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This unit focuses on trouble shooting in the classroom, as there are common problems teachers may run into. Some of these problems stem from the type of group entering the classroom for the first time. If it is a new group, students will not know each other and it will be the teacher's responsibility to help the students build rapport with each other, as well as, building rapport with the students themselves. An existing group, or group of students that have already taken classes together, do not have to build rapport with each other. In both instances the teacher will need to build rapport; they will also need to determine the students' English levels and the desires and needs of individual students.
Rapport can be built through activities that allow students to get to know one another. A few examples of these are: passing a ball back and forth in a circle and each time someone catches the ball they answer the question asked of them and then ask the person they chose to throw to a question or a pre-created survey that students use to interview each other.
Other problems teachers may face are large class sizes, different learning levels, reluctant students, students struggling with listening material, quick task finishers.
There are multiple ways to approach large class sizes. A teacher could appoint group leaders to help with the passing out of materials and split students into groups or pairs to maximize student talk time. Groups and pair work is also a good way to have reluctant students participate as all of the attention is not on them and they have group members to help them with the task at hand.
Students learn at different speeds and they do their work at different speeds. To help weaker students teachers could pair them with a stronger student or give the stronger student additional tasks with the same material the weaker student is working. If a student finishes early, the teacher should have materials, such as word searches, that the student can work on until the rest of the class is ready to move on.
The last problem addressed is mentioned above, issues with understanding listening materials. Assuming that the issue that students are having is not with the volume level or quality of the clip, there are a few things teachers could do to assist their students. They could pre-teach words and phrases they identify as being an issue for students, they could slow down the audio for the class, or they could read the transcript of the audio material at a slower speed with better enunciation for the class to promote understanding.
