTHETIC learners? They will have loads of fun themselves, and finally have them tell
LEARNERS: finding out how to make their favorites others.
out of just the basic primary colors. And
• They use their hands to speak: they
make lots of gestures and describe
for more ideas visit TryScience.org.
9 GAMES WITH ACTION!
•
things with their hands or even their
entire body.
They enjoy working with their
4 MAGIC
Amaze your tactile learners with
Tactile-kinesthetic learners love
playing games like any child, but they
will thrive in those with plenty of ac-
hands, so crafts are a must in the some simple magic tricks! Teach them tion. Prefer games where they have to
ESL classroom, as well as building how to make invisible ink. Here are (bit. race to the whiteboard to those where
blocks and toys. ly/foI2OG) some easy magic tricks that they have to only move pieces across a
• They need to move, do and touch. you can learn and teach your students. board. Choose games where they shoot
For this reason, they are better suit- You can use them to fit into your lesson baskets instead of those where they
ed to activities with Total Physical plan or as an added bonus for good be- have to sit.
Response. havior at the end of class.
5 WHAT TO AVOID:
• They need frequent breaks.
SONGS WITH MOVEMENT
• They have excellent hand-eye coor-
dination. Most young learners enjoy sing- There are certain resources or strate-
ing, but tactile-kinesthetic learners will gies that will not work well with tactile-
Use these resources/activities to capi- love songs with movement. It can be as kinesthetic learners. These are mainly:
talize on this particular learning style: simple as having them hold hands and • Extended periods of reading.
go round and round as they sing. Or
1
• Extended periods of listening.
REALIA have them sing songs where they mime
the actions, like Wheels on the Bus or • Extended periods of writing. Instead
The use of realia, or real life ob- Head, Shoulders, Knees and Toes. of long essays or stories, opt for a
jects that you bring into the classroom, written Q and A.
is the ideal strategy for tactile-kinesthet-
ic learners. Plastic fruits and vegetables
are a lot better than flashcards. Real
clothes or costumes are better than il-
6 CHARADES
Charades is a classic game and
• Extended periods of sitting. Tactile
learners will become restless – they
need to move around!
an excellent choice for tactile-kinesthet- Notice that the recommendation is to
lustrations. For instance, bring a toy tea ic learners. Moreover, it is a very versa- avoid “extended” periods of reading,
set to teach asking for/offering drinks. tile game that you can adapt to suit your writing or listening. Of course, even your
language teaching needs. For exam- most energetic, restless, tactile learn-
2 CRAFTS
Tactile learners are great with their
ple, you can play charades to practice
animals, sports or even musical instru-
ments.
ers will need to practice these essen-
tial skills. Your best course of action is
to alternate a quiet period of reading or
hands. They have the ability to create writing with a more active game or TPR
masterpieces in watercolors, or build
anything out of clay or blocks. Put those
crafty little hands to good use, particu-
7 SIMON SAYS
Another classic game for tactile-
activity.
2
ready yet, saying they will get it to you
LEARN TO SAY “NO” TO bers and directions regularly used so
“tomorrow.” They consult their day that time is not wasted on searching
planner and then realize they have EXTRA COMMITMENTS
for numbers or getting lost. In addi-
two big tests coming up this week and Some students wind up overcommit- tion, allocate a specific place for each
important appointments and practic- ted because they haven’t yet learned item, and return it to that place when
es to attend — at least they think so to say “no”—“no” to serving on stu- finished. Finally, keep a daily schedule
because they may not have actually dent council because they are already and budget time for study, work, doing
noted them on their schedules or may have a paid job, for example, or “no” laundry, and so forth. Note important
not have noted them correctly. Some- to taking on a leadership position appointments and due dates so that
times they fall asleep in class, or they within their sorority or fraternity be- they aren’t forgotten and then have to
come up to you after class, desper- cause they are taking eighteen units. be rescheduled, which wastes more
ate, looking for help, and then you They may even need to say “no” to time. Organizational skills like these
learn they are taking eighteen units, their bosses on working extra hours will help students throughout college
playing a sport that requires almost because of their school schedule. and beyond.
daily practice, as well as working part Saying “no” is not a pleasant experi-
5
time. You realize then you are dealing ence for most of us, but if done po- BUILD IN TIME FOR REST,
with a student with poor time manage-
ment skills — they take on too many
litely and honestly, it is better than the EXERCISE,
alternative of, for example, agreeing
commitments and don’t know how to AND SOCIALIZING
to work during the time of scheduled
organize or plan their schedules to classes and then hope somehow
address all of those commitments. As important as work is, rest, exer-
this will somehow be all right (I have cise, and socializing is also impor-
There are methods, however, to help known students to do this.) Being up-
such students, and most students, in tant—regular relaxation and exercise
front about what you can and cannot being vital to physical health and so-
fact, can benefit from instruction in do results in fewer misunderstandings
managing schedules and time. cialization to mental health as we are
and less poor performance and hurt beings meant to live in a community.
feelings down the road.
PRINCIPLES OF TIME In addition, it is through regular meet-
MANAGEMENT ings, parties, lunches, and other get-
1
ness, a car that breaks down, desper-
theater, and other extracurricular ac-
ate searches for a clean set of cloth- LINK TO THE CURRICULUM
tivities? Any of these are obtainable,
but probably not all at once — some- ing — all of which take up more time Learning about time manage-
one who wants to take part regularly than regular maintenance of oneself ment may seem to students initially as
in sports or theater, for example, is and one’s possessions. — well, a waste of time, particularly if
probably not going to be able to take they already feel they have good time
all the units necessary to graduate in
three years, while someone commit-
ted to getting straight “As” may have
4 BUILD ORGANIZATIONAL
SKILLS
management skills or that a content
class is not the place to be address-
ing the issue. One way to address the
to take out loans because working Time spent looking for lost books, pa- concern is to connect the topic to the
18
course content — either through read- scheduling time.
ings and discussions that introduces
higher level vocabulary and concepts
LEARNING TIME MANAGEMENT
or by demonstrating how managing
AND ORGANIZATIONAL SKILLS
time well can result directly in im-
ISN’T EASY, AND IN FACT THEY
proved study habits and grades.
ARE COMPLEX SKILLS PERHAPS
LEARNED INCREMENTALLY OVER
2 DISCUSSION
Discussion about time man-
A LIFETIME, NOT IN ONE CLASS.
But getting students in the habit of
thinking of how to manage their lim-
agement can be teacher-led or small
ited time from the outset sets them on
group. The topic is almost always
a course for success in the rest of col-
interesting to students as we almost
lege and their careers.
all have over–taxed schedules. Have
students discuss priorities and meth-
ods they currently use for time man-
agement, and have them share their
ideas and methods on managing
time. Often this will result in students
seeing gaps in their methods — in-
deed it’s common for students to see
they have no real current principle of
time management, and that it is itself
a concern. Students also are able to
learn from each other important meth-
ods of managing schedules that they
had not thought of.
3 EXPLICIT INSTRUCTION
Teach the fine arts of scheduling,
budgeting, and keeping databases of
important information: students often
have little or no experience with this,
and showing students that the calen-
dar application on their smart phones,
for example, has an actual purpose
and features that can really help them
in scheduling, is often enlightening.
Students often have never even used
a more traditional paper calendar,
such as a day planner, and keep their
commitments on scraps of paper or
in stray places in binders and wallets.
Showing them how to organize all the
material in one place will free up men-
tal as well as physical space: there
will be less worry, for example, about
what may have been forgotten.
19
6 Fresh Activities
for Group Work
ARE YOU STUCK IN A RUT WHEN IT have described a member, start again one or two items and show the tray to
COMES TO GROUP ACTIVITIES? with the first group. The game is over your students again. Groups discuss
Is it time to teach new vocabulary, re- once one or more teams have scored what is different or what items are miss-
view for a test or just do something three points. ing. This gives them a chance to use
different in class? Try these 6 unique the vocabulary they have just learned.
ideas for group work to mix things up.
GROUP WORK IS
3 PLAY BALL
Is there a test coming up soon
In addition, you can use this activity to
review prepositions of location. Have
your students write descriptive sen-
VERY EFFECTIVE in your class? This is a fun way to re- tences about where the items are lo-
WHEN USED IN THE view before it’s time to put pencils to cated on the tray. Then, rather than re-
FOLLOWING WAYS paper. Have your students arrange moving items, move items around and
themselves in a circle. You stand in have groups discuss what changes you
1
the center of the circle holding a ball. made to the positions of the objects.
CHOOSE YOUR OWN
Ask a review question, and then throw
VOCABULARY
For something different, why not have
your students come up with a set of
the ball to one of your students. That
student should answer your question
and then throw the ball back to you.
5 WHAT WILL YOU NEED
Tell your students they are going
vocabulary words to learn for the day? If the student with the ball cannot an- on a trip, and they will need to pack.
Start with a topic of your choice. Tell swer the question, he or she must say, You decide where they will be going
your students that you are going to let “I’m sorry. I don’t know the answer.” or take suggestions from the class.
them choose their own set of vocabu- He then passes the ball to another stu- Groups of two or three students work
lary words on that subject. Give your dent. That student either answers the together to make a list of all the items
students one word associated with that question and gives you the ball or says they will need to bring with them. Give
topic and write it on the board. Then she doesn’t know and passes the ball your students no less than one but no
have your students take turns adding to another student. If at any time a stu- more than five minutes to make their
words to the list. You should write the dent gives an incorrect answer say, “I’m list. (The shorter the amount of time, the
words on the board as they give them. sorry. That isn’t the correct answer.” more difficult the game will be.) Then,
Their words can be anything as long as Then pass the ball to another student have groups compare what they have
they are associated with the topic you who tries to answer. Play this way until listed. Any items that another group has
have given them. Students should be someone gives the correct answer to listed should be crossed out. Groups
allowed to use dictionaries and thesau- the question. Then move on to another score one point for each of the unique
ruses to come up with their words. Once question and pass the ball again. Play items on their packing list. The group
everyone has given a unique word to until you have asked all of your review with the most number of unique (and
the vocabulary set, have groups of stu- questions or until everyone in the class appropriate) items wins the round. Play
dents write a paragraph or two using has answered a question correctly. again, this time with another destina-
each of the words on the list. tion in mind. At the end of three rounds,
2 SECRET DESCRIPTIONS 4 MEMORY CHALLENGE the team with the most points wins.
20
9 Simple Tips for Keeping
Your Students Motivated (Part 1)
ANYONE WHO HAS SPENT TIME IN students know your expectations, they they are using language. That’s what
AN ESL CLASSROOM KNOWS TEACH- are more likely to engage in activities as language teaching is all about – show-
ERS WORK HARD TO MAKE SURE well as feel a sense of accomplishment ing your students how language works
THEIR STUDENTS ARE LEARNING AND once those objectives are met, and this and encouraging them to use what
PROGRESSING IN THEIR LANGUAGE will increase their motivation to do well they know. But giving direction doesn’t
STUDIES. in school. stop there. Your students won’t know
We design curriculum, present infor- how to use the tools you have made
mation in creative and engaging ways
and try to focus on practical and useful
language tasks. Unfortunately, all that
2 GIVE THEM WHAT THEY
NEED.
available in your classroom unless you
show them. Instead of assigning gen-
eral assignments (e.g. do exercises on
can mean little if the students in our Letting your students know your goals prepositions of location), the best teach-
class are unmotivated. That’s why it’s and expectations is great, but that ers show their students exactly where
important to get students engaged and knowledge won’t help them if they don’t to find these exercises. Don’t get me
invested in their own language studies. have what they need to succeed in the wrong: almost every teacher gives spe-
The good news is that getting students classroom. Making sure you have the cific assignments, but showing your stu-
motivated is easier than you might think. right tools, resources and environment dents useful websites, effective study
These simple ideas for your classroom for your students is essential. You can- methods and the best ways to practice
can mean the difference between a stu- not expect a student to do an indepen- language will make a difference. In addi-
dent who doesn’t care and one who re- dent listening activity if you do not have tion, giving them lists of books, specific
ally wants to make a difference in his or any listening material available in the magazines, television shows or movies
her own education. classroom. Likewise, how well will your that they can understand and learn from
students be able to research if they do will help your students focus. Your stu-
IT IS A WAY MORE not have books or the internet as infor- dents will feel more confident in what
PLEASANT AND mation sources? Sometimes, meeting they are doing and that it will help them
INSPIRING TO TEACH A students’ needs takes no more than a in their language learning efforts when
MOTIVATED GROUP OF class trip to the library or inviting native they know they are doing things right. As
PEOPLE speakers to come be conversation part- a result, they will be more motivated to
ners. Before your next class, think about continue those activities and add others
1 LET THEM KNOW what you want your students to accom- that you suggest.
plish. Then think about what you would
WHERE YOU’RE GOING.
Most of my ESL teaching happened
at the collegiate level, so writing a syl-
need to accomplish that goal. Then add
in the challenge of working in a second
language and make a list of everything
4 THINK ABOUT YOUR STYLE.
The most motivated students are
labus at the start of the semester was your students will need to be success- ones who feel they are valued and whose
something I had to do anyway. But even ful. If you have these resources in your teachers make classroom activities
if it isn’t required for your teaching envi- classroom, your students will avoid frus- work for them. This ties into a concept
ronment, a syllabus is still worth doing. tration and will, as a result, stay more that most teachers have heard several
For one, it keeps you organized and on motivated in their language learning. times over: learning styles. Not all learn-
track. When you plan out the semes- ers have the same success with every
3
ter, marking period or year in one sit- GIVE DIRECTION. activity you will plan for class. Not ev-
ting, you automatically have a timeline ery student learns the same way. That’s
in place. (If you are unsure how to plan Even when your students have the why targeting as many different learning
your entire year at one time, I’ve Got the road map and the car, if they don’t know styles as possible in your classroom will
Book, Now What? will walk you through how to drive they won’t get anywhere. give you the most motivated students.
creating a full semester plan.) If you are It’s similar for your ESL students. Once This means thinking about students who
teaching ESL at the younger grades, a you have communicated your plan and learn through what they see, what they
syllabus may not be the best choice for made the right resources available, you hear, and what they do. It also means in-
communicating with your students, but need to show them the way. When we cluding activities for students who learn
you can still let them know where you learn our first language, our infant mind best through analysis, music, by them-
are going. In fact, you can give them processes and eventually produces lan- selves and with others. When your stu-
the same information on a calendar. If guage with little to no conscious effort. dents know that you are making efforts
you like, post a monthly calendar in your But that won’t be the case with your ESL to meet their personal learning needs,
classroom with goals and objectives. students. Unless you are teaching very and they will once you start including
For younger and older students alike, young children (under five years old), several types of classroom activities,
posting daily goals on the board before language learning is more complicated. they will match your effort with effort of
class begins will help them know what Your students will have to think about their own and will become better overall
you expect of them each day. When your what they are doing and saying and how students and language learners.
21
9 Simple Tips for Keeping Your
Students Motivated (Part Two)
ARE YOU LOOKING FOR EASY WAYS
TO MOTIVATE YOUR ESL STUDENTS IN
THE CLASSROOM?
may choose to do this while the rest of
your class is doing independent work or
group work. When you talk to each of
your students, find out what is difficult
8 USE THE BUDDY SYSTEM.
Learning a language can be stress-
ful, and in life’s difficult moments some
Here are the final five classroom tips to
for them, and ask if there is anything you of our greatest support comes from our
help you do just that.
can do to help. Giving students the indi- friends. This is particularly true when a
vidualized attention they need might also
MOTIVATING CAN BE mean spending time outside of class
student is studying overseas. You should
EASY IF YOU TAKE THE with your students. Offer office hours or
encourage your students to build friend-
FOLLOWING INTO afterschool help to those students who
ships with their classmates. You can do
ACCOUNT need it. It will show them that you care.
this by including team building activities
and get to know you activities right from
5
Also, be willing to modify assignments the start. When your students have a
ACKNOWLEDGE JOBS WELL to help your students succeed. You may support network right there in the class-
DONE. need to make homework easier, shorter room, they will feel stronger and more
or flexible. For example, letting someone capable of attacking the hurdles that
Whether you are teaching second grad- read to your student rather than making lay before them. If you have a student
ers or secondary school, telling your him read himself might be a way to help or students who are struggling with rela-
students that they are doing a good job a student with dyslexia. Get creative with tionship building, try matching them with
means a lot. Perhaps getting positive your modifications, and encourage your someone you think would be good dur-
feedback from our teachers meant more students to share their thoughts with you ing class activities. Stress to your entire
when we were children than it does as as well. You don’t necessarily have to class how important friendships are in
adults, but that doesn’t mean that we okay all of their modification plans, but the classroom, and make sure you plan
no longer need to hear praise from our by working together you should be able times for your students to simply have
teachers. When we know that our efforts to come up with a solution acceptable to fun with one another. Sometimes this
are appreciated and that those efforts you both. might tie into an English lesson (e.g. per-
have helped us reach our goals, we are
forming a skit or playing word games).
7
more motivated to make additional ef-
forts in the future. Teachers can praise
MAKE A TEAM EFFORT. Other times, though, it’s okay to put the
curriculum on the back burner and just
their students in many effective ways. As frustrating or invigorating as let your students enjoy being together.
Perhaps the most simple is saying, it might be, the other students in your
9
“Good job” when our students do some- classroom also play a role in motivat-
thing right. Praise given one on one or MAKE THINGS PRACTICAL.
ing each of your students. If only a few
in front of the class will have a positive students are pursuing fluency and being If you have gotten this far in your
effect on your students. But don’t stop courageous in their speech, students classroom motivation, you are doing
there. Take time to make comments on who only care about grades may make great. Your students have what they
homework, tests and projects that you them feel out of place. When you can need, they are engaged in learning and
receive from your students. Not only will get these groups to work well together, they are supporting one another. What
that build confidence in your students, it it will help your students motivate one else could a teacher want? The final key
will give them something they can see another. It is the teacher’s job to try and to motivating your students is to take a
and hold that shows how much they make the most effective groupings and moment and look at the long term goals
have accomplished. And they will want assignment teams as possible. Some- of their English education. What is it
to get that positive feedback on future times this might mean grouping students that your students want to do with Eng-
assignments as well. with similar goals and attitudes as well lish? Will they be attending an American
as skill levels. Other times, it will mean university? Will they use English in the
6 MAKE IT PERSONAL.
Personalized attention and assign-
mixing things up a bit. In any case, being
involved in group activities and encour-
aging your students to help each other
workplace? Take time to talk with your
students about their goals, and then
show them how the language that they
ment modifications can do a lot when learn will be essential. This also means know (and that they will learn) has prac-
it comes to motivating your students. you should include activities in class or tical application to their futures. No one
Whether you teach a class of five stu- out of it where students will need their wants to do busywork just for the sake
dents or have fifty in the course of a partner for successful completion of the of doing it. When you make your instruc-
week, one or more of your students will assignment. Don’t shy away from giving tion practical and show your students
struggle. By taking time to help students grades to group work. This may be just how their success will help them long
one on one, you let them know that you the motivation some of your students term, they will see the bigger picture and
care about them and are walking with need to really focus on the task at hand. take their studies seriously. When they
them through their struggles. When
see their present efforts paying off in the
possible, spend some one on one time
future, they will work hard in their English
with each student during class. You
education.
22
Becoming a Better Teacher: Eval-
uate and Improve Teaching Skills
USUALLY WHEN A TEACHER HEARS we plan better and have higher qual- pened? Remember to focus on both the
THE WORD ‘ASSESSMENT’, SHE ity activities to direct our students the good and the bad. Once you have your
THINKS ABOUT STRATEGIES FOR next time through. Sometimes, though, list of events, look at each of them in
CHECKING IN ON HER STUDENTS’ assessment can give an even broader more detail. For each, ask yourself who
PROGRESS AND PROFICIENCY. perspective. We begin to see where our was involved. Ask yourself when it hap-
She uses a variety of assessment teaching strengths and weaknesses lie. pened. And then attempt to determine
methods: tests, interviews, homework, We may find areas where we need fur- why each of those things happened.
and direct observations to name a few. ther training or where our teaching bias- When you answer these questions, you
But the best teachers don’t limit their es lie. Becoming aware of these needs will begin to see what worked and didn’t
assessment efforts to their students. then allows us to meet them through work in class. You will know what types
Self-assessment for teachers can mean different types of professional develop- of events you want to try to recreate and
the difference between great and stel- ment. As a result, we become better others that you want to avoid. Then,
lar performance. But self-assessment overall teachers and everyone benefits. once you have finished evaluating each
is foreign for those who are usually fo- event, you will know whether you need
cused on student assessment. Where
does the interested teacher start? 3 THE GOOD, THE BAD, AND
THE UGLY METHOD
to include this activity or type of activ-
ity in the future, whether you need to
make some changes to that activity, or
HOW TO MAKE One very simple tool for evaluation is whether you need to eliminate that ac-
GOOD USE OF what I like to call the good, the bad, and tivity altogether.
SELF-ASSESSMENT the ugly. After completing a class activ-
23
8 Ways to Improve Your Profes-
sionalism as an ESL Teacher
yes, Mr. Rodriguez is always on top of just pass around a roll sheet for stu-
EVERY YEAR NEW TEACHERS things!” Also, the staff will then in turn dents to sign and immediately begin
ARRIVE ON CAMPUS OVERFLOW- support you on the days you need teaching. Then I’ll glance at it after it’s
ING WITH ENTHUSIASM FOR THEIR help because you are running late circulated to make sure it’s accurate
NEW CRAFT, UNABLE TO WAIT TO and need copies made and so forth. and not falsified. These sign-in sheets
PRACTICE IT. also serve as a written record in the
3
They have new ideas, love for their
PAY ATTENTION TO AND event of an attendance audit, which
students, good relationships with their my department has been through at
colleagues. So why do they often MEET OBJECTIVES
least once.
seem disillusioned by the end of the In the course of teaching a class, it
5
semester? Or why don’t they stay and can be very easy to get bogged down SHOW RESPECT FOR COL-
serve well but fail to advance within
their careers? It may be that, although
or derailed by something relatively pe- LEAGUES AND STUDENTS
ripheral that we and the class are en-
good teachers, they lack a certain thusiastic about — a particular holiday, This can be difficult, certainly, with the
professionalism, an awareness of current event, or movie. It’s at these teacher who somehow develops a
themselves as professionals, beyond times that it’s important to go back need to barge into your class “looking
being teachers, and this might be be- to the course objectives and remind for” something whenever you begin
cause they see teaching as more a yourself of what students really need teaching or the student who unfailing
calling rather than a career, which is to learn: the Star Wars movie trilogy, interrupts your lecture just as you be-
admirable, but may be ultimately self- for example, although an important gin, however, it is just these individu-
defeating if the goal is to remain in the part of 20th century American popular als to whom the most respect must
profession and serve. Following are culture, is hard to justify spending ten be shown. If the teacher is unfailingly
some ways for teachers to develop hours of class time on when students polite to them, while stating what she
their professionalism in order to ad- have academic vocabulary and Amer- needs -- “Please wait until I’m fin-
vance within their careers. ican English pronunciation to prac- ished, and then we’ll hear from you”
tice. Review the course objectives on — she not only sets boundaries but
8 METHODS a weekly basis to make sure you are also models courtesy.
TEACHERS CAN staying close to the course standards
USE TO IMPROVE
PROFESSIONALISM and not getting sidetracked — which
again, is easy to do in the excitement 6 REFRAIN FROM NEGATIV-
ITY AND OFFICE GOSSIP
1
of teaching particular content, even
IMPROVE PUNCTUALITY for experienced teachers. Teachers sitting around the staff room
gossiping is something of a tradition.
4
Being on time may seem basic,
but often the basics get forgotten. IMPROVE EFFICIENCY Most of it is innocent — discussion
One basic is punctuality. Teachers are of a recent movie, for example — but
Outcomes are not measured as sometimes it can turn negative in the
often overworked and overcommitted,
much in education, traditionally, as form of complaint sessions about col-
but to always be flying in late for class
other fields — there is no end “prod- leagues, the school, and students.
or meetings lacks certain profession-
uct” which can be measured quanti- Such negativity can pull down your
alism. Everyone is late occasionally,
tatively or qualitatively. This is espe- own mood and looks unprofessional.
of course, but if a teacher can commit
cially true in ESL instruction, where it Work to avoid such conversations or
to being on time to class and to meet-
is generally recognized that language change the subject.
ings every day for a week, then for the
learning takes a long time, especially
next, and the next, this will go a long
7
in adults, and there is little or no ex- VOLUNTEER FOR EXTRA
way in improving her professional im-
pectation to produce fluent English
age.
speakers at the end of a term. How- ASSIGNMENTS AND COM-
MITTEE WORK
2
ever, there are some ways teachers
MEET DEADLINES. TURN can themselves improve efficiency:
IN PAPERWORK. Another way to increase profession-
some mornings when I find myself
alism is to volunteer for extra assign-
stalling over the roll, for example, I
Along with being on time goes meet- ments and committee work. If you
recognize this is as a tactic to avoid
ing deadlines. If you make an effort serve on a committee designing a
getting to the real business of the day,
to turn your attendance and other re- new course or set of new course ma-
which may be particularly difficult cur-
ports in on or before the deadline, this terial such as rubrics, you not only
riculum, such as working on clausal
will get noticed and increase rapport show how you are serious about your
structure that confuses almost every-
with the administrative staff. It creates work, but you also get a chance to
one. On these days I’ll force myself to
a certain amount of pride to hear, “Oh, work with higher-ups in the depart-
24
ment. This increases your chances of
getting noticed and hired permanently
or promoted.
8 ENGAGE IN CONTINUING
EDUCATION
Finally, the professional teacher
should always engage in continuing
education, whether at her school site
itself, or at a conference, or at a local
university. There are always ways the
teacher can improve her knowledge
of course content, teaching methods,
innovative technology, and classroom
management, and teachers as edu-
cators should be engaged in lifelong
learning.
25
How to Build a Learning
Community in 6 Simple Steps
small steps in the present. haps developing with the students the
Occasionally in visiting another “rules of engagement,” as I call them,
2
teacher’s classroom, I’ll be im- INTERACTIVE, GROUP- for working in groups. The teacher
pressed by the order: everyone should also always model respectful,
is on task, respectful, and knows ORIENTED EXERCISES
attentive behavior when students are
what to do. The first step in developing a learn- speaking. Even if the student is not
If they don’t, another classmate will ing community is in getting students particularly polite — interrupting a lec-
help without being asked. They share used to the entire notion of communi- ture, for example, to talk off topic —
information with each other freely. ty, which implies a group, rather than the teacher remaining calm and cour-
They form groups easily without be- individual process. So the first couple teous sends a powerful message of
ing prodded and assume roles within of weeks should be devoted to having how students should treat each other.
the group without being told what to students work in various groupings in Once a safe environment is achieved,
do. In such a classroom, students which they share ideas on a reading, the foundation for a learning commu-
also typically, when they get papers for example, and begin to learn polite nity is laid.
back, check their answers and grades ways to advance an opinion or dis-
5
against their peers’ or discuss them agree with another person’s. FOCUS ON BOTH INDIVID-
with the teacher without too much
UAL AND COLLECTIVE
3
drama and a seeming focus on the
work itself, not the grade. They share PROCEDURES
FOR GROUP WORK For a learning community to thrive,
their experiences with the teacher and there must a focus on the collective
classmates, who seem genuinely in- — a community is a collective, after
Because students are working in
terested. all. However, the individual student’s
groups, they need to learn some of
the logistics of group work, such as needs and contributions within that
So this may seem like a class straight community must also be recognized,
how to select group members, how
from heaven, created more from di- or the community dies, as it is made
to divide up roles of leader, recorder,
vine, rather than teacher, intervention. up of individuals.
and materials gatherer, and how to
On the contrary, however, it reflects
get in and out of groups with minimal
the teacher’s careful craftsmanship So there must be a balance in focus-
disruption. The teacher may have to
over the term to create a learning ing not only on group processes and
take a couple of weeks teaching these
community, a community in which work but also on the individual con-
procedures before students will be
everyone teaches and learns in an tributions within that group. This can
able to practice them on their own. It
environment that is safe for making be done by rewarding both group and
is very rewarding when students go
mistakes. individual efforts, providing opportuni-
from not quite knowing what to do at
ties for individual students to present
SO HOW CAN A the beginning of the semester to com-
before the class as well as in groups,
TEACHER CREATE ing into class, finding partners, set-
and recognizing both individual ideas
A LEARNING ting up their groups, and getting to
and work and group processes and
COMMUNITY? work with minimal assistance from the
teacher. This is the beginning of the endeavors.
1
learning community, when students
6
THINK LONG-TERM are able to function in a group, but it ALLOW STUDENTS
AND BIG. ACT IN is not quite developed yet — students TO DEVELOP
THE SHORT TERM AND SMALL. may be functioning, but for it to be a
AND SHOWCASE EXPERTISE
true learning community, they must
To achieve a strong learning com- thrive. Finally, students should be allowed as
munity, teachers must have a vision
both individuals and group members
4
of the kind of class they want: stu-
SAFE ENVIRONMENT: POL- to showcase the expertise. For ex-
dents working, learning, and teaching
in harmony. However, we can’t act in ICIES FOR GROUP WORK ample, individual students can dem-
onstrate their expertise all semester
the long-term: we can really only act A safe environment is also very impor- long, in class sessions devoted to in-
in the short term and in small incre- tant to a true learning community. This dividual students teaching their peers
mental steps of first getting students is an environment where the students content they are experts in — how to
used to working in groups, teaching feel free to share ideas without being plant and tend a garden, for example,
procedures for group work, and de- ridiculed — questioned, certainly, but or how to repair a bicycle. As a group
veloping a safe environment, and so in a respectful manner. This can be students will also teach other groups
forth. However, the vision will collapse achieved by discussing the elements their particular interpretation of a read-
if not put into practice in a series of of a safe learning environment, per- ing, for example, or the recommen-
26
dations they have crafted on some
social issue like same-sex marriage.
The teacher also becomes a learner
here as he learns about students’ ar-
eas of expertise and perspectives. It
is at this time the learning community
is really formed because at this point
everyone is a learner and everyone is
a teacher.
27
Could You Do Me a Favor? Rela-
tions with Teacher Support Staff
TEACHERS TEND TO THINK OF THEIR
MOST IMPORTANT PROFESSIONAL
field of education, where we are often
isolated from peers.
1 ASK THE RIGHT PERSON
FOR HELP
2
RELATIONSHIPS TO BE WITH THEIR RECOGNIZE Initially, don’t ask the administrative
STUDENTS, OR OTHER TEACHERS,
OR THEIR ADMINISTRATORS — AND THE INDIVIDUAL assistant to unjam the copier. Don’t go
to the custodian for help on the com-
WITH GOOD CAUSE. It may seem obvious, but recognize puters. These tasks may very well be
These are the people they are most the administrative assistants and in their skills set, but try to go to the
responsible for, network with, and an- support staff as actual people. It’s person with the correct job descrip-
swer to. An often forgotten individual surprising, but many teachers don’t tion. If you aren’t sure who that is, try
(and it is often one individual) is the even know the names of the staff they to find out. Going to the right person
administrative assistant: the person interact on a daily basis. Greeting with the right problem will result in
who officially “assists” the head ad- each person by name every day, in- less annoyance on the part of others
ministrator but in reality is often the quiring after their families and impor- and less frustration on your part.
person most responsible for the day- tant events in their lives, recognizes
2
to-day operations of the school: its their individuality and marks you as
communications, scheduling, and de- EXPLAIN THE SITUATION
pleasant to interact with. Sometimes,
cisions. And often it is the administra- unfortunately, the custodians are par-
BRIEFLY
tive assistant with whom the teacher ticularly ignored and demeaned even
will have most contact in ordering School staff tends to be very busy
by the students (e.g., any mess is ad- people, often multi-tasking to address
materials, scheduling classes, and dressed with “Let the janitor clean that
keeping in touch with the rest of the multiple concerns. Therefore, being
up.”) It therefore becomes additionally as brief when possible when asking
staff in students. It is therefore neces- important to teachers to model appro-
sary for the teacher to build a strong for help and acknowledging the im-
priate treatment of all staff (e.g., “We position will go a long way in building
professional relationship with the clean up our own messes, and his
administrative assistant. In addition, relationships: e.g., “I know you’re very
name is Robert.”) busy, but when you have a moment
other support staff, such as custodi-
can we talk about my book order?
3
ans and student assistants, also pro-
vides valuable services for which they MAINTAIN A PLEASANT It still hasn’t come in, and I’d like to
should be recognized and thanked for DEMEANOR see what we can do about it. ” This
the pragmatic reason that we want will mark you as a “low maintenance,”
Remain easy to be around, not just nondemanding individual who is easy
them to continue providing such valu-
nice when you need something. If we to get along with.
able service but also because it’s sim-
are unfailingly courteous and patient
ply the right thing to do to recognize
another’s efforts.
METHODS TO SHOW
with the staff, this is guaranteed to
be remembered when we need their
help with a particularly difficult or em-
3 LIMIT REQUESTS
Besides being brief when ask-
APPRECIATION TO barrassing problem (we’ve locked ing for help, it’s also important to limit
OUR SUPPORT STAFF ourselves out of the classroom, the
copier won’t stop jamming, etc.)
requests. Someone needing extra
assistance on a daily basis marks
1
herself as difficult to get along with.
MAKE SOME CONTACT
One of the barriers between
support staff and teachers is simply
4 OFFER TO HELP
Offer to help the support staff —
Find out yourself how to fix the copier,
where the ink toner is stored, and so
forth. Also, try to not to ask for help on
physical: we don’t see each other very small things, like holding doors, carry- things that are really within your own
often, and when we do, it’s only in ing up boxes, watching the desk while job description, such as classroom
passing. Of course it’s hard to build a the assistant steps away, leaving your management issues.
relationship under these circumstanc- room in order after a class party —
es. Therefore, an instructor should
make the effort to drop by an adminis-
trative assistant’s office or student as-
marks you as responsible and helpful
and again makes the staff willing to
help you in turn when needed.
4 OFFER RETURN HELP
OR ACKNOWLEDGE
THE HELP RECEIVED
sistant’s desk just to say “hello” when
possible and just check in. If you see WHEN THE TIME Return favors when someone has
the custodian in the hall, don’t just COMES TO ASK FOR helped you: if possible, return more
walk by: stop occasionally to ask after HELP help than received in the form of help-
him and his family. People need rec- ing new staff, for example, and orient-
ognition, especially if they work in the ing them to the school culture. If the
28
administrative assistant taught you
the new software program for taking
attendance, pass it on by helping a
new teacher learn it.
29
Dealing with Overly-Competitive
Colleagues & Building Relations
IF YOU’VE TAUGHT FOR ANY LENGTH
OF TIME, YOU’VE PROBABLY EXPE-
RIENCED IT: THE COLLEAGUE WHO
2 PLEASANTLY
SET BOUNDARIES
tive energy and again shows that you
won’t participate in these behaviors. It
also frees up time and energy to be
spent more positively. Saying some-
If some of the overly-competitive col-
STOPS TO YOU IN THE HALL WITH thing like “I’d love to chat, but I have
league’s behavior is unacceptable to
GLOWING REPORTS OF HER OWN papers to correct and lessons to plan”
you, say so while remaining polite.
CLASS. speaks volumes about where your pri-
“I’m sorry, but I’d really rather not dis-
Or she might give veiled criticism of orities are.
cuss student gossip with you. Actually,
your class that she’s allegedly heard
I’d rather you not gossip with students,
5
through students. If you are leading a
either.” Or make a small joke: “You BEFRIEND THE OVERLY
work meeting, she may make cynical
remarks, interrupt, or even leave the
know, I really believe what people COMPETITIVE COLLEAGUE
think about me in none of my busi-
room. If confronted, she’ll probably Sometimes the overly-competitive
ness.” This sends a message of what
deny any knowledge or intention of colleague actually feels isolated and
is and isn’t acceptable to you, and the
what she’s doing. Competition in and lonely — not surprising, given her
kind of communications you will par-
of itself, of course, is not bad, neces- alienating behavior — so attempts
ticipate in, while still remaining polite.
sarily, if it’s in good spirit — seeing at befriending her might be effective.
3
whose class can read the most books When she begins complaining about
over a term, for example, and sharing BE A ROLE MODEL
other’s classes, for example, or brag-
ideas of how to reach the goal. But the ging about her own, divert the conver-
If the overly-competitive instruc-
overly-competitive colleague, whose sation by asking about some favorite
tor sees you unfailingly focused on
actions are probably based on deep- activities she does in class and then
your class and serving your students,
seated insecurity, is focused on look- perhaps moving the conversation to
not getting distracted by what others
ing good at other instructors’ expense. the more personal by asking about her
are saying or undercutting colleagues,
She is particularly difficult to deal with life outside of class, what her favorite
he may follow suit in also spending his
because her behavior in passive-ag- free time activities are, and so forth.
time more productively on lesson plan-
gressive and difficult to smoke out and This may give the instructor the rec-
ning and marking papers so that brag-
confront. Fortunately, there are ways ognition she wants and less need to
ging about how great he is becomes
to address the overly-competitive col- complain and brag.
less necessary or even possible, giv-
league and remain pleasant.
en time constraints. At minimum, he
METHODS OF
TREATING THE
OVERLY-COMPETITIVE
will probably get the message that you
don’t have time for and are not recep-
tive to gossip and complaints, and he
6 DIRECTNESS
Sometimes the more indirect
may look for someone else to pull into methods mentioned here so far are
COLLEAGUE FAIRLY the negative dialogue, as it is impos- ineffective with the overly-competitive
colleague: he doesn’t acknowledge
1
sible to carry on a conversation with a
ACKNOWLEDGE HER brick wall that is not responding. your boundaries, for example, or re-
EFFORTS AS A TEACHER spond to your efforts to befriend him.
30
with concerns about your class, not
so much the students. This is a more
difficult conversation, of course, and it
is up to the individual instructor how
much she wants to listen to the com-
petitive colleague’s concerns. Per-
haps the best choice is to ask what
his concerns are, listen briefly and
say you’ll think about his comments,
and then suggest that his time might
be more productively focused on his
own class. Again, this sets a boundary
of what you find acceptable and unac-
ceptable behavior.
31
5 Types of ESL Colleagues and
How to Get Along with Them
Mr. Work Ethic-Challenged never seems Someone who talks nonstop when you
WHEN NOT IN THEIR CLASSROOMS, to be in a hurry. He always looks well- come into the staff room isn’t going to
WHERE DO ESL TEACHERS GO? OFTEN rested. His briefcase usually looks dis- get your subtle hints like deep sighs —
IT’S THE STAFF ROOM, THAT PLACE concertingly light and empty (always or even putting on headphones or leav-
WITH THE REFRIGERATOR, MICRO- a telling sign). He is out the door with ing the room! She might just follow you
WAVE, COPY MACHINE, AND — OH, the bell, rarely comes to meetings, and out and continue the routine. A direct
YES, OTHER ESL TEACHERS! never contributes to any of the work of approach works best: “I’m sorry, I’m cor-
Usually, that is an advantage — the running the department, like participating recting papers now and can’t talk now.”
coming together of colleagues. You can in grading sessions or serving on com- And then take out your papers and begin
discuss your classes and teaching meth- mittees. This type is rare in a profession grading.
odology, trade stories of textbooks and
3
that generally requires hard work and in
materials, and discuss shared preferenc- which workaholics thrive, but they can be SET BOUNDARIES
es in vacations and free time activities. found. Related to taking a direct approach
What could possibly be the problem?
4
is setting boundaries: in establishing
Well, not all colleagues are necessar- MISS STILL-A-STUDENT boundaries you are directly stating what
ily people you want to share much time
You can tell Miss Still-a-Student by behaviors you will tolerate in relation to
with! In fact, there may be the few that
her bike, book bag, long hair, and jeans. yourself and others. For example, to the
you may want to limit time with or will
In other words, she looks like a stu- colleague who keeps popping in and out
need to really work to get along with
dent, and may in fact still be a graduate of your class when it’s in session (it’s
when you do encounter them.
student or was one recently. She also surprising how many instructors do this
5 TYPES OF PROBLEM perhaps identifies with other students, even with classrooms that are otherwise
ESL COLLEAGUES seeing herself as one, and invites her
students over to her home and social-
free for hours at a time), you might say,
“I’m sorry, we’re in class until 11 am. Af-
These types cross genders and culture izes and spends time with them over her ter that, the classroom is yours as you
and therefore have a kind of universality. colleagues. need it.” She probably suddenly won’t
5
need it at 11, but this sends a powerful
The use of “Mr.” and “Miss,” for example, MRS. SABOTEUR message on protecting your and your
does not imply any permanent applica-
bility of the type to a specific gender. This is a mercifully rare type in a students’ instructional space.
4
profession where people are committed
BE A ROLE MODEL
1
to helping each other, but again she can
MR. TALKATIVE
be found. Mrs. Saboteur may, for ex- Ultimately, a good teacher is a
Mr. Talkative wants to do just that ample, deliberately set out to undermine good role model to her students and her
— talk. It doesn’t seem to matter that a colleague with negative comments to colleagues. This is especially important
his audience is or what that audience is students and staff. The behavior prob- for colleagues like Mr. Work-Ethic Chal-
doing — eating lunch, grading papers ably arises out of insecure feelings and a lenged. If he sees his peers staying after
— anyone who enters the staff room or need to make others look bad in order to class, correcting papers, and heading up
his periphery is fair game for one of his feel or look better herself. committees, he will begin to get a mes-
monologues, often on his personal life, sage about the culture of the school and
like what he did that weekend, and at WAYS TO DEAL WITH of the profession. Miss Still-a-Student,
length. TROUBLESOME also, in seeing her colleagues spending
COLLEAGUES
2
their lunches lesson planning and shar-
MS. COMPLAINER ing ideas will get the idea that she is now
Ms. Complainer has a lot in com-
mon with Mr. Talkative, -- however, while
Mr. Talkative’s lengthy verbiage is fo-
1 IDENTIFY THE BEHAVIOR
The first part of dealing with any
problem is identifying it as a problem.
one of these professionals and should
join them — at least occasionally — in-
stead of hanging out with her students in
cused simply on personal issues, most the union.
“Oh, I get it. Jonathan keeps saying
of them inconsequential, Ms. Complain- negative things about me to students be- IT TAKES ALL KINDS TO MAKE UP
er’s excessive discussion is focused on cause he’s a Mr. Saboteur. It isn’t me.” A TEACHING STAFF, AS IN ANY
the negative, complaining, and usually There is something liberating in this — PROFESSION.
about the school: the students, the ad- recognizing the set of troubling behav- Most of the types you will meet as a
ministration, other teachers, electronic iors has something to do with the prob- teacher are positive role models — hard
equipment and facilities, etc. Individu- lem colleague — it is his or her “thing” workers who communicate well and are
als who have been teaching a long time that he or she does with everyone or good with people. There are a few more
may fall into this pattern, perhaps after nearly everyone, in all probability, and is problematic types, however. But with
a number of negative experiences in the not an overreaction on your part. communicating directly, setting bound-
profession. aries, and being a role model, you will
4
WITH THE ENGLISH LANGUAGE BUT time,” and even “time is money.” On one MONEY
STILL HAVE CONCERNS WITH UNDER- memorable occasional in an ESL class,
STANDING AND FITTING IN WITH all of my students seemed to be shuf- Americans are among the worst
AMERICAN CULTURE. fling in about a quarter of an hour late, savers and biggest spenders in the
For example, at a recent tutoring ses- much to my irritation. I finally treated the world: it is no consequence that our na-
sion with a student from Germany, in class to a diatribe on the value Ameri- tional debt is now in the trillions of dol-
a conference room at his worksite, he cans placed on time, that being con- lars. This gets enacted a the personal
discussed how he was having a hard sistently late would lower the grades level as well: people routinely spend
time getting used to American work and and get them fired from jobs, lose them more than they have through use of
communication patterns: in Germany, friendships, and so on. One student fi- credit cards. ESL students should re-
for example, if a supervisor asked an nally spoke up: “What time do you think member that their American friends who
employee to do something, generally he this class begins, Professor?” It was only seem to have a luxurious lifestyle and to
would just do it, -- here it tends to get then that I remembered that the class be able to buy whatever they want may
discussed for a long time and debated began at twenty minutes after the hour, very well be doing this on credit and to
before anyone does anything — or it not on the hour, so actually the students, not adopt this behavior or encourage the
doesn’t get done at all. Similarly, an ex- who were showing more awareness of friend in it.
cessive amount of time is spent — or time than I was in this case, were early,
5
wasted, depending on your viewpoint not late. However, although I was wrong RELATIONSHIPS
— in meetings. Both of these phenom- about the start time of that particular
ena can probably be traced to our very class, I was right about the value at- Friendships can be difficult to make
founding as a nation — our uneasy rela- tached to time in general. and maintain in the U.S. for some of the
tionship with authority and unwillingness reasons discussed here: the work ethic
2
to “just do” anything because someone and resultant lack of time as well as the
SPACE
in authority says so as well as our his- need for “space” and fear of intimacy
tory of self-governance, which relies on Americans tend to be more sensi- that perhaps does not exist in many cul-
meetings (and may actually come to us tive about space than many people: the tures. Much of American literature ad-
from Native Americans and their tribal notorious “three foot bubble,” describing dresses in some way this theme of the
councils). These can certainly be posi- social distance in the U.S., being fairly difficulty of achieving intimacy, from The
tive traits although they have negatives, accurate. This is a large country which Great Gatsby to The Catcher in the Rye,
such as wasting time, as my student has at least a heritage of wide open reflecting the nation’s anxiety. Still, once
mentioned. In addition, they are habits spaces, and that has affected the people others can get past initial barriers, Amer-
and values that can be hard to get used living here. There is even a well-known icans are capable of strong friendship
to although they can be learned. Finally, phrase, “I need some space,” or “Give ties although they may seem initially dif-
these observations do not, of course, me some space,” which means roughly ficult to get to know.
apply to all Americans but rather to the “Leave me alone,” or “I need privacy,”
culture in general, but students should but can be taken almost literally to mean
learn something about different aspects “space” in the sense of an implied sepa- NO CULTURE, OF COURSE, CAN BE
of U.S. culture to understand and func- ration and distance from the addressee. REDUCED TO A COUPLE OF OBSER-
tion within it. VATIONS IN A FEW PAGES.
1 TIME
Americans tend to emphasize the
productive in the world. An economic
depression becomes a real physical one
to many individuals who find themselves
derstanding leads to fitting in better, if
only for the small time that the student
attends college in the U.S.
value of time more than other cultures. out of work. This value of work prob-
This can be seen in the prevalence of ably goes back to the Puritan heritage
clocks and watches, for example. “What of the country and their work ethic, the
time is it?” is a question taught early on belief that hard work made one a good
in foreign language and ESL classes. and valuable person. Most people in the
Lateness of more than ten minutes to U.S. have probably been affected by this
an appointment generally requires some prevalent value, no matter what their
33