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In this unit, I learned about possible problems that may arise in classes due to class engagement, varying language levels within a class, large class size, use of native language, reluctant students, and listening tasks. First classes are vital in establishing rapport between the students and between the teacher and the students. Establishing rapport and setting the tone for the rest of the course can be achieved through a range of activities. Activities such as a questionnaire, a needs analysis, or games like ‘Pass the ball’ or ‘Tell us about.'
Start lessons with warmers to ensure that students are motivated and ready to start using English. Warmers should be short and sweet. Examples of warmers are Hangman, tongue twisters, Pictionary, and memory games. While all students will enjoy warmers, not all students in a class are at the same English level and learn at the same pace. A difference in levels may lead to gaps. Different strategies to combat the various levels within a class is to use different material appropriate to students’ levels with the same theme, use same material with different tasks to accomplish, take a risk and not to do anything about it, and pair stronger students with weaker students to help clarify and explain.
In large classes, the teacher faces the challenge of how to involve all the students equally. Worksheets, choral repetition, pair and group work, and appointment of group leaders are some approaches to help with involvement. IT is essential that all instructions are unambiguous and easily understood.
The use of native language, especially when students share their L1, can hinder, but the teacher should encourage the students to use English at all times in the class. Ensuring that instructions are clear and understandable will prevent the students need for clarity in their language. Also, even with the knowledge of the L1, the teacher should respond only to English. Students will rely on their L1 if they know the teacher can understand them.
Students may be reluctant for many reasons be it cultural or personal. Creating a comfortable environment for students will allow students to participate freely, but before that pair/group work, controlled practice, and role-playing will allow students to participate in a safe environment until they are comfortable with the entire class. It is essential to get the students to participate so that the teacher can observe progress.
