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In this study unit I learned about some of the common problems that teachers may come across throughout their teaching career.
We looked at how a teacher should approach their first lesson with a new and existing group, what problems he/she may come across and some possible solutions. We also learned, as in the previous units, that establishing a good rapport with the class is very important and will set the tone for the rest of the course. The first impression / first lesson sets the base tone for the course and is therefore a crucial time to establish a good rapport. Apart from the first lesson, we learned that the start of every lesson also sets the tone for that days lesson - the study unit suggests making use of various warm-up activities to get students involved, engaged and motivated to work.
The study unit further provides some suggestions on teaching different level students in the same class and large classes. In both of these sections we notice that group work/ pair work is of importance and beneficial - thus paring strong and weak students together to encourage cooperative learning. Having large classes do more group work will increase student talk time and will help include all the students equally.
Lastly we also find some suggestions on dealing with reluctant students, students tendency to use their native language, and fast paced students (quick learners). We have learned from this unit as well as from the previous units that the most important thing for a teacher to do in dealing with classroom discipline, is to stay consistent. The teacher needs to encourage the students to communicate in english and try to prevent the students from speaking in their native tongue. This can be increased through the teacher speaking clearly, slowly and using the appropriate language level. The teacher should also ensure that instructions given and activities are clear, at an appropriate level and at the language level of the students. With regards to working with reluctant students, teachers need to make their material differs and appealing to all the students in order to try and motivate and interest the students. The teacher may also approach the student in order to establish why the student is reluctant to take part (problems inside the classroom or outside). This will help the teacher better address the students reluctance - by adjusting activities, pairing or grouping students differently, etc. When dealing with fast paced students teachers should consider more advance actives of the same work for these students, or additional actives to complete during the lesson.
