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TROUBLESHOOTING
First lessons - in each first lesson, a teacher will find either one of these groups;
* a new group where students don't know each and are unfamiliar with the EFL methodology and
* existing group where students are likely to know each and are familiar with the EFL methodology.
In the first lesson, the teacher should establish rapport, find out the needs and aspirations of individual students and their language levels through the use of questionnaires/surveys, needs analysis and activities such as ''tell us about'' where the students roll a dice and move their counter to the corresponding square and tell the class about the topic on that square.
Some other excellent ways to get the students motivated are the use of warmer activities such as hangman, pictionary, tongue twisters, memory games, e.t.c.
A teacher may find different levels in a class with learning gaps, this problem can be dealt with by dividing the class into the stronger and weaker groups and giving them materials suitable to their levels. He/she can also use the same materials but give the stronger students longer, more complicated materials suited to their level.
In dealing with a large class, a teacher may encounter the problem of involving all students equally in activities. some techniques that can help with this are;
* the use of worksheets,
* pair/group work,
* appointment of group leaders to help hand out copies, collect work and keep control,
* the teacher should ensure his/her voice is clear and the board work visible to all the students.
The use of native language can be problematic in monolingual classes, the teacher should help the students to avoid reverting to their native language by ensuring
* the activities are at an appropriate level and the students have the necessary language,
* he/she should make sure his/her explanations are clear to all class members.
* teacher responds only to English even if he/she speaks the native language.
If/when a teacher encounters reluctant students in the class,
*he/she should help the student by pairing them with other students,
* use controlled practice to help the student produce language in a controlled way before they can produce it fluently, and
* use role-play activities.
From this unit, I learned about some activities for first lessons and new groups that will help establish rapport between students and between students and the teacher. I also learned about potential problems with different levels, large class, use of native language, reluctant students and difficulties with listening skills and how to handle them.
