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This unit on Teaching Special Groups was divided into four main groups; Beginners, Individuals, Children, and Business Clients. The explanations as to what consists a beginning group were inciteful because one hardly thinks of the variety associated with the business group; they may be momo- or multi-lingual, of varying ages and skills and the implications of that for the teacher. Even, those who "fake" being a beginning student, wanting to get an advantage, categories things differently, or just being uncertain of themselves. In teaching individuals one-on-one; the understanding that the cancellation rate is high or that many may just seek for dialogue as oppose to regular studies and the initiative the teacher needs to take to ensure that the student is best served is very wise instruction. The unit also gave suitable activities including homework as an integral part of individual instruction. Teaching children included the aspects of student-interests and discipline. Sometimes, in teaching children, teachers loose focus on how self-centered they often are and the necessity to keep them engaged by appealing to their interest and their inability to focus for long periods of time. The contributing factors to indiscipline may have its roots in the teacher, outside factors or even the student's personality. And being conscious that discipline involves the administration and the home is an essential idea to keep in mind. I was most informed by the section on teaching Business English in that it is also primarily where my interest lies. The descriptions of the various stages of the process were very comprehensive: gaining prior knowledge of the company, teacher arrival, determining the student's language level, needs analysis, program planning, mid- and end-of-course evaluations; were all detailed. I did not see much information on departure preparation but I guess that may not directly impact the teaching process as much. However, I think that is very important for future training sessions and for future references as well. The unit emphasized in many ways the need for the teacher to stay away from the use of the mother or native tongue as much as is possible. I never realized, until now, how the use of the native language may have the effect of diminishing the effort of the learner to speak English. This was an interesting unit.
