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UNIT 20 TROUBLESHOOTING
Common Problem Situations
The unit has underscored common problems in the classroom that may likely arise when teaching EFL students and suggested ways to deal with any possible dilemmas with the students.
I. First Lessons - there are two categories of groups that a teacher will encounter on his/her first time teaching a class. (1) The new group is the kind of class wherein students won't probably know each other which will require the teacher an effort to establish rapport. (2) Existing group consists of students who already knows each other and might already be comfortable with each other's presence and most importantly they are familiar with EFL teaching.
*Unit 20 has suggested a few tips on how to deal with students on day 1. (Course books won't be used on the first day)
>Establish rapport between the students.
>Find out about the students.
>Find out about the students' needs/aspirations with English.
>Find out the English level of each individual class member.
*Suggested activities the teacher can use for the purposed of what is listed above:
> Questionnaire/Survey - teacher will know more about each of the student.
>'Tell us about' communicative board game.
> Pass the ball game - question and answer game, the teacher and student can then talk to each other in English.
> Needs Analysis - giving out questionnaires with a specific reason in order to adjust future lessons.
II. Warmers - below are lists of activities the teacher can use to get the students motivated and eager to participate using the English language in a fun way like an ice breaker:
*Suggested warmer ideas:
> Hangman - used as a revision tool for vocabulary the students has retained or to introduce new words.
> Pictionary - same as hangman.
> Tongue Twisters - helpful for pronunciation problems.
> Memory Games - students will tell something about their experiences.
III. Different Levels - sometimes teachers will get a group of class with different range language levels. Here are suggested ways to cope with varying levels of student's language skills:
> Use different materials after the teacher divides the group into their designated language level so that the students will be at their rightful learning atmosphere along with other students who are the same as them.
> Same material, different tasks - the teacher will give activities to students according to their level.
> Don't do anything - the student will eventually find his/her own level withing the class and will therefore be helpful not only to his/her speaking skills but also builds relationships in the class that are not forced.
> Pair stronger students with weaker ones - this way the stronger student will assist the weaker ones by explaining certain topics and clarifying topics that are hard to understand.
IV. Large Classes
*Suggested number of techniques in handling large classes as well as to a create successful class:
> Use worksheets - everyone will be included.
> Pair/group work -every student will be involved and will have a sense of belonging which will make them highly motivated.
> Clarity - the teacher's voice should be loud and clear when giving out instructions to large classes.
> Choral repetition - students will be involved and won't be afraid to make mistakes.
> Appoint group leaders - for an easy going classroom management.
> Dynamics - large classes are often more dynamic and dramatic and experienced teacher can use this to organize humorous, involving classes.
V. Use of Native Language - it is quite possible that students may feel the need to use their native language to communicate issues or ideas they cannot express in English but the main reason to why there is an existing class of the English language is to learn it, hence the use of native language should be lessened or not be used at all. This unit provided suggestions on what to do about this:
> Make sure the activities you use are at an appropriate level and that the students have the necessary language to cope.
> Make sure your explanation are clear to all class members.
> Encourage the use of English.
> Only respond to English.
> Constantly remind the students by encouraging them to use the English language.
VI. Reluctant Students - there will always be times when you come across students that are lackluster and unwilling to participate, these are students who did not make the decisions for them to study English but the teacher can also try to turn this around by doing some of the following activities which may seem appealing or interesting to them:
> Use plenty of pair work - students will feel safe and supported and will be willing to cooperate.
> Use controlled practice - let the students produce language in a controlled way for them to produce English fluently.
> Use role-play - gives students scenarios that are make-believe and scripted sentences which will practice their pronunciation, hone their acting talents and encourage them to be more confident.
> Use a tape recorder - allows students to express themselves in a less threatening atmosphere.
VI. Difficulties with listening texts - when the student have a hard time understanding text, the teacher should pre-teach vocabularies that are hard to understand and also ton introduce new words that may arise in the future lessons.
