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This last unit was on troubleshooting and how to solve or avoid some common problems. First Lessons are always difficult because you have not yet set the expectations for the class or developed a rapport with your students. I am an elementary school teacher and have butterflies every year before the first day. If is important to establish a rapport with the students and between the students. Short, fun activities to help students learn each other's names and interested will help establish that rapport. An experienced teacher can also use these activities to his/her advantage by monitoring students for interests, language strengths and weaknesses, and student comfort level with groups/activities.
One of the most encountered problems teachers face is with groups of students at varying levels of ability. Usually, a language school will require a placement/entrance exam to avoid this. However, gaps in achievement will appear as some students will learn at a faster pace. Teachers can address these ability gaps by using splitting the class into two ability groups and using different materials. Some teachers use the same materials but require longer and more difficult talks to be completed by higher level students. I like pairing strong students with weaker ones to help clarify directions. It is important to teach students not to "give" the answer, but to assist the other student with discovering it for himself.
Large classes can be problematic in that it is more difficult for all students to participate. This can be solved by pair or small group work, handing out worksheets, and appointing group leaders to help.
The teacher's job is to help students focus on the target language, English. The use of L1 in the classroom should be limited to only when absolutely necessary. If the teacher makes sure activities are at the appropriate language level, instructions are simple and clear, and only responds to English then students will be more likely to speak mostly in English.
Reluctant Students can be encouraged by providing plenty of pair work, using role-play activities, and supported by plenty of controlled practice. I like to use sample sentences or sentence frames on the front board so students have a reference point during the activity. In addition, a tape recorder can be used to record reluctant students so they don't have to speak in front of the entire class. The teacher can listen to it and give private feedback. When using listening texts on cassette or CD, teachers should remember to check the quality of the recording and the volume before class. Slowing the speed or listening to the text more than once can also help. In the past, I have also provided a written text of the audio for students to follow until they become used to just listening.
