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This unit is the final chapter across 20 TEFL learning sessions.
It explains to teachers, especially the inexperienced ones, about what should they do when managing first lessons and new group of students. The key is to build up rapport, rather than keep teaching.
Also, teachers are advised that they should not use the course book in the first lesson but to find out new students’ learning needs and underlying motivation. This can be achieved by having questionnaire and survey, as well as needs analysis.
Moreover, it is also important to inject some ‘warmer’ activities so that rapport between teachers and students can become deeper, leading to a more productive learning atmosphere as a long term. In reality, it can be done through some games, such as ‘pass the ball game’, ‘hangman’, and ‘tongue twisters’ etc.
On the other hand, there are some other common problems that may arise during the beginning of the lessons. I noticed that these issues can range from managing students with different language levels; and reluctant students who are not willing to speak and participate in class.
For former case, we need to strategize our teaching methodology. For example, we can adopt ‘same material, different tasks’. In practice, it means that stronger students can attempt the more complicated tasks, but weaker ones can try the easier tasks, both parties are using the same set of learning material.
When facing the latter case, we may want to introduce some productive skill activities which can help encourage them to speak. These activities I learnt can include ‘pair work with support of a fellow student’, ‘controlled practice by letting them produce the language in a controlled way’ and ‘role play by letting them act as somebody else than when they are being themselves’.
