CONTENTS

3-4 MUST READ: ESL a New ESL Teacher Learn: 3 Essentials in

Teacher’s Meltdown: Teaching Illiterate Kids
Problems & Solutions 17-18 BACK TO SCHOOL:
Break the Back-to- 33-34 READING: Dyslexia
5 MUST READ: Too Tired School Ice! 10 Fun in the ESL Classroom –
to Teach? 7 Tips Icebreakers for the 5 Ways to beat it!
to Detox, De-stress and Beginning of the Year
Regain Your Energy 35-36 WRITING: I Have
19 TECHNOLOGY: Nothing to Say on This
6 MUST READ: When Where There Is no Topic: Sure-Fire Ways
Things Go Awry: Smartphone: Ways to Turn Your Students
Problem-Solving to De-Technologize on to Writing
on Your Feet your EFL Lessons
37 WRITING: I Have
7 MUST READ: 20-21 COLLEAGUES: to Teach Writing:
7 Most Common Make Your Life Easier: Now What? Where
ESL Problems and 10 Steps to Good to Start with Your First
How to Solve Them Co-teacher Relations Writing Class

9 LAST-MINUTE TIPS: 22-23 COMPREHENSION: 38-39 WRITING: FAQ

ESL Nightmare! Why You Should for Writing Teachers
What to Do If You’re Never Ask ‘Do You
Called to Teach a Class Understand’: 6 Tips 40-41 LISTENING: What Do
at the Last Minute to Help You Check We Even Do All Term
Comprehension (or All Day)?:
10 PROBLEM STUDENTS: How to Structure
4 Types 24-25 SPEAKING: Get the Curriculum
of Problem Students Them Talking: for ESL Listening
and Strategies 3 Activities
to Manage Them That Motivate Students 42 LISTENING: FAQ
to Speak for Listening Teacher
11 PROBLEM STUDENTS:
ESL SOS! 26 VISUAL AIDS: Make it 43 TIME MANAGEMENT:
7 Most Common visual: Kick start your ESL Lesson Pace:
Behavior Problems and students’ creativity 5 Tips for Class
How to Deal with Them with these 9 tips Time Management
for using images You’ll Thank Us For
12 PROBLEM STUDENTS:
Top 10 Tips 27 COMMUNITY: From 44 ASSESSMENT:
to Deal Distance to Sharing to Assessment
With Indiscipline Critique to Feedback: in the ESL Classroom:
in the Classroom Creating an Effective 6 Important Things
Learning Community You Need to Know
13 PROBLEM STUDENTS:
Keep Your Cool: 29 READING: This is 45 RAPPORT: 5 Ways
Tips for Handling Boring, and Besides, to Use Your Cultural
Difficult Students I Don’t Understand It: Differences to Relate
Sure-Fire Ways to Turn to Your Students
14-15 NEW TEACHER: Your Students
New Kid on the Block: on to Reading
10 Tips for the Brand
New ESL Teacher 30-31 READING: FAQ
for Reading Teachers
16 NEW TEACHER: Do
This, Not That: 32 READING: They Can’t
5 Mistakes to Avoid as Read but They Can
ESL Teacher’s Meltdown:
Problems & Solutions
ternet. But do it on the sly, and don’t thing – the almighty dollar. This is true
FOR THE MOST PART, ESL TEACH- let your employer find out as there in most cases, and often this immense
ING IS SURPRISINGLY STRESS-FREE may be harsh contractual implications focus on money will have an impact
AND A GREAT WAY TO LIVE A FAN- for any outside work. on you directly. For example, a stu-
TASTIC LIFESTYLE IN A FOREIGN dent wants to study IELTS. They can

2
COUNTRY. BUT THERE ARE TIMES PROBLEM – LOW TEACH- barely string a sentence together, but
WHEN THE BLACK DOG PAYS US ALL they are insistent on doing an IELTS
A VISIT. ER’S ROOM MORALE
course and will not settle for any other
This is often brought on when the Yup, we’ve all been there. The harmo- course. You are the lucky chosen one
daily challenges that create a posi- nious nature of the staff room that was who is dealt this cruel hand of teach-
tive amount of stress all accumulate present when you first arrived at the ing this stubborn student for 60 hours
at once, and the pressure becomes school has all but fizzled out. It start- when she can’t answer the question
too much. There are days when many ed with one person, then a few weeks ‘how are you?’ Other areas which
ESL teachers just want to scream and there were three people whinging and management have a controlling hand
explode in a fit of rage due to the pent moaning. All of a sudden, a month over are contract negotiations, mar-
up frustrations of a long day where later the entire staff room is infected keting and course material.
nothing just seem to go the way it with it and there just seems no way
should. This article will examine some out. This low morale has an impact on Solution - Take it easy, it isn’t your
of the leading problems in the ESL everything, the way that staff mem- problem. Give the student what they
workplace and try to find a solution. bers view their job, their employer, want, that’s what they paid for. Be
and even the country that they have honest with the student and tell them
ESL TEACHER’S grown to love has turned into a cess- they are not suited for the class, and
MELTDOWN: pool of bitter hatred. maybe, just maybe the student will
PROBLEMS & listen to you. But otherwise, just sit
SOLUTIONS Solution – Discreetly bring the mat- back, dish out the work, and don’t let
the right or wrong decisions of others

1
ter up with your academic manager
PROBLEM - LOW SALARIES or HR go-to person. They have been get to you.
working in ESL teaching long enough,

4
Always in the number one
spot for ESL teaching gripes. Some
and sure enough, the low-morale is- PROBLEM –
schools offer appalling salaries to de-
sue is a common occurrence that LAZY STUDENTS
probably happens at even the best of
cent teachers who always put the ef-
language centres. Your HR manager This one doesn’t usually bother me,
fort into classes. Unfortunately, ESL
or Academic Coordinator should pro- but seems to bother some teachers
teaching isn’t one of the highest-paid
vide you with some good advice, while immensely. Lazy students can be-
professions out there, but in many
acting on your concerns by putting an come a real pain in the backside, es-
cases, the wages do not suit the job.
end to the bad vibes in the staff room. pecially after you have gone through
Simply compare the different wag-
Once you begin to notice the negativ- the painstaking effort to plan a class
es throughout different countries. A
ity beginning to show, try to separate that is fun, while educational at the
first-time ESL teacher at a language
yourself from it and do your lesson same time. Nothing can be more frus-
centre in Jakarta, Indonesia makes
planning in a classroom or simply go trating than this, especially when it
around US$750 a month, a teacher
outside and take a walk. Falling victim takes places on the busiest day of the
in Korea would be on over US$2000.
to the low morale is something that week, a Sunday.
Additionally, with most jobs out there,
can easily happen to us all.
the rate of pay will go up with infla-
Solution - Two solutions, the first – let

3
tion: not in ESL teaching. After a little
snooping around, teachers will gener- PROBLEM – MANAGEMENT them be, it will be their own demise.
The second, bargain with them. Take
ally find that the wages have been the
Always another chief complaint away certain privileges for laziness,
same for almost eight years in many
from teachers that often arises is the while rewarding them with activities
cases. This is a cause of great con-
issue of management. The reason for and other treats for completing the
cern to many teachers.
this is management are ultimately the work.
ones who are in charge. Whether or

5
Solution - Asides from Prozac and
living frugally, one of the best ways
not they’re right or wrong, the man- PROBLEM - ARROGANT
agement are the ones who have the
to deal with the low pay is to get out FELLOW-TEACHERS
power to make the decisions. In many
there and find some extra teaching
cases, language centre management Sure, we’ve all worked with them.
work. Pick up a few privates here and
has their eyes firmly fixated on one They are the type of people who
there, or look into teaching on the in-

3
 speak in he Queen’s English and There is nothing more annoying than
proper British accent, who talk to their looking for your ‘Introduction to Aca-
colleagues in an identical manner as demic Book Volume 3’, only to discov-
they would address a misbehaving er that the serial hoarder has stashed
student. You must look out for these it away with 17 other of the schools
people, as generally they walk around frequently used textbooks. And the
with an inflated sense of self-impor- worst part, he’s not around to unlock
tance. These are the people who dis- his freakin’ locker.
cipline a teacher because a student
left a paper in the room. These are Solution - Make your life easier and
the worst people to deal with in ESL photocopy the books yourself. That
teaching that can really make your way you can draw in the books, fill in
blood boil, especially when they talk the answers, draw funny little mous-
to you in a condescending manner as taches on the people - whatever, re-
if you were a child. ally! The second option is to discretely
bring the better to the Academic Man-
Solution - Take a note of each of the ager who will quickly bring about an
encounters and think of the reasons end to the hoarder’s textbook stash.
why you personally felt it was of-
fensive, for example, he spoke in a
AFTER A TOUGH DAY AT THE OFFICE,
way that showed total disrespect, or
MANY ESL TEACHERS THINK THAT
he lectured you in front of a student.
THEY WOULD RATHER BE DOING
Make a note of when the incidents oc-
ANYTHING ELSE THAN TEACHING.
curred and some details, and pass it
However, after the end of a day like
on to the Academic Coordinator. It is
this, a new day will bring a completely
their job to address your concerns di-
new set of challenges, some good,
rectly with the arrogant sod, taking his
and some bad. Teaching isn’t the only
ego down a few notches.
career that boasts stresses, but every

6
job in every field has their its benefits
PROBLEM – SCHEDULES and disadvantages – while many are
a lot worse than teaching.
Ah, it’s the time of the week
when everyone crowds around as if
it were the lottery. There’s a certain
sense of dread and excitement at the
same time. After having a number of
classes finished this week, you know
that either the classes will be imme-
diately replaced with more, or you
could, by some stroke of luck, have
a relatively easy week where you can
slip off early and catch a film. But, you
know what? It’s a lot worse than that.
A teacher’s contract has finished, and
it’s your job to teach a morning class
from 9am to 11am, and a new evening
class as well! A split shift! Jeez, I’m a
teacher, not a bloody chef!

Solution - The golden rule... If you

signed the contract that states that
you would work those hours, there’s
more chance of that dream wedding
with Britney Spears than getting the
schedules changed. But, if your week-
ly hours exceed the contracted hours,
make sure that you are adequately
compensated for the additional work.

7 PROBLEM - TEXTBOOKS
NOT BEING RETURNED
A favourite complaint by ESL teach-
ers from over 160 countries, across
five continents throughout the world.

4
Too Tired to Teach? 7 Tips to Detox,
De-stress and Regain Your Energy
THE ALARM GOES OFF, AND YOU
a cup of coffee with a friend.
7 TRY MEDITATION

2
GROAN. GET PLENTY OF REST As an ESL teacher you need to keep
Getting out of bed is a feat of sheer will. your students on their toes. You need to
You love teaching, and you enjoy the time Allow yourself to sleep in. Indulge in provide activities that are challenging, but
you spend with your ESL students – most a mid-afternoon nap. Or just lie on your not too difficult for their level. You need to
of the time. But they are not the prob- comfiest sofa and look out the window. complete the coursework and help your
lem. The problem is that you are so tired. Let your entire body relax and enjoy the students meet language goals, but also
Maybe it’s because you work 40+ hours a feeling that there is no rush, no place you keep your students’ individual needs and
week, or you have a whole other set of re- have to run to right now. If you haven’t learning styles in mind. This takes a lot
sponsibilities in addition to your classes, been getting enough hours of sleep, catch of mental work! During your detox period,
but hey, it happens to the best of us! up on your zzzs. When your students see take the time to quiet your mind. A medi-
you again, they’ll notice the difference. tation can be as simple as closing your
Fortunately, there’s a lot you can do to get eyes and freeing your mind from all of the

3
out of that energy slump. But first, let’s FEED YOUR SOUL clutter, or it can be guided step by step.
think about why it’s important for you de-
stress and regain your energy. Read some of your most inspiring Find a quiet spot, free of any distractions
authors. Read magazines as you lounge and close your eyes. Breathe in and out.
WHY IT’S IMPORTANT on your favorite chair. But don’t read stuff Let the tempestuous sea of ideas, prob-
TO DE-STRESS for work. Read things that will take you lems and issues fizzle out till it’s noth-
back to a more relaxed, carefree place. ing but a calm ocean of opportunities. If
A stressed out human being is a ticking you’re interested in learning more about

4
time bomb. The running from one class FEED YOUR BODY meditation, the Meditation Society of
to the next, combined with personal and America (www.meditationsociety.com/)
family responsibilities, not to mention With our hectic schedules and busy offers some wonderful resources and
things like the economic crisis, fear of life, it’s far too common for ESL teach- techniques.
losing your job, poor eating habits, few ers to grab a quick bite instead of sitting
hours of sleep, etc. is one deadly cock- down to lunch, or chow down on what-
tail. You cannot simply force yourself to ever we can find first once we get home. ABOVE ALL, TAKE SOME TIME OUT FOR
go on. Sooner or later your health – phys- So, during your detox period, eat good, YOU.
ical, mental and emotional – will suffer nutritious food. And take your time. Savor The person who stands before his or her
for it. So, now that we all agree that it is it and enjoy the flavors. Yummy, delicious ESL students every day is a combination
indeed very important to take the time to food does wonders to our mood. of heart, soul and mind, and these work-
detox and de-stress, let’s take a look at ing together as a whole are the source of
the steps. Set aside a complete weekend
(a long weekend is better, and a week off
will give you the best results).
5 GUZZLE UP THE H2O
It’s no big news that most of us don’t
what makes you unique and special as a
teacher. Do take care of that.

drink enough water. But few are aware

TRY THESE 7 TIPS TO that dehydration causes headaches, false
DETOX, DE-STRESS AND hunger pangs and food cravings, among
REGAIN YOUR ENERGY other symptoms. To find out how much
you should drink in liters, simply multiply

1 GET UNPLUGGED
Turn off your cell and computer, and
your weight in kilograms by 0.033. So, if
you weigh 60 kg, that works out to about
2 liters of water a day.
leave these and any other technological
devices off for the duration of your detox
period, ideally. If it’s not possible choose
one time during the day for you to check
in, like first thing in the morning for a few
6 GET EXERCISE
Running from class to class does
not qualify as good “exercise”. It’s stress-
minutes, and then disconnect yourself. ful. Take the time to really enjoy some
This may be difficult, but it will be well stress-free physical activity. Go jogging,
worth it. Remember what it was like when walking, hiking, canoeing, rollerblading or
we were little and had nothing better to do anything you really enjoy doing outdoors.
than sit on the porch and watch birds fly
from tree to tree? Go back to the basics –
enjoy time with your family, long walks or

5
 When Things Go Awry:
Problem-Solving on Your Feet
Perform any solution you can think of time is running low. You don’t have to
AS TEACHERS, WE KNOW POSSIBLY to fix the problem while making fun of prepare yourself in advance for things
BETTER THAN ANYONE ELSE THAT either yourself or the technical prob- to flop necessarily, but you do want to
WHEN THINGS GO WRONG, THEY lem itself. It does wonders to lighten make sure to always well-equipped to
CAN REALLY GO WRONG. the mood, takes the pressure off, deal with equipment failures, student
Being able to solve problems on and gives you time to really assess distractions, or logistics gone wrong.
your feet is one of the most valuable the problem. Students are generally

4
skills a teacher can have. There are understanding when a technical or BE FLEXIBLE
so many variables as to what can go computer issue arises. Engage the
awry in a classroom that generally class with a joke or funny story while If things don’t go quite as you
luck would have it, many things tend you are working on fixing the issue. had planned, flexibility is a great trait
to go wrong at the same time. Face This way, the students’ attention will to develop. Don’t take it personally
problems head on with these tips, and remain on you, and it won’t be an ex- that your activity flopped or that stu-
you will be able to handle the worst of cuse for them to start side conversa- dents were particularly uncoopera-
classroom disasters! tions, begin texting, or worse, become tive. Allow yourself and the class to
unruly or out of hand! Show them that move forward without getting stuck
HOWTO: you can handle the situation and if you in the bad juju of a situation that went
PROBLEM-SOLVING can’t fix the problem, all is not lost. wrong. It is really important to be their
ON YOUR FEET guiding light in all situations, but par-

1 STAY COOL
It may seem obvious, but when
3 BE PREPARED
There are all kinds of problems
ticularly during a storm. If you display
flexibility and can switch gears it can
be a remarkable example and learn-
that can happen when you are not ing moment for students.
a situation goes wrong in the class- prepared or when you are not pre-

5
room, the number one element that pared enough. If, for example, you ASK FOR HELP
will serve you best is to simply, stay are trying out a brand new activity
cool. Sometimes this is easier said and are uncertain as to how it will go, There is no harm in asking a
than done. Problems that arise in prepare yourself that it may not go student or another teacher for help.
the classroom can be embarrassing, as well as you hope and it may not Often with technical problems, your
mentally taxing, and downright ex- take as long as you think it will. Try students may be just as savvy as
cruciating. If you stay calm though, it to troubleshoot new activities by no- you are, and you can enlist their help
will only help you to see the picture in ticing any gaps or things that may not while you manage the class. If there
front of you clearly, and also discover be clear for students. Estimate the are other teachers close by you could
what the solution is. For example, if an time to be less and if it goes longer, possibly send a student out to locate
activity is not going according to plan then you be prepared for that as well. and bring back help. You will no doubt
and is failing the objectives you had If it falls short, falls flat, or is just plain learn how to fix the problem, and nev-
set for it, if you were to get worked bad you can try a couple of things. If er forget it. There is no harm in ask-
up, you may just add to the problem. it falls short, you want to have enough ing for or requesting help as long as it
With a clear head, look at what the planned so that you are not left strug- isn’t a weekly occurrence.
students are doing, and then examine gling to fill the class time. Always have
what you assigned them to do. If the an arsenal of quick games or activi-
two don’t come close to matching, the ties that you can whip up if something DON’T LET ONE GLITCH (OR SEVERAL)
next thing to do is to find the discon- falls short. If your objective is lost to GET YOU DOWN.
nect. Perhaps students weren’t clear the students, and they don’t jump in Teachers are resourceful beings and
on their directives, or they took it upon to the activity, you can try re-explain- we always find a way to rescue our-
themselves to change the activity ing it or asking what questions they selves and our students from painful
once they got into it. Don’t get upset have about what they should be do- situations. Don’t beat yourself up, and
with the class, but definitely intervene ing. Give the activity a second chance if all else fails, cut yourself a break,
and rectify the situation. to launch and see if there is anything have a good laugh and trust that you
that you can quickly tweak to make it pulled out the best possible solution in

2 USE HUMOR
Some classroom difficulties are
more palatable. If you need to aban-
don an activity, do it in a way that the
students will respect. Either admit that
that particular scenario!

easier to rectify than others. If you it didn’t go well and ask them for their
come across a particularly unsettling feedback, or tell that you have other
situation, like having technical difficul- things planned for the day and that
ties, try to intersperse some humor.

6
7 Most Common ESL Problems
and How to Solve Them
student comes into class all excited them complete an exercise or just
AS FAR AS YOUR ESL CLASS IS CON- about something that’s happened and blurt out they can’t/don’t know how to
CERNED, YOU COULD FACE A MUL- dying to tell everyone. They get every- do something on their own.
TITUDE OR PROBLEMS – OR NONE one else excited about the topic and
AT ALL. before you know it you have a group Solution: It’s very important to em-
A typical ESL class, anywhere in the of students who’ve completely taken power students and help them feel
world, has its own set of typical prob- over. Another common situation, par- that they can indeed do it. Say you
lems and challenges. Is there any way ticularly with youngsters, is when they give them an exercise in which they
to avoid them? Not likely. Is there any propose all sorts of changes and/or have to decide which article to use,
way to prepare for them? Absolutely! improvements to an activity you’ve set “a” or “an”. Look at the first item “ap-
And here are the 7 most typical prob- out for them. ple” and ask your student, “Is it a ap-
lems you’ll face as an ESL teacher, ple or an apple? What sounds right to
each one followed by some ways to Solution: Take control back. In the you?” Once they give you the correct
deal with them. first case, firmly, yet kindly, let your answer, tell them to try the next one.
students know that you have to get And the next one. “See you CAN do it!
7 MOST COMMON ESL the lesson underway. Tell them that if Good job!” Sometimes students feel
PROBLEMS AND HOW they finish their work, they can have overwhelmed by the blanks, and all
TO SOLVE THEM a few minutes at the end of the class they need is a little nudge.
to talk about whatever has them so

1 STUDENTS SPEAK MORE

OF THEIR NATIVE
LANGUAGE THAN ENGLISH
excited. In the second case, firmly tell
them that you have already planned
the lesson/activity, but that you will
5 STUDENTS ARE BORED
OR UNMOTIVATED
certainly include their ideas next time. Students eyes are glazed over, and
The lower the students’ level or ages, Don’t forget to thank them for sharing you blame the boring coursebook or
the more probable it is that they will or providing feedback! the Future Perfect.
speak their native language most of
the time. Some will even chat in pairs
or small groups, completely oblivious
to what is going on in class.
3 ONE STUDENT
IN PARTICULAR
DOMINATES THE LESSON
Solution: It’s a hard truth, but the rea-
son your students are bored is YOU.
It is your responsibility to engage stu-
dents and keep the lesson interest-
Solution: Now, each ESL class is dif- This is the type of student I like to call ing – no matter what you are teach-
ferent, and they all have different the “eager beaver”: they always raise ing. Teaching the Future Continuous
goals, but no matter what their age their hands first or just blurt out the tense? There are ways to make the
or level, students must understand answer with absolutely no regard for topic more engaging. Talking about
that they must at the very least try to the other students in the class. They business? There are ways to make
speak as much English as they can, are often competitive and like to win. the topic more fun.
even if it is for simple greetings, re-
quests or statements. For younger
students, turn it into a game. Create
a chart with the students’ names and
give those who did not speak their
Solution: Never call out an eager
beaver in front of the class. This en-
thusiasm should not be squashed:
6 STUDENTS ARRIVE LATE
OR DISRUPT THE CLASS
it should simply be channeled in the A cell phone rings, while a latecomer
native language throughout the class right direction. Say, “I know you know joins the class. You barely say two
a star. Or create a point penalty sys- the answer, Juan, but I’d love to hear words and another student shows up.
tem. Once a student reaches a certain from someone else”. Also try this: let And the interruptions go on and are
number of points, they must do some- the eager student be your helper for worse in larger groups.
thing in front of the class, like tell a the day. Tell him/her the job is to help
story or answer questions from class- classmates find the right answers or Solution: Set the classroom rules from
mates. These might not work for older help those who are having trouble the start. Ask students to turn off cell
students. But they will certainly try to completing an exercise. phones and other technological de-
communicate in English if you pretend vices at the start of class. Give your

4
you don’t speak their native language.
STUDENTS students a five to ten- minute grace
period for arriving, but tell them they

2
ARE TOO DEPENDENT
STUDENTS TAKE CONTROL won’t be able to join the class after
OF THE LESSON The other side of the coin is when you that.
have students who constantly seek
You’ve probably seen this happen. A your help. They may ask you to help

7
 7 STUDENTS DON’T DO
HOMEWORK
Some students never do homework or
any work outside the classroom. This
is often the case with adults who say
they never have time.

Solution: Young learners and teens

have no choice. They must do their
homework and if they don’t, simply
notify the parents that the student is
not completing tasks to satisfaction.
As for adults, give them options. Tell
them to do at least one five-minute
exercise a day (or a week). Ask them
how much they can commit to. Be
clear in communicating that that may
fall behind and not meet their lan-
guage learning goals.

DON’T LEAVE ANYTHING TO

CHANCE. HAVE A PLAN AND STICK
TO IT. HAVE RULES AND STICK TO
THEM. FOR IF YOU DON’T, YOU’RE
LEAVING YOURSELF WIDE OPEN TO
TROUBLE.

8
What to Do If You’re Called to
Teach a Class at the Last Minute
You’re sipping tea in front of the TV sential piece of the puzzle: what ex- previous learning goals have been. For
hoping to catch up on some of your actly will you do with them? There are example, you might see they learned
favorite shows. You’ve already taught two basic options: you can either teach to talk about events in the past just a
your lessons for the day and have the them according to plan or you can re- couple of units ago. It stands to reason
rest of the afternoon off – or so you view what was previously taught to let they could use a review of the simple
thought. Suddenly, you receive a fran- the regular teacher pick up where he/ past of irregular verbs. This should
tic call from your headmaster/instruc- she left off. For obvious reasons, the narrow down the kinds of games you
tional supervisor/insert person who as- second option is the ideal one, and the can play and the types of activities you
signs lessons here who is in desperate one that most schools accept. Howev- could use.
need for a substitute teacher. So, you er, you may be asked to continue with
set your cup of tea aside and say yes.
You’ll do it. After all, you can always
the lesson as planned.
5 GRAB YOUR SUPER SET
OF TEACHING MATERIALS
use the extra cash. But then you real-
ize the lesson you must teach is in less
than two hours, and you have zero time
3 WHAT TO DO
IN CASE OF OPTION 1 Every ESL teacher should have a Su-
per Set of Teaching Materials, a box or
to prepare. In less than five minutes, Say you are told you have to continue bag of items that will help you teach
you go from peaceful and relaxed, to a with the lesson as planned. You should anything, any day, any time, whether
nervous wreck! Although you can nev- expect to be given either the teacher’s you’re teaching something new or re-
er tell when you will be asked to sub lesson plan/notes or be told where to viewing. In my box, I typically have:
for another teacher, you can always be start the lesson, i.e., Chapter 10, Unit
prepared ahead of time, for each and • Board markers, in an assortment of
2. In any case, your lesson will never
every case. Here’s how you can pre- colors
truly be like the regular teacher’s be-
pare: cause he/she most likely has a series of • At least one pair of dice
habits in place. Don’t be afraid to make

1
• A basic board game with colored or
GATHER INTEL this lesson your own. You don’t have to
numbered boxes, with no writing in
be exactly like the regular teacher: you
Your mission, if you choose to ac- it
don’t have to imitate him/her. Don’t be
cept it, is to teach a group of students afraid to bring your own personality and • A few rubber balls, in different sizes
you have never met before. The first teaching style to the class. • A set of index cards with verbs (just
thing you will have to do is find out as
the verb in its base form, no tens-
much as you can about them: Now that this is clear, try this. Find out es), two sets are better than one
• Students’ ages what the main learning goals are for
this lesson in particular. For example, a • A set of blank index cards
• English proficiency level quick glance at the book tells you that
• Books and materials they are using the main goal for Unit 2 of Chapter 10 And this is just the starter’s kit! The
is to talk about plans for the future. So, more experience you gain, the more
• Any recommendations/sugges- as long as you meet this lesson goal, you’ll add to your set. Be sure to in-
tions? Or special cases? (Maybe everything that you do in class, i.e., the clude items that can be adapted to any
there’s a foreign student who does activities you propose or the games language point or verb tense, like the
not speak the group’s native lan- you play, will be carried out to meet this basic board game. You change the
guage.) main goal. When the regular teacher rules to suit any group at any level.
returns, he/she can be satisfied his/her
Do not assume you will be given this in- students practiced and learned what Hope for the best and prepare for the
formation up front. Your supervisor may they were supposed to. worst? But what is the worst that could
be too busy or flustered, dealing with happen? The students won’t “like you”

4
several other problems, and may only because you’re not their teacher? They
tell you what time the lesson is. Be sure
WHAT TO DO
won’t want to do the activities you pro-
to ask these questions and ask for any IN CASE OF OPTION 2 pose? They won’t behave because you
other information you deem necessary. have “no authority”? If these scenarios
Say you are told not to introduce any-
Grab a pen and write all of this down. are the worst that could happen, are
thing new and just review what they
they really that bad?

2
previously learned. Do not mistake
FIND OUT this as babysitting. Yes, you can play
WHAT YOU HAVE TO TEACH lots of different games and do plenty of
DON’T HOPE FOR THE BEST. DO YOUR
fun activities, but these should not be
In the big unknown that is a surprise BEST. AND BEING PREPARED FOR
meant to simply pass the time. Take
lesson, this is obviously the most es- ANY SURPRISE LESSONS THAT COME
the book and find out what some of the
YOUR WAY CERTAINLY HELPS!

9
4 Types of Problem Students
and Strategies to Manage Them
AS WITH ANY CLASSROOM SETTING are allowed to have the floor, and show take him or her aside and give them the
YOU MAY ENCOUNTER PROBLEM them each and every time that you are boundaries talk. In some cases the stu-
STUDENTS IN ESL CLASSES. the decision-maker in the class. dent doesn’t realize why their actions
Problem students are challenging be- are inappropriate. One tactic may be to
cause they may disrupt the learning
environment, make your job more dif-
ficult than it has to be or just plain frus-
2 THE PAINFULLY SHY
If anyone has worked in Asia or
teach a lesson on body language, pick-
up lines, or relationships. That way are
able to approach the sensitive topics
trate you and the other students. We’ve has Asian students, we have all en- as a group and get some dialogue hap-
outlined four types of problem students countered this student. They are usu- pening.
and provided several strategies to deal ally female, afraid to speak, won’t make
with them. You will be able to spot these
personality types from a mile away!
eye contact, and generally want some-
one to translate for them. This is a deli-
cate situation and it takes some grace
4 THE REFUSER
The refuser is different from the
THE FOUR TYPES OF and humor to reach them and pull them painfully shy. The refuser never wants
PROBLEM STUDENTS out of their shell. Give them time and to participate and feels that they don’t
take baby steps. If everyone is asking have to do the same level of work as
It’s pretty easy to identify the prospec- and answering questions, expect that everyone else. Often they don’t do
tive problem student from the get-go. they will do almost nothing until they their homework, will clam up during
Always go with your gut and diagnose reach a certain comfort level. Don’t activities, and also may challenge you
the issue as early on as you can. That pressure them too much, but try to get in front of the class because they are
is half the battle. The sooner you rec- them to at least repeat after you and unprepared. This type of student can
ognize the problem student the sooner praise anything that they do contribute. be really frustrating as you start won-
you can begin working on your strate- The other trick to this personality is to dering why they are in the class in the
gies to alleviate the issue and get the use her classmates to break through. first place. One way to reach them may
student on track. They will instinctively try to help, so let be soft public humiliation, meaning that
them. Students like this are more apt to you put him or her on the spot when

1 THE KNOW-IT-ALL start sharing with someone from their they should be prepared and see what
own country or someone very similar to happens. With younger learners just
Some students are overzealous, themselves. Put her in pairs with some- being called out and not being ready
rambunctious, loud talkers or just plain one who will be gentle, and chances is often enough for them to start ap-
annoying. This is usually the student are that student will reach her. You can plying themselves. You can also ap-
who may be above his classmates in also try to approach something that will ply some discipline. Give the student
speaking ability, but not necessarily in get a reaction out of the student. Maybe double the amount of homework and
overall language skills. They tend to she really likes to eat sweets. Try a little follow through. Ask them if they need
display helpful nature, but may chroni- bribery. Or maybe she is very close to extra help and pair them with a student
cally interrupt, talk way too much or for her family, so the lesson on family may who can be a good role model. You can
two long, and in extreme cases may try get her to respond. Keep trying and also try and set goals for this student.
to challenge you in front of the class. don’t give up. Persistence is key with For every three days in a row that you
The best way to deal with this type of this one, and the student will eventually participate you get 5 minutes extra of
student is to provide appropriate times come around. break time. The incentive should be
where he or she can be the leader, but small but meaningful and should also
set very firm boundaries. You need to
make it clear to them that you are fa-
cilitator which basically means you are
3 MR. INAPPROPRIATE
I’ve encountered this guy way too
be applied to the whole class not just
the problem student.

running the show. They can have their many times for my taste. This is the guy GENERALLY THE ESL CLASSROOM
forum occasionally and often have a lot who is taking an English class to try to IS A JOY TO TEACH IN BECAUSE STU-
of good ideas and questions to contrib- get a date either with other students or DENTS HAVE A REAL NEED AND
ute. You don’t want to shut them down with the teacher. It is usually a man, DESIRE TO BE THERE.
completely. I’ve found that if you can but some women can also be inappro- Occasionally though, you may come
disengage them in the class when they priately flirtatious in the class as well. across one of these problem students.
are getting off topic or stealing the spot- First do not engage this behavior. A few Always be sure to keep your cool, ap-
light, they generally get the hint. Other times you may be able to laugh it off, ply patience instead of pressure and
times it may take a private conversa- but with this type of problem student, realize that you have the facilities to
tion. That conversation needs to be you are going to have to tell them what solve student issues.
treated delicately as this type of student is appropriate (and not) for the class-
usually gets a bruised ego pretty easily. room. You may have to disengage the
Give them guidelines for how long they behavior a few times publicly, and then

10
7 Most Common Behavior Prob-
lems and How to Deal with Them
ESL STUDENTS COME IN ALL SHAPES are allowed to bring, they might not feel wait their turn to speak, you will hear
AND SIZES. tempted to bring other toys. them perfectly.
They come into your classroom with vary-
ing degrees of motivation and even dif-
ferent skill levels. Most are well-behaved.
And some are terribly ill-behaved. As an
3 NAME CALLING
EXAMPLE: You’re playing Bingo
7 HAVING
PRIVATE CONVERSATIONS
ESL teacher, you can handle students when you hear a student call a redhead- EXAMPLE: You’re asking students
that are less motivated than most, even ed child “Carrot Top”. Stop what you’re comprehension questions about a text
those that need a little extra help from doing and have the child that has called they’ve just read, and you see three stu-
you to get that particular task done. But out the offending name tell the class dents in the back of the class holding a
we all know that handling unacceptable what the other student’s name actually conversation. Ask the students if they are
behavior is hard and can take its toll if it is. Discuss with the class the importance talking about the task at hand. Ask them
is something you have to deal with on a of treating each other with respect and to share their interesting conversation
daily basis. The way we handle the day- kindness and why name calling is unac- with the rest of the class, or tell them they
to-day problems will determine whether ceptable in your classroom and every- can tell the others all about it during the
the same problems will keep cropping up. where else, for that matter. break. Discuss why it is not appropriate
So here are the most common behavior to have conversations during class.
problems in the ESL class and how you
can effectively nip them in the bud. 4 TEASING/FIGHTING/
BICKERING WHEN TO TALK TO
PARENTS
UNACCEPTABLE EXAMPLE: You have two students who
BEHAVIOR: 7 PROBLEMS can’t say two words to each other without As a good rule of thumb, I recommend
AND HOW TO HANDLE starting a fight. Class began five minutes contacting parents when a specific prob-
THEM ago, and they’re already at each other’s lem seems to be recurring (happens
throats. Make sure the students who every day or several times a week). De-

1 STUDENTS ARE RESTLESS/

GET OUT OF SEAT
don’t get along are sitting as far apart
as possible. Discuss with the class the
importance of ignoring teasing remarks.
pending on the gravity of the matter, you
can either send a note or schedule a
meeting. I’d save meetings for things that
EXAMPLE: You’re having an animated Talk about how arguing all the time is tire- put the children’s well-being at risk, for
discussion about ways to help the envi- some, and we should accept differences instance violent behavior, verbal abuse
ronment and a student gets up to look in points of view. On the other hand, or bullying.
out the window. Always give clear in- stress the importance of being consider-
structions, and make sure everyone un- ate towards each other and listening to There’s a line between being mischie-
derstands and is engaged in the task. As what the other has to say. vous and being outright malicious, and
soon as a student gets up to do some- we can tell the difference. You can deal
thing completely unrelated, walk over to
the child, gently take their hand and walk
them back to their seat – without inter-
5 THROWING THINGS
EXAMPLE: You’re writing some-
with mischievous behavior in class –
malicious behavior should be discussed
with parents.
rupting the lesson. If this behavior con- thing on the whiteboard and a pencil flies
tinues, talk to them about the importance across the room. Tell the student that this PREVENTION IS THE
of paying attention, participating in the kind of behavior is completely unaccept- BEST MEDICINE
activity at hand and controlling the urge able. Go over the possible dangers of
to do something else. tossing objects around. Find out if they Most of these problems will be avoided
are doing what they’re supposed to be if you set clear rules from the start. Work

2 PLAYING WITH TOYS doing and redirect their efforts to the task together to establish your rules based on
at hand. how you all want to be treated. Discuss
DURING CLASS the importance of treating others with re-
EXAMPLE: Students are quietly complet-
ing a worksheet about parts of the body
when you see a student playing with a
6 YELLING/SHOUTING OUT
ANSWERS
spect, as well as the fact there is a time
and place for everything and that some
things simply can’t be done in class. Don’t
doll. Gently take the toy, and place it on EXAMPLE: You ask Tom a question, forget to establish what rewards they will
your desk or a shelf. Tell the child that and Lucy yells out the answer. Tell the receive for good behavior, as well as the
they can share it with the others during student that they’re not being courteous consequences of inappropriate behavior.
the break. Make it a habit of encourag- – they did not give the other student a
ing them to bring toys related to some- chance to answer. Remind students they Don’t yell, scream or shout. The best way
thing you’re talking about in class (like should raise their hands if they want to to teach students to behave nicely is to
animals). If there are certain things they speak. On the other hand, remind them lead by example.
that it is not necessary to yell – if they
11
Top 10 Tips to Deal
With Indiscipline in the Classroom
It happens to every teacher at some parents will automatically side with the extra challenge he needs to engage in
point. Sometimes it is with the first class. teacher against their own child if there is the classroom activities. He will not only
Other times a teacher gets a few good a discipline issue. That is not to say that not be bored: he will have some invest-
years under his or her belt before it hits. you should take advantage of either your ment in making sure the other students
Sometimes it seems like it happens in students or their parents, just do not be in class behave.

8
class after class. The problem that all too afraid to approach your kids’ parents if
often rears its ugly head is lack of disci- the situation necessitates it. Be warned, ATTENTION SPAN
pline. Every teacher experiences it, and though, you may not want the child to act Remembering the attention span
no teacher likes it. The good news is that as interpretor if one is necessary. of children can also help you keep your

4
there are ways to handle indiscipline in calm when kids act up in class. As a
the classroom. Here are some tips to try INVITE VOLUNTEERS rule, estimate a child’s attention span to
with your students. Depending on the age of your stu- be one minute for every year of his age.
dents, you may even choose to ask par- That means a seven year old will max
HOW TO DEAL WITH ents into the classroom as volunteers for out on attention at seven minutes. Keep
INDISCIPLINE IN THE a day. Children may behave better if their the pace moving in class without spend-
CLASSROOM parents are in the classroom with them. ing too much time sitting in one place.

1 SET EXPECTATIONS EARLY Not only that, if your parents interact with Let your kids move around, go outside
each other, the stories of how a certain or work independently to keep the (stir)
Set expectations early in the year. child may behave in class could get back crazy bugs from biting.
The old adage that a good teacher does

9
to mom and dad through other channels
not smile until after Christmas may or ultimately saving you an awkward and RESPOND, NOT REACT
may not be true, but it is easier to lighten unpleasant conversation! It is extremely important for teach-
your leadership style as the year goes

5
ers to remember to respond and not re-
on rather than get stricter after being le- INVITE ANOTHER TEACHER act. There is a big difference between
nient. If it is too late to start the year off Trading teachers could be helpful the two. A person who reacts acts im-
with a firm hand, you can always make in your quest for a composed classroom. pulsively and out of emotion. The person
a new start – with either a new calendar If your students have gotten used to the who responds, on the other hand, takes
year or a new month or a new unit. Make way you operate class and what behav- more time before acting and separates
sure your class knows that your are wip- ior you may let slide, having a different his or her emotions from the decisions
ing the slate and that your expectations teacher for one or more periods of the he makes. It is a good rule to follow in
of them will no longer be compromised! day may spur them to act a little more all areas of life, but it is especially impor-

2 MAKE RULES TOGETHER restrained. Not only can the atmosphere tant to remember when your class is just
of class change, your students will ben- plain getting on your nerves. Do not let
Let kids be involved in making the efit from listening to another voice and your emotions get the better of you but
rules. Before dictating a set of classroom another style of speech when another instead stay calm and make logical and
rules, ask your students how they would teacher stands in front of the class. intentional responses.
like their peers to behave. Have them
discuss what kind of an environment
they would like to have in class. By di-
recting a class discussion, your students
6 WHY, OH WHY?
Think about the reason behind the
rudeness. Is it possible that your ESL
10 DISCIPLINE IN PRIVATE
Still, moments will come and
days will come when one or more of your
will define a set of rules that meet both students may be acting up to make up students will misbehave. The best way
their criteria and your own. Because they for a self-perceived inadequacy in their to address the situation is quickly and
have set the expectations, they are more language abilities? If there is even the with as little disruption as possible. Re-
likely to follow the rules and to keep one slightest possibility that insecurity may frain from disciplining any child in front of
another in check, freeing you to do things be behind classroom misbehavior, try to the class. Choose instead to have those
that are more important. look past it and address the real issue. conversations in private. If you respect

3 CONTACT PARENTS Does your student need confidence? your students, they are more likely to re-
Does she need a feeling of success? spect you.
Depending on where you teach Does he need to feel equal to his peers?
and where your students come from, By addressing the issue rather than the
their parents may be an unexpected sup-
ULTIMATELY, NO CLASSROOM IS
symptoms, you will have a healthier and PERFECT. YOUR KIDS WILL HAVE GOOD
port when it comes to good behavior in better-behaved set of students.
the classroom. Often American parents
AND BAD DAYS, AND YOU WILL, TOO.
will side with the child when it comes to
conflicts in school, but if you teach stu-
dents from other cultures, and it is very
7 QUICK LEARNER DETECTED
It is also possible that a misbehav-
ing student is bored with class because
Do your best to keep your cool when
your students start getting out of control.
Tomorrow will be a new day with limitless
potential and it may just be the right day
likely that you do, your students’ parents he is a quick learner. Though it may to get off to a new start!
will not automatically take their children’s seem counterintuitive, putting that child
side of things. In fact in many cultures, in a leadership role may give him the
12
Keep Your Cool: Tips
for Handling Difficult Students
way to be a better teacher, teaching a derstand. Though you are the teacher,
IMAGINE THIS: YOU ARE TRYING TO
challenging student becomes an op- you do not have to make all the learn-
GIVE A LESSON ON THE PAST PRO-
portunity rather than a chore. Use the ing happen solely by your hand. Use the
GRESSIVE TENSE.
situation to your advantage to refine and resources you have in other students to
You stand up at the white board talking
deepen your craft as a teacher. All of reach the ones you are having difficulty
about agreement between the subject
your students, both current and future, reaching.
and the helping verb and that this tense
will benefit from it.
is used to describe a continuous action
You can also change things up by break-
that was happening at a specific point in
the past. While most students are listen- TAKE A CLOSER LOOK ing out of your curriculum when nec-
essary to challenge students who are
ing and concentrating, a child in the back
beyond what today’s schedule says to
taps his pencil, kicks his feet against the Ann, a special education teacher, gives
teach. There is nothing wrong with as-
desk, leans back in his chair and then this advice when dealing with a difficult
signing special projects to advanced stu-
falls over on to the ground. With the clat- student. “Read your students.” What
dents or letting them work at their own
ter from the back come laughs from the she means is to pay attention to facial
pace even if it is beyond where the class
front of the classroom, an end zone style expression and body language as you
is. When a student is not challenged in
dance from the student in question and teach. Challenge yourself to spend more
class, it is not uncommon for that student
a complete loss of concentration about time facing your students than you do
to exhibit behavioral problems. A student
any facet of English grammar. What is the white board. Look at them and no-
who is challenged, on the other hand,
an ESL teacher to do? tice the difficulty coming before it hits
will be more cooperative and tolerant
you and your classroom in full force.
when the class is studying something he
Almost every teacher has had a diffi- As you do this, pay attention to why the
understood long before that time.
cult student in one class or another, and misbehavior is beginning. Sometimes
some of us are lucky enough to have students are not challenged. They may
Getting physical is another great way
one in every class. be a quick learner and find themselves
to help students who have difficulty sit-
bored before the lesson is over. They
ting and paying attention to a whole les-
Though we want to be good teachers may be a struggling student who has not
son. When a student starts fidgeting, it
and be sensitive to our students, having understood previous lessons and is giv-
is time to get your students up and mov-
a difficult student in class is confusing ing up on this one as well. There may be
ing. If you can, relate some physical ac-
and frustrating for us. We want to give a learning disability coming into play. If
tion to whatever you are teaching. Use
our student the best education that we you suspect this, talk to an expert on the
Simon Says to teach the grammar of
can, but we do not want to condone mis- signs of and solutions for different learn-
commands. Have a student follow your
behavior and disruption. If you find your- ing disabilities. Another reason they may
instructions and move about the room.
self in this situation now or in the future, be acting up is because of a cultural is-
Do partnering activities where students
take heart. Here are some tips for han- sue of which you may not be aware. All
must move their desks or walk to anoth-
dling difficult students that will help you of these situations and more can make
er area of the room. Anything you can
teach better and enable them learn bet- class hard to handle for both you and
do to engage the body with the mind will
ter at the same time. your student. Take heart, teacher. There
help these students be more attentive
are things you can do to make things
IT’S NOT ABOUT YOU easier on you both.
and absorbent to what you are teach-
ing. Even if you cannot relate something
Though it may be a tough thing to hear, CHANGE IT UP physical to what you are teaching, take a
seventh inning stretch to make the final
the first step is to remember it is not
part of the lesson more accessible.
about you. As a teacher, you are there to Group work can be the most effective
educate, guide and help your students. way of engaging under and over per-
You are not there to have a captive audi- forming students. Pair your most ad- THERE ARE MANY WAYS TO HELP
ence hanging on your every word. We vanced students with those who are ENGAGE STUDENTS WHO MAY HAVE
teachers sometimes have to shift our struggling. In this, your advanced stu- BEHAVIOR ISSUES. THE MOST IMPOR-
focus and remember why we started dent will become more of a teacher, TANT THING TO REMEMBER IS NOT TO
teaching in the first place. It is so easy challenging her to explain and learn the TAKE IT PERSONALLY. Students do not
to be caught up in our natural patterns material better. Your struggling student refuse to engage because they do not
as a teacher, especially when they have gets individual attention and, perhaps, a want to learn. If you can find the under-
been effective up until this point. Hav- different explanation of the concept be- lying issue behind the disruptive behav-
ing difficult students reminds us that we, ing taught. Sometimes, too, a student ior, you can tailor your lessons or assign-
too, need challenges and changes in our with the same native language as the ments to best meet your students’ needs.
teaching style. If you can germinate the one who is challenging may be able to As a teacher, you do not always have to
attitude in yourself that you can always explain something in way in which it is do things by the book. In fact, the best
improve, always learn, always find some easier for the challenging student to un- teachers are often the ones who do not.

13
 New Kid on the Block: 10 Tips
for the Brand New ESL Teacher
to grow in the language. If they feel you cater to individual levels, and how
STARTING YOUR FIRST JOB AS AN secure, they will take risks and begin much you teach “to the middle.” You
ESL TEACHER? speaking. may want to break them up into small
Don’t know where to begin? Worry no groups to address their needs indi-

3
more: this article will give you 10 tips
PERSONALIZE IT vidually. If you have volunteers in your
to put your mind at ease, whether you program, this would be a good way
are about to stand in front of a class- Bring yourself into the class — to use them. Some teachers teach a
room of thirty children or begin a se- your likes, your dislikes, your family, general lesson to the whole group,
ries of seminars for teaching English bring the students’ lives into the class and then break off into groups with
at a workplace. Everyone has to start as well (at least as much as they feel ability by level for reinforcement. How
somewhere, and with these 10 tips, comfortable). This will not only foster you do this will be up to you, unless
you will be ready to go! relationships among you all which en- you are told how to handle it by your
courages risk taking, but it will make supervisor. Start with the class as a
FEEL SECURE IN YOUR for higher interest levels as well. A whole, get to know them, and you will
NEW TEACHING JOB student will always be more invested feel what is right to do as time goes
WHILE USING THESE when talking about something he/she on.
10 TIPS enjoys. Have a day where everyone

1 ESTABLISH ROUTINES
It is very important to establish
brings in a picture or shows one on
their phone, so they can describe
the people there and the setting. The
6 CHECK
FOR UNDERSTANDING
emotional connection the student has You may think your lesson is going
routines in your classroom for a vari- with the photo may help him/her to well, but how do you really know as
ety of reasons. First of all, it will help feel comfortable when speaking. you are in the middle of it? It is nec-
your classroom to run more smoothly.
essary to check for understanding as

4
Secondly, your students will be ex-
GROUP WORK you are teaching your ESL lesson.
posed to the language involved in the
You can do this in several ways. You
routines over and over again. This set Be sure to have students work can ask your students if what you
of vocabulary or phrases will likely in pairs or groups frequently. This said is clear. Usually, they will let you
seem second nature to them after a also encourages communication. Stu- know. If they say that it is not clear,
while. Ideally, they would then be able dents who are reluctant to speak in then you need to show it in another
to use those terms outside of those front of the whole group may be fine way. You can try a hands-on activity
routines as well. with speaking in front of two or three to show what you mean. You can role
of their peers. They will be less self- play with another student who does
These routines could be anything from conscious. Without a doubt, students understand the concept. There are
your greetings to them (and them to will learn from each other when in co- many different ways you can present
you), attendance, or a review of the operative groups. If it seems possible, the same material.
alphabet, for example. The key is to assign one student as the leader of

7
use the same terms over and over so the group. The leader will make sure
that they know what to expect and be- TAKE 5:
everyone gets a chance to talk and
gin to use the vocabulary themselves. be heard. Working in groups is also USING ALL THE SENSES
relationship building among the stu-

2
In an ESL classroom, you need to con-
MAXIMIZE dents. As that comfort level rises, the vey your message in a language that
ORAL COMMUNICATION reluctant students will be more likely most of the students know very little of.
to take a risk and speak aloud. What is the best way to do this? One
Let your students speak aloud as
tip to remember is to involve as many
much as possible. This helps them on
so many levels. It puts the language
in their hands, and helps them to take
ownership of it. The more they speak
5 DIFFERENTIATING
INSTRUCTION
of the five senses in your lesson as
possible. For example, if you are do-
ing a lesson on food, you could bring
Unless you have a class with a very in the food to see, touch, smell and
aloud, the more confident they feel in similar make-up, you most likely will taste. The multisensory experience is
doing so. In a beginner’s class, oral have students coming to your class bound to help students remember the
communication may start out as the with many different English abilities. vocabulary and the lesson as a whole
students repeating what the teacher In the beginning, you will need to get better. It will also increase the comfort
says. In time, students will try it out a general idea of the students’ levels. level of most, which makes them even
on their own. It all starts with your After that, it is up to you and/or the di- more comfortable speaking English.
encouragement. It is so important rector of your program as to how much
that you support them as they begin

14
8 CURRENT EVENTS
Another way to get students
talking is to do current events. You
will need to supply the information to
them initially, such as some very sim-
ple articles with lots of pictures. You
can read the article to them, and then
they can discuss it. As time goes on,
they may even bring in their own ar-
ticles. It is always great if you can get
an article that would affect them per-
sonally either in their current home or
in their country of origin. Again, if they
are highly interested in the material,
they are more likely to want to speak.
It’s all about getting in that comfort
zone for English.

9 TRADITIONS
It is important to cover the tra-
ditions and holidays that the students
may not be familiar with. Again, this
can be done with videos and props.
Make sure the students get a multi-
sensory experience. You may even
want to bring in some food and mu-
sic, and recreate the type of celebra-
tion that would usually take place.
This would certainly make the lesson
more memorable for the students who
hopefully will remember and be able
to use the vocabulary.

10 SHOW THEM WHO

YOU ARE
Show your students who you are and
how you understand their struggles
to learn English. If you know any of
their native language, speak it, no
matter how poorly. Your students will
appreciate your effort to enter their
world, and they will see that everyone
struggles while learning a second lan-
guage, just like them. Don’t be afraid
to use some humor as well. Laughter
certainly is the best medicine.

USE THESE 10 TIPS AS YOU START

TEACHING ESL, AND YOU WILL BE
GREAT.
The greatest part of teaching is reach-
ing that untapped mind and helping
them believe that they can do it, that it
was inside of them all along. So what
are you waiting for? Go out there and
be the great ESL teacher that you are!

15
 Do This, Not That: 5 Mistakes
to Avoid as a New ESL Teacher
We’ve all been there. Every ESL
teacher has to start somewhere,
and there are usually a few bumps
in the road before the path becomes
2 AVOID COMPLICATED
LESSONS 4 YOU ARE NOT THERE
TO BE FRIENDS
WITH YOUR STUDENTS
We’ve all heard the saying, “less is
smooth. Most of us, despite our best more”. This applies to teaching, as There is a difference between being a
intentions at the beginning, do things well. Eager teachers will often try to friend and being friendly. Many begin-
very differently now that we have a cram as much as possible into a les- ning teachers, especially young ones
little experience under our belts. If son, wanting to be as thorough and who may only be a few years older
you’re a new teacher, you’ll need to as comprehensive as possible. While than their students (or in some cases
learn some things through experi- we do want to maximize our often the same age or younger), fall into the
ence, but here are some things to do limited classroom time, it’s important trap of becoming overly relaxed with
your best to avoid when you set foot to remember that concepts need to students. It’s possible to be warm and
in the classroom for the first time. be easy for students to digest. We open to students while still maintain-
can make this possible by breaking ing a position of authority. Regardless
HOW TO PROCEED things into pieces. In other words, we
want to avoid overwhelming students
of age or gender, in order to main-
tain control of the class and to keep

1
by trying to teach too many different students focused on learning, the in-
KEEP IT concepts at once. Experienced teach- structor has to be mindful of his or her
STUDENT-CENTERED ers know that students benefit most role as leader. This can be tricky to
from a clear step-by-step approach navigate at first, but it becomes easier
Novice teachers may find themselves to learning. Our job as teachers is
prone to lecturing even if that is not over time.
to make things as uncomplicated as
what they have set out to do. Most

5
possible for students. REALIZING YOU WILL FAIL
of us come across the term “student-
SOMETIMES
3
centered” in our preparation as teach-
ers, and of course, we try to design DON’T TRY TO REINVENT
activities that will foster this approach THE WHEEL Teaching is a never-ending exercise
to learning. When a new teacher finds in improvisation. Of course we want
Most of us spent many late nights to go into the classroom with a well-
himself or herself in the classroom
planning lessons and creating mate- thought out plan, but it’s inevitable
for the first time, however, it can be
rials when we first started teaching. that sometimes things will not go as
difficult to put into practice what we
Some of this was necessary: after all, planned. There are times that moti-
know in theory to be best for students.
planning a class is a lot of work, and vating students can feel like an uphill
Many a nervous teacher has found
teachers are usually very dedicated to battle, and there will be days that no
herself talking too much in front of the
making sure they are prepared to de- matter how much preparation and
class. Sometimes, as new teachers,
liver quality instruction. That said, it’s careful planning went into it, a lesson
because of our sense of responsibil-
important to keep in mind that the best just won’t work the way the teacher
ity to control the learning that is taking
teachers know how to use their time had envisioned that it would. These
place, it can feel odd to allow students
and available resources efficiently. It are challenges that can be frustrating
to work together in groups or indepen-
is okay to use the Internet to get ideas and disappointing to a new teacher,
dently while we sit back and observe,
for how to approach teaching points, but they are also great learning expe-
ready to help if needed. Sometimes,
and it is okay to share materials. In riences. Diving in and trying things out
instead of giving students the space
fact, savvy teachers aren’t afraid to in the classroom is really the only way
they need to work through a task,
find something that is already cre- to learn what works and what doesn’t.
well-meaning new teachers will “hov-
ated and tweak it to suit the needs of
er” and interfere with group work be-
a particular class. Likewise, they are While some teachers seems to have a
cause they believe they should be di-
open to sharing what they’ve created natural aptitude for managing a class-
rectly involved with what students are
with other teachers in the profession. room, most of us will need to hone our
doing at all times. The truth is, our role
In actuality, this strategy will usually abilities as instructors through expe-
as an instructor is to facilitate, and
benefit students, as it brings together rience and over time. Confidence is
that includes setting up well-designed
the ideas of many instructors instead key, and knowing that nothing will ever
learning activities that are experiential
of just one. go perfectly as planned is a must for
and somewhat independent. Knowing
when to let go and let things happen new and experienced teachers alike.
is a skill, and it’s one that takes prac- In the early stages of teaching ESL,
tice. some days will feel overwhelming.
Stick with it -- it gets easier in time!

16
Break the Ice! 10 Fun Icebreakers
for the Beginning of the Year
EVERYONE LOVES A GOOD ICE-
BREAKER — IT’S A GREAT WAY TO
GET TO KNOW OTHER PEOPLE AND
them choose a word that starts with
the same letter as their name, a favor-
ite city, favorite food, etc... the options
are endless!
4 WOULD YOU RATHER....
Line students up in two lines with
each line facing each other. Tell them
HELP PEOPLE FEEL RELAXED IN to come up with creative “Would you

2
STRESSFUL SITUATIONS, SUCH AS NEW YEAR’S rather...” questions to ask their part-
THE FIRST DAY OF A NEW SCHOOL ners, such as “Would you rather eat
YEAR. RESOLUTIONS
pizza for the rest of your life or choco-
Here are a few icebreakers and some Your students may familiar with this late?”, “Would you rather be a balle-
variations to the icebreakers to try dur- popular tradition in January, but a new rina or a florist?”, etc... Give them a
ing the first week of school to build school year should bring about new few examples to prompt them and see
a good sense of community in your resolutions for students and teach- what kinds of creative questions they
classroom that will last throughout the ers alike. Have students partner up come up with. This will help to pique
year! with each other and discuss what their creativity and get to know their
goals they have for themselves for the new classmates. After a short time,
TRY THESE 10 school year. Encourage them to be have one of the lines move down so
AWESOME IDEAS specific with the things they would like students will get to meet everyone in
TO KICK OFF YOUR to accomplish and what they want to the other line.
SCHOOL YEAR be different. Make sure that you as the
Variation: In a large circle as a whole

1
teacher make some resolutions too!
NAME CHAIN GAMES class, have Student A pose a would
Variation: While students are talking you rather question for Student B to
By far and away the best way to answer. To make things even more in-
together, have them create a poster
learn and retain student names is to teresting, have Student B answer for
of their resolutions. Display the post-
do a name chain game to start off the a different student. For example, Stu-
ers around the room to help students
class. You can vary the specifics to fit dent A might ask “Student B, do you
remember their goals throughout the
the needs of your particular class, but think student C would rather have a
term.
my class usually goes like this: the first crocodile or a zebra for a pet?” The

3
student says 1) his or her name, 2) his students will then guess for their class-
or her home country, 3) one interesting NAME THAT PERSON
mate -- be sure to have Student C an-
fact about himself or herself, and 4) his swer to see who close Student B was!
Another great activity to get to
or her favorite English word. The next
your students to know each other a

5
student must then repeat all of the in-
formation about himself or herself and
little better is a guessing game. Pass FIND OBJECTS
out small pieces of paper or notecards TO DESCRIBE ME ....
then say the name and favorite Eng-
to each student and tell them to write
lish word of the preceding student. The
down two facts about themselves on A classic get to know you activity is to
third student introduces himself or her-
the card without writing their name on have students go through their back-
self and then says the names and fa-
them. Collect the cards in a basket packs, folders, pockets, etc... and find
vorite English words of the preceding
and mix them up before redistributing 3 or 4 things that they feel describe
two students, and so on until the last
them to the students. Students take them very well. Students then need
student. For a challenge, tell the last
turn reading out the facts from the note to describe their objects and why they
student not to write anything down! As
card and the other students guess chose them as their defining objects.
the teacher, you can also go last in-
which person wrote the card. Put students into pairs to share their
stead and impress the class with your
objects or share as a whole class so
knowledge of their names while si-
Variation: Instead of writing them down that way everyone can hear about
multaneously making the last student
on notecards, have them discuss their their new classmates!
feel better. Make sure you quiz your
facts with a partner. After groups have
students throughout the week to see if
had some time to discuss, come back Variation: Send students around the
they can remember everyone’s names
together as a whole class. The part- building with cameras (phones work
and favorite words. I’ve also made a
ners will take turns sharing facts and nicely these days) and take a picture
practice vocabulary quiz using each
the rest of the class has to guess of something in the building that they
of their favorite English words before
which partner the fact is about! Give think defines them or could describe
which is a great way to transition them
a point to the partners who guess the them.
into your testing style.
facts correctly and a point to the part-
ners who are able to fool the class.
Variation: Instead of having students
say their favorite English word, have

17
 6 WORD ASSOCIATION
A great speaking activity that
Variation: Before putting students into
pairs, collect the students’ pictures
and randomly redistribute them to dif-
ferent students. The students will then
STRESSFUL FOR EVERYONE, BUT
THESE ICEBREAKERS WILL HELP
YOU AND YOUR STUDENTS GET
helps to loosen up nervous students TO KNOW EACH OTHER IN A FUN,
on the first day is a word associa- have to describe to the class what is
INTERACTIVE WAY TO HELP BUILD
tion game. One student says a word going on in the picture. When they
THE CLASSROOM ENVIRONMENT
(choose a category like travel if you finish, ask the artist of the picture to
ALL YEAR LONG!
wish to narrow things down) and the say how close that student was and
next person must say a word asso- to narrate what actually happened in
ciated with that word, the next stu- their life event.
dent says a word associated with that
word, and so on. If another student
challenges the association, the stu-
dent must justify how those words are
9 I’M COOL BECAUSE...
If students are getting sluggish
related. Make it a competition to see and you need them to move around
who can get the most points if you the first day, do this activity. Have all
want to add a little friendly rivalry in of the students seated in a circle and
the mix. you as a teacher stand in the middle.
To start off the activity, you will say “I’m
Variation: To make things more chal- cool because...” and then finish that
lenging or adapt this activity for a sentence with something that’s true
higher level class, put extra restric- about you, for example, you’re wear-
tions such as the word you say must ing blue jeans, you speak 3 languag-
begin with the last letter of the word es, etc... Then, every student who
the previous student said. For exam- shares that fact in common with you
ple, if Student A says “Japan,” Student must stand up and find a new seat.
B might say “ninja.” You also will need to find a seat mean-
ing that one student will be stranded

7 WHO AM I?
A great way to mix students up
in the middle. This game is great for
finding commonalities and getting in
some good laughs!
to arrange them into groups or just get
them speaking to one another is to put Variation: Play “I have never....” in-
nametags on the back of the students stead. When students are in the mid-
of famous people, teachers, movie dle, have them call out things they’ve
characters etc... Make sure that these never done and have the students
people will be well known by all of your move who have done those activities.
students. Students must walk around
with their nametag on their back that
they cannot see and ask questions to
their classmates about who they are.
10 3 COMMON, 1 UNIQUE
This activity is good for
small groups. Randomly group stu-
Variation: If you wait a few days and dents into three or four and give them
do this activity on the 2nd or 3rd day a time limit to discover three things
of class, you can put a classmates’ that all members of the group have in
name on their back and their peers common and one thing that is unique
will have to know that classmate well for all of them. When the time is up,
enough to describe him or her to the have each group report to the class.
student. This is a great way to review Then, change up the groups and have
names! them do it again with their new class
members. If it starts to get too easy,

8 PICTURE STORY-TELLING
To get some of the more cre-
start ruling out common answers like
“We’re all from different countries” or
“We all breathe oxygen.”
ative students included, give each
student a blank piece of paper. Tell Variation: Try this with the whole
them to draw a picture of an event class after doing it in small groups.
that happened to them recently, for If they’ve been good listeners, they
example, a vacation they took, or a should be able to recall many things
graduation ceremony etc... There can that all students had in common. It
be no words on the paper. Put the stu- may take awhile, but there are surely
dents into pairs and have the partners at least 3 things the whole class has
guess what went the event was based in common!
on just looking at the picture.
THE FIRST DAY OF SCHOOL CAN BE

18
Where There Is no Smartphone:
De-Technologize your Lessons
ESL/EFL websites are flooded with • Check accessible papers and mag- tions in English with partners and
new techniques to add technology to azines for material in English to cut record their texts in a journal a few
the classroom, and help online has out. times a week.
moved almost entirely in the direction of • Copy vocabulary lists onto the • Instead of tweeting, have them
needing more and/or adapting teaching blackboard for them to record into write down three times a day “how
materials for a rapidly advancing tech- notebooks. they feel” or what “their status” is
nological world. Many teachers live in in a journal. They can share them
• Focus on speaking instead of read-
remote global areas where technology with the class every week. It will be
ing and writing if you have few writ-
is not easily available or reliable, how- amusing.
ten options. They probably need
ever. What options does the EFL/ESL
that skill more anyway! • If they have access to cameras, or
teacher have in those places where
• If they have Internet and Smart- have them on their older model cell
there is no Smartphone, notebook, or
phones, give them excerpts from phones, have them take pictures
tablet?
e-books and tell them to read them of five new vocabulary words that
they encountered in their worlds
ADAPT TO ABSENCE as homework assignments.
and “share and tell” with the class.
OF TECHNOLOGY IN • If they have no Internet but have
THESE SMART WAYS
5
cell phones, copy audio book mp3s
to their devices and have them lis- WHERE YOU HAVE

1 WHERE THERE IS ten to them and answer questions NO PROJECTOR

or journal as homework assign-
NO PRINTER ments. Projectors make life much easier, but
there are ways to get around the big
Not having access to a printer may

3
screen.
seem like a serious dilemma for an ESL WHEN YOU HAVE
• If you have a decent computer
teacher, especially if she is from the de- NO INTERNET
veloped world, but she just needs to monitor, make the words on your
apply a little creativity! Plan ahead, and gather resources you PowerPoints really big and have
need for upcoming classes while visit- students sit close together to watch
• Flashcards: have students (or your slide show.
bored local kids) draw and paint ing the city or wherever you can man-
pictures on cardboard you saved age to link in. You might be able to print • Draw! Use big pieces of paper and
from your cereal boxes or whatever things in advance while at the Internet crayons. If you really live in a place
consumer goods you are able to café as well. If you do not even have without Internet, Smartphones, and
buy in your area. Internet close by, call people and ask printers, you are probably bored
them for advice! Call your friends or anyway.
• Worksheets: block print on paper other ESL/EFL teachers in your net-
if you have paper and access to • Take students on field trips to see
work to help create learning objectives and experience new vocabulary
a copier, or hand write on a giant and materials.
sheet of paper or blackboard for words and grammar concepts. If
you are teaching fruits and vegeta-

4
students to copy exercises. The
extra writing will reinforce concepts
WHEN YOU HAVE NO bles, go to the market! If you are
for them! SMARTPHONE teaching present progressive, go
to the playground or the gym and
• Tests: apply the same method as Increasingly, activities online are sug- describe what you, your students,
for worksheets, or give tests ver- gesting integrating Facebook, Twitter, or others using the park are doing.
bally. and other remotely available tablet and “Anita is playing soccer.” “The child
Smartphone social media applications. is swinging.” “They are drinking wa-

2 WHERE THERE ARE

NO BOOKS
You can still apply social networking ex-
ercises, but in offline adaptations.
• Develop an exercise where stu-
ter.”

IF YOU ARE CHALLENGED WITH

If your area has no printers, it probably dents have to interview a certain TEACHING EFL IN A RURAL OR
has few or no books. What do you give number of classmates in real life TECHNOLOGY-LACKING AREA OF
them to read to practice? as opposed to on Facebook. They THE WORLD, DO NOT SWEAT, BUT
• Make copies of pages of your own will actually have to get together in EMBRACE IT!
books or magazines and cut out groups as opposed to chat online. The reality is that you can still teach
good example sentences. (If you If they live in an area with little tech- without a Smartphone despite what the
worry about piracy laws, remember nology, they are probably thrilled for Internet is telling you, and, if you apply
that publishers never had what you a reason to get together anyway! a bit of creativity, your classes might
are doing in mind when they copy- even be extra experiential and learning
• If they have basic cell phones,
righted the material.) friendly as a result.
have them text message conversa-

19
 Make Your Life Easier: 10 Steps
to Good Co-teacher Relations
Expectations vary culture to culture. of respect and appreciation. Bring a
MANY ESL TEACHERS, ESPECIALLY For example, in Korea, your principal small gift for your co-teacher on spe-
IN KOREA AND OTHER AREAS OF has a massive amount of control over cial occasions regardless of which
ASIA, SHARE THEIR CLASSROOM the teachers compared with most of your cultures those occasions are
WITH AN ENGLISH TEACHER FROM western nations. A suggestion from based in.
THAT COUNTRY. them is not a suggestion, it’s a direc-

7
These co-teachers help translate in tion. Now, places will make exceptions TAKE AN INTEREST IN THE
class, share the marking, help with for you as a foreigner, but the sooner
discipline, and often are tasked with CULTURE AND LANGUAGE
you learn what is actually happening
helping the Native English Teacher the more able you will be to at least Ask questions about the culture.
negotiate the school bureaucracy understand why you are getting odd People appreciate it when you make
and the local culture. This means that looks for not attending that meeting an effort to understand and adjust to
poor relations with a co-teacher can where you won’t understand a word the culture around you rather than
quickly make an ESL teacher’s life that is spoken. expecting everyone to adjust to your
very unpleasant. Here are a few tips expectations and cultural norms. Try

4
for smooth sailing with your co-t.
TAKE AN INTEREST to learn snippets of the language from
your co-teacher. There are some oc-
BUILD UP EFFECTIVE Everyone likes to feel like their casions when a co-teacher seems
RELATIONSHIPS WITH colleagues are interested in them stand-offish simply because they are
COLLEAGUES USING and their lives. Ask questions (po- a little shy about their English pro-
THESE IDEAS litely) about what your co-teacher will nunciation. Making a ton of mistakes
be doing on the weekends and eve-

1
trying to learn their language will help
SMILE nings. Where did they grow up, do put them at ease with their own abili-
they like teaching, do they have any ties.
Seems simple right? That’s be- kids? Before you start asking ques-

8
cause it is. Nobody likes a sour puss. tions though, try to get a sense for
Smile and be friendly. It will take you a TRY TO SWITCH
what types of questions are cultur-
very long way. ally acceptable. For instance, often PERSPECTIVES
things that are completely hands-off in

2
This can be pretty difficult, but when
YOU DON’T KNOW the west (age) are the first questions there is a conflict, make an effort to
WHO CAME BEFORE asked in hierarchical cultures where look at it from their perspective. Un-
age is important in determining social derstand that it may very well be that
It’s going to take a while for you to station. this foreigner shows up, takes up
understand the context of your co-
some of their class time, doesn’t un-
teacher’s reactions, and the truth is,
they might not be that enthusiastic
about having you with them in the
classroom. A lot of English teachers
5 GET INVOLVED
School staff will occasionally
derstand the way things work here,
and is now blundering around and
making a royal mess of things. It’s im-
get together for coffee or drinks. Ask portant to understand that you might
only stay a year and some make it about these outings, try to finagle an actually be the bull in the china shop.
clear that teaching is just a means to invitation. In the event you are invited Recognizing that (and stopping all
a year-long vacation for them. Even if make every effort to attend. Also, get thrashing) is the first step to figuring
you are an amazing teacher it will take involved as much as possible with out how to disentangle yourself with-
a while for your co-teacher to be sure activities within the school. Does ev- out causing further damage.
of the fact that you are not another ya- eryone gather for coffee at a certain

9
hoo like your predecessor. Frosty at- time? Show up, try and participate in
titudes might have less to do with who the conversation, or even just listen. THIS MIGHT NOT BE
you are and more to do with what you Sometimes, just being present makes THEIR IDEA
represent when you first arrive. a difference.
Co-teachers are often the bearers of

3 6
bad news. If your co-teacher is one
DIFFERENT CULTURE-DIF- GIFTS of the few people in your school who
FERENT EXPECTATIONS speak English, they might just be the
This does not mean shower your
co-teacher with presents. Little things messenger, and I think there is some
Coming mostly from western cultures,
like bringing in snacks and/or coffee rule about shooting messengers.
ESL teachers have a pretty firm idea
for the office. Make the gifts small and Things get lost in translation. Their
of what the workplace expectations
fitting. Know that many cultures see boss might be coming down on them
are in that context.
giving these small tokens as a sign because you broke a rule you did not

20
know was there (or did and chose
to ignore) and now they have to tell
you. The fact that they are doing all
of this in their second language and
under stress means that the message
might not come across the way they
intended.

10 NO MATTER HOW
RIGHT YOU ARE,
YOU STILL MIGHT BE WRONG
Their proposal makes no sense. Your
answer is perfectly logical ... to you.
What they want would create mas-
sive amounts of extra, unnecessary
work, possibly be detrimental for the
students, and doesn’t make sense!
Guess what? Within the context of
their country and this job they are
right. The key is to not fight for lost
causes and to understand that your
co-teacher is not being malicious.
They are likely as frustrated by your
resistance as you are by their insis-
tence. Don’t be bitter. It’s part of that
adventure you were after. Shrug it off
and move on.

CONCLUSION
Now there is a chance that even if you
follow all of these tips, things will not
be all butterflies and unicorns.

Some personalities just don’t get

along. But, if you try all of these, you
should at least be able to work with
the person without one of you killing
the other. Bad co-teacher relation-
ships are not that common. So, new
teachers: go in with an open mind.
That way, it’s more likely that you will
have a year (or more) of happy friend-
ship ahead of you.

21
 6 Tips to Help You Check
Comprehension
SOMETIMES IT JUST COMES NAT-
URALLY, BUT ACTUALLY “DO YOU
UNDERSTAND?” IS THE BIGGEST
HOW TO CHECK
COMPREHENSION
WITHOUT ASKING ‘DO
3 CHECKING QUESTIONS
WITH QUESTIONS!

TABOO QUESTION WHEN TRYING YOU UNDERSTAND?’ The quickest way to check a learn-
er’s understanding is by asking other
TO GAUGE WHETHER YOUR ESL

1
questions. This can be done when
LEARNERS UNDERSTAND THE PUT YOURSELF IN YOUR learning vocabulary, grammar or in
POINTS BEING TAUGHT. STUDENTS’ SHOES reading comprehension. Checking
With such inviolable questions, learn-
new terms and information with short
ers feel obliged to answer “yes” but Everything taught or referred to in the quick questions is a surefire way of
how do we really know that they do un- ESL classroom needs to be checked gauging whether your learners have
derstand? Anyone can get around this for comprehension. Some simple caught on and whether your instruc-
by just answering “yes”. The phenom- things that we believe to be easy may tion has been clear or not. For ex-
enon of just answering affirmatively is just seem like a totally new tongue to ample you’ve taught the word ‘pool
more common with adult learners who your learners – well it is! Firstly, we boy’. How can you test they have re-
have more of a fear of being wrong, have to remember that they’re not ally understood what a ‘pool boy’ is?
but it’s not uncommon with younger learning in their L1 so there are more Ask them short closed questions that
learners too who could be tired, un- chances that things will get lost in require “yes/no” answers to determine
willing to answer the question or the translation so to speak. To really un- whether they know it or not. “Is he a
fear of being teased by their peers for derstand how it feels to be your stu- lifeguard?” “Does he clean the pool?”
answering the wrong answer. dent, imagine what it feels like to be “Would he bring you a cocktail?” “Is
listening to a seminar or lecture that’s it his job to serve you?” The above-
Learning how to ask concept check- completely above your head for ex- mentioned are a few example ques-
ing questions is one of the first things ample, astrophysics. Even better still, tions that could be asked to check if
that ESL teachers learn in their TES- jump online and play and try to under- they know the true meaning. Asking a
OL or CELTA courses. However, even stand a college video lecture that’s question that requires the word “may-
though we’re well-equipped with the totally out of your expertise area and be” could also make the learners think
knowledge on how to ask them and see how much of it you can actually a little more and it’s a good idea for
we know their importance, we often grasp – this is exactly how your lan- more advanced learners and if time
fail to do so and slip back into old ways guage learners feel sometimes when allows you could also get the learners
and dirty habits of asking our stu- points are not explained properly. For to justify their answers.
dents “do you understand?” It is those many ESL teachers, they forget what
teachers, who regularly use concept it’s like to be a student and for others Asking questions with “yes/no” an-
check questions in their classrooms, who have never studied another lan- swers will take the pressure off the
who are more effective in their teach- guage, they just have no idea. learners to give full answers. In this
ing and thus get better results. So,
way you’ll give the learners more
what exactly is a concept check ques-
tion? Concept checking is a method
employed by ESL teachers to check
the students have understood what
2 NEVER TRANSLATE!
No translation is the golden rule
confidence as they’re only required
to speak one word and there’s very
little focus on one student. Addition-
of ESL teaching – translating basi-
ally, asking closed questions is the
has been said in quick and short ways cally goes against everything we’ve
fastest way to check comprehension.
without asking that question “do you ever learned as ESL teachers. While
You can move around the class and
understand?” This way of checking it may seem easier just to give a quick
ask individual learners about different
comprehension allows teachers to translation when we’re met with blank
things or you could ask the questions
check whether the learners have fully looks, it can actually be more det-
to the class as a whole and have the
understood, whether their teaching in- rimental to their learning. The main
learners answer in unison. Having
structions are clear or not and it also reason why translating should be
the students answer in chorus at the
helps to clarify points that are still a bit avoided at all costs is that from lan-
beginning will make the learners feel
of a grey area of not. While concept guage to language there are different
more at ease with answering such
check questions are not a difficult no- ideas, concepts and behaviors which
quick fire questions without thinking
tion, it does take time to get used to are alien to our learners – things that
too much.
them, but just like everything else it just don’t exist in their L1, therefore
will get easier the more you practice. they can’t be translated.
Avoid using the target word in the
question if possible. If you’re trying to
convey the word “peace” you wouldn’t
say “is peace quiet?” Write the focus

22
word on the board and ask simple will also improve retention in the future
questions such as “do we fight when as it’s been proven that putting words
we have it?” “can we touch it?” “can I together with actions helps in the ac-
have it in my mind?” “do most people quisition and retention of vocabulary.
want it?” Repeating the same word
over and over again could become
confusing and it’s easier just to have it
in front of them visually rather than be
6 OPPOSITES/SYNONYMS
Using a little bit of variety in your
heard in every question. concept checking methods will make
them more effective. Another great

4 PICTURES
It’s true what they say – pictures
and quick method of checking compre-
hension is to ask your students for the
opposites of words. Or you could ask
tell a thousand words. The great thing them if something is the correct oppo-
about pictures is that everyone sees site, “is empty the opposite of clear?”
the same thing. If one student sees a “No?” “What is?” Using synonyms and
lemon, the rest of the students see a opposites will not only check their ac-
lemon too. Pictures, if chosen wisely, quired knowledge, it will also help in-
can clearly show the image of animate crease their vocabulary banks at the
objects. Pictures are especially good same time.
with younger learners and beginners
as there’s a lot of repetition. If you’re
trying to teach the meaning of steak,
REMEMBER FOR YOUR LEARNERS,
hold up two or three pictures showing
THINGS IN ENGLISH DON’T COME AS
people eating different foods and ask
NATURALLY AS THEY DO IN THEIR
the question, “Which picture shows
L1.
When teachers inundate their learn-
the people enjoying a steak?” The
ers with difficult instructions or com-
learners will then answer picture A, B
prehension questions it could leave
or C.
them feeling slightly inadequate and
exposed which will have a negative
In order to work with pictures for con-
effect on their learning. A good ESL
cept checking you’ll need to be super
teacher will continue to check their
organized. While quick and short ver-
comprehension in quick non-obtrusive
bal concept check questions are easy
ways to ensure understanding and
to come up with on the spot for the
learning is taking place no matter what
more experienced ESL teacher, pic-
their level or age is as our number one
tures are not – and even if you wanted
goal is to have our students learn and
to quickly sketch them on the board,
learning can’t take place if there’s no
it wastes a lot of unnecessary time.
comprehension.
When planning a lesson, it’s neces-
sary to decide which words will be the
key words and which words they’re
unlikely to know. Time needs to be
taken to gather the resources – the
traditional methods would have ad-
vocated flashcards but these days it’s
much easier to use the internet and
powerpoint if you have access to them
in your classroom.

5 MIME IT
For younger learners a great
way to check they’ve got it is by ask-
ing them to mime. Young learners
respond well to actions and the total
physical response is an effective way
of learning. Call out the words and
have your students act them. It can be
used for simple actions, but it can also
be used for things, especially if they’re
in pointing distance from your learn-
ers. A quick action or a simple point
of the finger will let you know whether
they’ve caught on or not. This method

23
 Get Them Talking: 3 Activities
That Motivate Students to Speak
One of the greatest challenges we then circulate and try to find the coun- are a winner. If they lose they go back
face as EFL teachers is getting our terpart to their card. When they do, to the bottom level. Continue the game
students to actually use the language they find a teacher and read out the until you reach a pre-set number of
in class. Many students are very shy question and response as a dialogue. winners.
about using English, worried about If they are correct the teacher marks
their grammar, accent, or many other each of their slips (the students keep Some versions of this game associate
mistakes. Because fluency is so im- the completed slips) and hands them each level with an animal or action.
portant for daily communication in any two new slips from the next set of The students who are on that level
language, we as teachers need to find questions and answers. Students then must act like the animal so they can
some way to get them talking. Reward go and try to find a match for their new locate one another.
systems and tying class attitude and slips. Mark the slips to make sure stu-
behaviour scores to participation cer- dents do not try to use the same slip To extend the amount of time this
tainly helps address this problem, but to match with several different people. game takes, the loser of each battle
forced participation is never as produc- The marks also serve as points. Con- can go down a level. Also, if a student
tive as when participation voluntary. To tinue this process for either a set time playing rock, paper, scissors against
this end, it is worth the teacher’s time limit or until all of the slips have been the teacher loses, the entire class
to use speaking activities that get the handed out. When the activity is over goes back to level one.
students excited and participating for the student with the most marked slips
that reason instead of coercion. is the winner. This game can be very difficult to mon-
itor, as the students are all over the
Games are one of the best ways to For higher level classes, stipulate that classroom and all talking at once. One
accomplish voluntary participation, all communication when trying to find method to help with this is to have the
even among the lower level and shy their partner must be done in English. students police themselves. Tell them
students. Adding an element of com- that if they see pairs playing rock, pa-
petition, especially on an individual
basis, encourages students to try their
best and helps them lose their inhibi-
2 PYRAMID GAME
This game requires very little
per, scissors without first completing
the dialogue they can tell you and you
move the students down a level and
tions around speaking English in front preparation on the teacher’s part. All require them to complete a dialogue
of their peers. So here are three tried that is really needed is four increas- set in front of you to advance. Also,
and tested speaking games that have ingly complicated dialogue pieces. To emphasise that if one person cannot
proven to be effective and a ton of fun. help with student clarity, I either draw a complete the dialogue then the other
pyramid on the board, or have one on person advances without any need to
a presentation slide. Divide it into four go through the rock, paper, scissors
HOW TO PROCEED levels. Each level is associated with process.
a two or four line piece of target lan-

1 MATCHING ACTIVITY
This activity only really works for
guage that the students have learned
in the unit. From the bottom to the top
they should be easiest to hardest. All
Students seem to appreciate the ele-
ment of luck that rock, paper, scissors
introduces into this activity.
topics in which there are specific an- students start at the bottom and must

3
swers for specific questions or specific
responses to certain situations. Some
work their way up. They do this by find- SENTENCE ELIMINATION
ing another student on their level and
preparation is required on the part of GAME
going through the dialogue together. If
the teacher. Create a set of question/ one student can’t complete their part This game is one that works espe-
situations and the correct answers/re- of the dialogue they remain on that cially well for low level classes as it
sponses. For a class of 30 it’s best to level and their opponent advances to does not require using English freely.
have 15 of each. Print four or five sets the next level. If they both successfully The teacher must prepare a presenta-
of these (more for advanced classes) complete their half of the dialogue, tion with one sentence on each slide.
and cut them up so that each question, they play rock, paper, scissors to de- I usually create a conversation based
situation, answer, or response is on its cide who advances. Once they have on the topic and using the dialogue the
own small slip of paper. Be sure that completed all four levels , they come students have most recently learned.
you keep them in sets (ie. one full set and find the teacher. The teacher can Ideally, use relatively short sentenc-
of answers and one full set of ques- ask them any question from the entire es. If you can get several one or two
tions – not all the questions in one pile unit, or preceding units for high level word responses in there it keeps the
and all the answers in the other). classes. If the student gets it correct students on their toes. To make things
they play rock, paper, scissors against more interesting you can add several
In class, hand out one set of answers the teacher. If the student wins they other picture slides between the sen-
and one set of questions. Students

24
tence slides. One is simple an ‘out’
slide. If a student gets that slide on
their turn they are out. One is a slide
that does not affect the student that
gets it but the one who is next. If that
student is still in the game, then they
are out. If they were already out then
they are in. The final kind is a ran-
dom action (make kids jump and say
something or whatever). They must
do it within five seconds or they are
out. Whatever you do, you will need
at least one slide per student with a
few extras.

Once in class, have all students

stand up. Set an order among them.
When each student’s turn comes they
have the choice of reading one or
two words from the sentence on the
screen. Not more or less. Whoever
is forced to read the last word of the
sentence is out. Depending on what
other slides you have included, there
is also a sense of randomness when-
ever you change the slide. Keep go-
ing until there is only one student still
standing. They are the winner.

CONCLUSION
I have found these games are great
ways to get the students speaking
for the last half of class. I usually tell
them there will be a game if they are
well behaved and participate and that
increases the speaking level even be-
fore the game comes out. Be aware
that all of these games can get a bit
noisy as the excitement builds. Frank-
ly, that’s part of the fun and it’s what
helps the kids forget their inhibitions.
So, try one out and enjoy the laughter!

25
Kick start your students’ creativity
with these 9 tips for using images
Ask the students to match the correct or at a festival. The students should
USING AUTHENTIC MATERIALS IS headline to the photograph. Another op- work in pairs and first of all discuss what
ALWAYS A GOOD IDEA AND USING tion is to just give out the photographs they see. Then ask them to think about
IMAGES TO GET YOUR STUDENTS’ CRE- and ask students to make up their own how someone would feel in that place
ATIVITY GOING MAKES FOR ENJOY- headlines and then give them the cor- and come up with a story idea based in
ABLE, INTERESTING AND REWARD- rect headline and compare. the setting. They could then work on de-
ING LESSONS. veloping the story.

HOW TO PROCEED
4 CATCHY CAPTIONS
This is a fun activity and should
8 USING PICTURES TO PRAC-

1 A GOOD START TISE GRAMMAR POINTS

bring out the humour in your students.
TO THE WEEK Give out some photographs of varying Pictures can be useful when teaching
types. Maybe you could find pictures of grammar. For example giving students
For the first lesson of the week a nice animals or people in strange situations pictures of people doing various activi-
warmer is to use some newspaper pho- or with strange expressions on their fac- ties and then asking them to describe
tographs that represent news stories es. Students should then come up with what they see will encourage the use of
from the previous week. Select pho- captions for the photographs. This could the present continuous. Using pictures
tographs that are linked to a variety of be made into a competition with voting to encourage the correct use of preposi-
news stories. Make sure you choose for the funniest captions. tions can also be useful. Give students
photos that have a range of difficulty: a picture of a room and in pairs ask

5
it’s always good to have a couple of CHARACTER CREATION them to describe the position of different
more obvious ones. Put your students objects -- encourage peer correction.
into pairs and stick up the photographs Photographs can be used to help

9
around the classroom. Ask the students students create characters in creative
to go and look at the photographs in
PICTURE DICTATION
writing lessons. Give out some images
their pairs and discuss which news sto- of people with differing ages, situations, In an Upper Intermediate or Ad-
ries they think they are related to. They nationalities etc., try and choose strong vanced class put students in groups of
should then make a list of the photo- images of interesting looking charac- 3 or 4. Give one student in the group
graphs and write down the stories that ters. Ask your students to use the photo- a picture of a famous painting and ask
they refer to. If they don’t know ask graph they are given to create a charac- them to describe what they see. The
them to create a story idea to match the ter profile. This is a great way to get your other students should try to draw a rep-
photograph. The pairs should then join students to use character adjectives. resentation of what has been described.
up with another pair and discuss their They should describe what they see but They can then compare their drawings.
ideas. Class feedback usually brings also what they think the character’s per- Continue until each person in the group
out some fun and interesting ideas. The sonality, lifestyle and occupation is. has had a chance to describe a paint-
nice thing about this warmer is that it ing.
can be used every week with different
stories.
6 CHARACTER CREATION
EXTENSIONS You can also use picture dictation for
lower level groups to practise vocabu-

2 DISCUSS AND DEBATE

Images can also be used to prompt
One way that the above idea can be ex-
tended is to get your students to team
up with another. They can then put both
lary of position and prepositions. Use
pictures that show a room and again
in groups of 3 or 4 ask one student to
a discussion or debate. Choosing a their characters into a situation where describe the objects in the room and
strong photograph which represents a there is a conflict and write a short dia- where they are situated. The other stu-
controversial topic can be a great lead logue. The students can then role play dents should try and draw a plan based
in to discussion or debate lessons. For their dialogues in front of the class. An- on what the student says. It is advisable
debate lessons choosing two images other extension is to write a monologue to choose the strongest student in the
that show contrasting views on a top- using the character they have created. group to describe first.
ic can be a good starter. For example

7
choosing a picture of a beauty pageant
A SENSE OF PLACE USING IMAGES IN YOUR CLASS-
alongside a picture representing child
exploitation can evoke a strong debate. Images of places can be very evoc- ROOM WILL MAKE LEARNING FUN.
ative and can promote the use of some GIVING STUDENTS AUTHENTIC AND

3 USING NEWSPAPERS
Put students into groups of 3 to 4
great descriptive language. Choose
some photographs that are strong visu-
ally. Maybe they show extreme weather
INTERESTING IMAGES FROM WHICH
TO PRACTISE THEIR SPEAKING OR
WRITING SKILLS WILL ENCOURAGE
and give them a mixed assortment of or idyllic scenes or you could choose ur- THEIR CREATIVITY AND LANGUAGE
newspaper photographs and headlines. ban scenes of people living on the street USE.

26
Creating an Effective Learning
Community
A lot has been written about diverse reflective on the topic, and in this way is a source of constant amazement
classrooms and their advantages. they also got to learn each other’s to me that California youth who may
From many years of experience as an backgrounds -- if they had second have taken Spanish from kindergar-
instructor in diverse classrooms, I can language/cultural experience, for ex- ten onward leave high school without
attest to this: there is nothing quite ample, or if they shared the same in- being able to communicate in the lan-
as energizing as the flow of ideas, terests in reading material. guage at all.) Because students have
sometimes heated, that comes out of this shared experience, and probably
a classroom among people of vary-
ing levels of maturity, cultural back-
grounds, and socioeconomic status.
2 INSTRUCTOR MODELING
Instructors must model the be-
have reflected on it, they can discuss
why the instruction was so ineffective
and what might have improved it.
However, that is not to say that these havior they wish to see in students: in
classrooms are without disadvantag-
es.
this case, authentic concern for each
student and her experiences. If the in-
structor treats each student as if her
4 CORE TOPICS OF SOCIAL
AND CULTURAL CONCERN
An inherent concern in the diverse contributions to the class discussion Once students are comfortable dis-
classroom is initial student alienation are valuable -- and invariably they are cussing more universal topics, they
from each other. What, after all, does -- then the other students will act ac- can begin discussing specific social
the eighteen-year-old female fresh- cordingly and take an interest beyond issues that are still of general con-
man have in common with the male the students of similar background cern. For example, one of the course
veteran in his thirties readjusting to that they might normally gravitate to. readings was written by a man serv-
being a civilian? Or to the student For example, a number of students ing a life sentence for an unpremedi-
with gang/criminal history trying to had unexpected opinions on the top- tated murder committed when he was
straighten out his life? To the young ics of our criminal justice system and a young man. He wrote compellingly
immigrant student longing to break treatment of drug offenders -- unex- about how the prison system, focused
free from the confines of his parents’ pected and perhaps unacceptable, on punishment rather than rehabili-
boundaries? How does the instruc- in a traditional college setting. But by tation, was ineffective in addressing
tor create a community of students of modeling listening to their opinions on crime -- mostly committed by people
such varied background and goals? It the topic, even if they weren’t entirely such as himself: young males with
is a challenge, but it can be done. socially acceptable -- e.g., opinions poor impulse control who would not
on the criminal justice system, drawn in their lives commit another crime.
from personal experience of involve- Because most students have some
HOW TO CREATE AN ment with that system--respect for dif- experience with crime -- either as
EFFECTIVE LEARNING ferent viewpoints was modeled. victim, or a relative of a perpetrator,
COMMUNITY sometimes themselves a perpetrator

1 INITIAL ICEBREAKING
ACTIVITIES
3 GROUP WORK/
DISCUSSION
-- all were concerned with the topic
and had varied perspectives on it to
share. Entering a dialogue with each
Discussion of course readings is one other on a topic of importance deep-
Group activities should be incorporat- of the activities that can really get ened understanding of the topic and
ed from the first day, in learning about students exchanging ideas with each each other.
the class together. On the first day, other. The discussions are based on

5
have students work in groups to come core class readings, on topics such EXTENDING THE
up with three to five critical questions as language use and learning, from
they have about the class -- they can DIALOGUE: ONLINE
writers like Amy Tan and Richard
then read the syllabus to find the an- Rodriquez, both of whom have writ- DISCUSSION BOARDS
swers or ask the instructor. Further ten compellingly of their experiences
ice breaking activities related to the The dialogue can be further extended
in growing up in bilingual homes and to online discussion threads, if your
course content or college life can be of language learning. Language is of
incorporated in the early days of the class has a companion website or
course a universal -- everyone has “learning management system,” as
class in surveys to find out peers’ col- experience with it, and it is through
lege majors, for example, or past ex- many do today, such as Blackboard
dialogue here that students can be- and Turnitin, websites set up spe-
periences related to the course con- gin to exchange opinions and experi-
tent. For example, as the first writing cifically for classroom use and which
ences. For example, many students can be modified by individual class
assignment, I had students write their have had the experience of suffering
“literacy biography,” in which they dis- need. I posted some of our topics on
through foreign language classrooms the discussion threads portion of the
cussed their own experiences with with less than effective instruction (it
reading and writing. All students were site, asking students to post once to

27
 the topic and to at least two peers’ ing over and over again with the same
responses. This got students more peers -- usually those they happened
involved in the topic and deeper re- to be seated near. In teaching the
sponses their peers were developed class again, I would make sure that
as students were more able to reflect students changed the groups every
than in a face-to-face discussion and day.
did not have to worry about turn-tak-
ing as they did in class. In addition,
THERE ARE CHALLENGES AS WELL
introverted students who had trouble
AS BENEFITS TO WORKING IN A
speaking up in class were drawn into
DIVERSE CLASSROOM.
the dialogue more. Most students
However, with teacher planning and
went beyond the required participa-
effort, students can move beyond ini-
tion because they became committed
tial discomfort to sharing their experi-
to the dialogue.
ences enough to feel comfortable in

6
the dialogue with each other and cri-
INDIVIDUAL PROJECTS tique of their each other’s work that
AND RESEARCH BASED make an effective learning commu-
ON STUDENT INTEREST nity.

Once students have become accli-

mated to the academic dialogue, they
are ready to develop the dialogue
more through independent research
and writing on a topic of individual
interest. It is here that students are
really drawn into what it is to be a col-
lege student. Some students chose
to write about topics we had been
discussing, such as gun control, but
others chose to research a topic of in-
terest to themselves -- cleared by me,
the instructor, for appropriateness
(they invariably were.) One young
man, a returning student, researched
the value of the four-year, liberal arts
degree, focusing on the drawbacks
(expense, time, lack of focus on stu-
dent need and interest, all leading to a
high attrition rate). This research gen-
erated a great deal of interest from his
peers and led to students considering
focusing their college goals early and
learning ways to limit expense. In ad-
dition to generating interest in other
students, students who posted their
writing received feedback on ways to
improve their work from their peers-
-critique they were receptive to as
they now knew and were comfortable
with each other.

7 CAUTIONS: HEATEDNESS.
MIXING UP THE GROUPS.
Are there some concerns in students
sharing diverse opinions? Of course.
A major one is the concern of con-
versations getting overheated, which
quieter students in particular may find
uncomfortable. Usually a reminder
from the instructor to respect each
other in exchanging opinions is all that
is needed. In addition, a problem I en-
countered last semester was groups
“solidifying” early, with students work-

28
This is Boring...: Sure-Fire Ways to
Turn Your Students on to Reading
I wasn’t sure that it would be of inter- dition, even experienced readers of the
One of my first teaching experienc- est to him as it was a story of roman- Bible typically study only a page or two
es was in a continuation classroom tic suspense, involving heroines in peril at a time. One young man I remember in
in California, which is a classroom and the heroes who save them, and so particular whom I was tutoring through a
filled with students who have expe- forth — a genre for a largely female au- private literacy program would grimace
rienced school failure in some way: dience. He appeared somewhat dubi- and complain over the text, “Mrs. Levy, I
truancy, poor grades, behavioral ous but insisted that he wanted to buy just can’t deal with this.” He was bright,
concerns, etc. the novel on Amazon. This is a common could decode written English, but had
The goal is to get the students back on concern with developmental readers — poor comprehension skills. I finally said,
track and into the regular classroom. To they believe that there are “shoulds” in “William, you don’t have to deal with it
do that, it would seem to take a specially reading, that it is to be taken like medi- yet remain a religious person. But there
designed program targeting individual cine and not enjoyed, and as if reading are millions of other print materials in
student needs and interests. However, something within their own range of in- English.” It was as if a light came on for
when I arrived, I found students already terests is “cheating” or wrong somehow. him, and I realized he may have come
experiencing reading failure attempting If the student’s main interest is karate or from a home where the Bible might in-
to read William Golding’s “Lord of the some other sport, that is a good start- deed have been the only book available.
Flies,” a mid-twentieth century novel ing place as there are many fine novels We spent the rest of the session search-
on the nature of war, as school boys and other reading material written on ing the stacks and came away with sev-
stranded on a island during WWII await that topic. It is likely then the reader will eral books at his level.
rescue. They gradually form the same identify with the topics and/or characters
kind of separate cultures and war struc- and will have the vocabulary base to un- An alternative for students who really
tures that their parents had and which derstand the material. feel they “should” be reading something
had landed the boys on the island in the spiritual or religious is to suggest stories

2
first place. This is powerful material and EXPAND THEIR INTERESTS excerpted from the Bible and written in
is on the list of recommended books for contemporary English. There are also
high school reading. However, it was not Once students are comfortable editions of the Bible “translated” into
ideal for these specific students: it was reading within their own interests, it’s contemporary American English.
in British English, not American, and time for instructors to expand those in-

4
therefore somewhat “foreign” to them terests. You might suggest to your stu- MAKE IT INTERACTIVE
from the start, due to the vocabulary and dent, “Because you enjoy reading mate-
grammatical differences of the two dia- rial about sports, you might like Bernard As with writing, reading can be a
lects -- it is also in academic language Malamud’s ‘The Natural,’” which is a lonely pursuit, and students are often
and filled with unfamiliar language and classic novel about baseball set in the used to working in groups, and indeed
symbolism. Finally its themes, while uni- early 20th century, but which also draws learning itself has traditionally been a
versal, were still at an abstract level the in a lot of American culture at that time, group process. So understandably stu-
students could not relate to. So the book literary symbolism of heroism, as well as dents might balk at the notion of spend-
had a number of problems that made it the history of baseball. From this read- ing long periods of time alone with a
a poor choice for the class in that it did ing, students might develop an interest text, not sure if they are even under-
not interest students, and therefore they in the history of baseball, for example, or standing it. As might be predicted, their
did not read it nor develop their reading other books by Malamud. The instructor attention starts to wander, and the text
skills. How, then, may a teacher address can then refer students to the library or is forgotten. To counteract this problem,
a class of reluctant readers? There are online or traditional bookstores. the teacher can take a number of steps
a number of ways: such as allowing students to read a por-

1 GO WITH STUDENT INTER-

ESTS
3 GO WITH STUDENT LEVEL
Connected to going with student
tion of the text and then asking ques-
tions, reading aloud while the students
follow along (particularly powerful for
interests is going with their own level, all nonnative speakers as they can hear
I was recently talking to my daughter’s part of banishing the “should” phenom- how the text should sound), or setting
karate instructor, a very bright young enon. I’ve seen really novice readers up the students in groups with compre-
man and excellent teacher who is not, struggle in private tutoring sessions with hension and discussion questions.
however, educated beyond the high reading the King James version of the
school level. However, he told me that Bible, which they brought in to work with SO DOES READING HAVE TO BE
he wanted to start reading more than (not in a public school context where this BORING, INCOMPREHENSIBLE, AND
he did, which wasn’t much as he didn’t would be inappropriate) because they PAINFUL? ABSOLUTELY NOT.
enjoy it. But he wanted to read some thought this was a reading “should.” The With some guidance from the teacher
“good books,” and because my daugh- Bible is difficult material for an accom- in selecting reading appropriate to stu-
ter had told him I had published a novel, plished reader as it’s written in Elizabe- dent interest and level and making the
he asked about that. I explained to him than English and is set in a context and process interactive, students, too, can
society far removed from our own. In ad- discover the joy of reading.
29
 FAQ for Reading Teachers
that focus on language use – primar- have found that teaching vocabulary
MY FIRST READING CLASS WAS A ily verbal. When you are teaching on an as needed basis works best in
CHALLENGE. students how to read long (or short) my reading classes. I challenge stu-
I was filled with questions on how passages from a text book, communi- dents to guess the meaning of unfa-
to apply the instructional methods I cative activities are not as instinctual miliar words in a passage before us-
had studied, and I found that my fel- as they may be in, say, a speaking ing an English only dictionary to find
low teachers were my best resource class. Still, reading can be communi- the definition. If your students make
in getting me through that first year. cative. Discussions are an easy way notes on the meanings of certain
Later, with teaching experience came to incorporate verbal language use words in a reading passage, make
a new role. Now I was answering into a reading class. Have groups of sure they are on a separate piece of
questions for each year’s new crop of students make predictions about a paper. This will encourage students to
teachers. Here are some of the ques- reading selection based on pictures remember what the word means and
tions I asked and answered over the and headings. Do post reading dis- not rely on their notes or translation
years, and you might have too, about cussions to see if students can reiter- for comprehension.
teaching reading. ate the points in an article or retell the
CHECK IF YOU KNOW
THE ANSWERS TO
THESE FREQUENTLY
events in a piece of fiction. Jigsaws
are also great for encouraging com-
munication between students. Have
5 HOW DO I MAKE READING
PRACTICAL/REAL LIFE?
three students read different sections
ASKED QUESTIONS of an article (one to two paragraphs is
The more you can include realia in
your classroom, the more practical
usually enough) and then have them

1
your instruction will be. Think about
SHOULD STUDENTS READ explain their sections to students who the goal of your students. Will they
OUT LOUD IN CLASS? did not read them. If you break your pursue academics in English? Will
article into three parts, put three stu- they use English in their place of busi-
We start reading out loud very early in dents together to discuss the article. ness? Are they studying for some oth-
our own academic careers. As early One student should have read each er reason? Once you have pinpointed
as kindergarten we take turns with our part. They can then tell each other why they are learning English, think
classmates reading one paragraph what they read and piece together the about the types of materials they will
or one sentence at a time from our overall content of the article. need to read in that environment.
text books and handouts. Learning a Academic students will need to read

3
second language, however, doesn’t
HOW DO I CHECK STU- text books and take exams. Business
demand the read aloud skill. In fact,
reading out loud says more about a DENT COMPREHENSION? persons will have to write letters and
emails. Use these materials whenev-
student’s pronunciation skills than it With a little creativity, you can check er you can. You will have to teach dif-
does their reading skills. When stu- reading comprehension in lots of fun ferent strategies for reading – reading
dents read aloud skillfully, it is easy to and communicative ways. Try se- a text book with headings and subject
mistake their good pronunciation and quencing events of a story. Have stu- specific vocabulary is different from
fluency for comprehension, which ac- dents retell the major events of a fic- reading a business proposal. Teach
tually has very little to do with whether tional piece in comic strip style. Have your students how to read the materi-
a person can read out loud. In addi- students write about characters in als they will encounter after your class
tion, if you think about the practical ap- their reading piece or write a letter to and they will have a strong skill set for
plications of English in your students’ that character. Have students act out real life reading when they complete
futures, very rarely will they ever have what they read or draw diagrams of a their ESL programs.
to read out loud. For these reasons, place or item discussed in the reading

6
I do not have my reading students
take class time to practice the skill of
selection. Have students write their WHAT ARE SOME UNEX-
own comprehension questions with PECTED PLACES TO FIND
reading aloud. My preference is that multiple choice or true/false answers,
students read longer passages at then have the class answer all of the GOOD READING MATERIAL?
home and that class time is for com- questions.
municative and comprehension activi- If you are teaching English as a sec-
ond language in the U.S. or other

4
ties. When students do need to read
in class, I have them read silently and SHOULD I TEACH VOCAB- English speaking country, reading
use more effective methods to check ULARY, TOO? IF SO, HOW? sources are all around you. You can
their comprehension. That’s not to say use almost anything to teach your
Nearly every ESL teacher, no mat- students practical reading skills. I
we never read out loud -- it’s just not
ter what class they are teaching, will have used common items like ce-
something I make a point of spending
be a teacher of vocabulary. Without real boxes and ice cream containers
class time on.
vocabulary, one cannot know, under- and others that were not so common

2
stand or use a language. But for read- like movie schedules, weather maps,
HOW DO I MAKE READING ing teachers, vocabulary instruction greeting cards and transcripts from
COMMUNICATIVE? should be secondary. At every level, chat rooms. If you are looking for in-
reading passages will contain words teresting reads for your students, pay
Communicative classrooms are those that are unfamiliar to your students. I
30
close attention for a day or two of all
the things you read. You will probably
find that you read far more than you
realize: traffic signs and instructions,
product manuals, television program-
ming guides, magazines, cooking in-
structions and many others. Make a
list of all these things you read, and
then think about which ones will tie
into your curriculum. For example, I
had my students read an ice-cream
container before reading an article on
the Ben and Jerry’s corporation. (Of
course, we shared the pint, too.) If you
are teaching overseas, you might find
good and creative reading material a
bit more difficult to find, but still take
note of what you read. You can find
many English materials online even if
you can’t bring the original source to
class.

WHETHER YOU ARE NEW TO TEACH-

ING READING OR ARE ANSWERING
QUESTIONS OF YOUR COWORKERS,
I HOPE YOU FIND THESE ANSWERS
HELPFUL.

31
 They Can Learn: 3 Essentials
in Teaching Illiterate Kids
not tell. When teaching to be, make a reading and writing and tell them
IF YOU ARE TEACHING ESL/EFL game using “I, you, he/she/it” and one to ask their parents for help.
TO 5-10 YEAR OLD CHILDREN or two simple adjectives, like colors or Homework that involves inter-
IN A DEVELOPING COUNTRY, OR “skinny”. If a lot of students have blue viewing family members is good
TO IMMIGRANT CHILDREN IN A or red on that day, teach what blue as well.
DEVELOPED ONE, YOU MIGHT FIND and red are if they do not know, and
THAT THEY ARE FUNCTIONALLY then ask “Am I red?” (you are wearing • One day in class make books that
ILLITERATE. blue pants and a black shirt). They will they can take home and share
Most children globally do not learn to look at you confused. Then say, “No, I with their families. A great re-
read until a few years later than de- am blue!” pointing to your blue pants. source for free downloadable and
veloped country kids, and immigrant Then point to a students’ red shirt and printable color-in books is http://
children or children of immigrants say, “You are red!” or “He is red!” They www.readinga-z.com/.
have probably been moved around will just catch on after a few and you
quite often and have received little to can take turns. • Be explicit. Tell parents on the
no formal education. Young children first day of class that they need to

2
love to learn, however, and they learn
DESIGN ALL TESTS be involved!
fast. Teaching English can even help
them learn how to read and write. If AS ORAL
you find yourself tasked with teach- You will need to amend all tests to TEACHING KIDS CAN BE AN
ing enthusiastic illiterates, read these be oral exams. If you can make them EXTREMELY REWARDING
3 essential tips to reach your learning fast and do one-on-one evaluations, EXPERIENCE.
outcome goals. great. An oral test is better because Their natural exuberance for learning
they should practice their speaking and their boldness to try new things,
APPROACH back to you. If you do not have time ask questions, and probe without shy-
ILLITERATE STUDENTS for one-on-one evaluation, create a ness gives them a tremendous stu-
IN AN ADEQUATE WAY hand out accompaniment to an oral dent potential. Don’t let their inability
to read and write and hence learn tra-

1
test where they have to match pic-
AMEND YOUR MATERIALS tures to the words you are saying. ditionally scare you away!
TO TALKING For emotions use smileys. For action
AND LISTENING verbs show action pictures of people
or animals doing things. You can de-
Most ESL/EFL documents available sign a test with a PowerPoint alterna-
on the Internet and in guidebooks, or tively, asking them to pick A or B for
that you already have developed for the right answer to your questions.
other classes, are reading and writing
intensive. Convert them to talking and
listening activities. You can use a little
bit of writing to emphasize points, but
focus on the sound of the words con-
3 GET PARENTS INVOLVED
These kids do not read because
their parents either did not teach them
nected to their meanings. or cannot teach them. Either way, you
want to get them involved. Children of
For example, if you have flash cards this age might learn to read and write
for fruit, either convert them to pic- in elementary school, but if they are
tures or table them for real fruits and not receiving support at home they
repeat each word 5 times. Go around will probably struggle. Here are a few
in a circle with your students and have ways to get parents more involved:
them repeat the words over and over.
Then make a game of it: have them • Make them come to class every
compete for who can pronounce the once and a while and participate.
word first after just showing the food Chances are these parents could
or card. You will see that they can- benefit from learning English as
not write the word or read it, but they well and might be interested! It
know it and can say it just from talking will actively get them involved
and listening! with practicing at home.

For grammar do the same – show, do • Give homework that involves

32
Dyslexia in the ESL Classroom –
5 Ways to beat it!
ways to help a dyslexic student im-
EVERYBODY HAS THE RIGHT TO FACILITATE DYSLEXIC prove their spelling which in turn will
LEARN AND BE WELL-EDUCATED STUDENTS’ LEARNING also be beneficial to your other stu-
AND LIKE IN ANY CLASSROOM WE IN AN EFFICIENT WAY dents as spelling in English is notably
CAN FIND PEOPLE FROM A NUMBER harder than most other languages.
OF DIFFERENT BACKGROUNDS IN
AN ESL CLASSROOM.
Often people are quick to pre-judge
1 RECOGNIZING CONSO-
NANT BLENDS Chunking is a great way to help stu-
dents learn to spell longer words cor-
others with dyslexia and often they’re One of the biggest problems that rectly. Take one word, break it up into
cruelly labeled with ‘lazy’, ‘unwilling’ dyslexic students face is recogniz- different sounds and write the sounds
or sometimes even ‘stupid’. Many oth- ing and distinguishing different let- vertically down the board. E.g. com –
ers are quick to dismiss students with ters. While it’s difficult for them in their mun – i – ca – te. Have the students
dyslexia and brand them ‘impossible own language they probably have an read out each sound one by one with-
to educate’. These students are nei- even harder time with their L2 – not out telling them that it makes a word.
ther lazy nor stupid and they’re defi- because their L2 is more difficult, but Once the students have learned the
nitely not impossible to educate. As because they not only have to man- different sounds and memorized the
teachers we need to be prepared for age their dyslexia but also try to learn simple two or three letter combina-
every kind of student and understand English at the same time. If you’ve tions have them put them all together
that each student has different learn- caught on to the fact that your student as one word. This activity will give
ing needs – in other words we need has dyslexia from the onset then you’ll students more confidence in tackling
to revert back to the very beginning of be more prepared. longer words and dealing with spelling
our teacher training days and remem- difficulties.
ber what we were taught about adapt- Using a simple 10x10 squared grid,

3
ing our lessons. randomly place three different sounds PICTURE IT!
in the different squares for example,
Firstly, we must examine dyslexia to SN, SP, ST. After this ask your student For more advanced students,
understand what it is and how it af- to count how many SN sounds they who really feel silly breaking down
fects our students. While many people can see and so on. This will help your words, mnemonics could benefit them
are under the assumption that dys- students scan across the lines looking especially if they’re visual learners.
lexia just affects reading and writing for specific information and learning Mnemonics is the art of visually form-
skills, it actually affects all four skills. how to recognize the letters within a ing an association with the word. The
Each case of dyslexia varies from the smaller cache. first trick could be to visually recog-
next and the symptoms can be differ- nize through their eyes. E.g. Tenden-
ent among students, however, there’s Another way to practice consonant cy – the word tendency has the let-
one difficulty that all dyslexic people blends is to make flashcards. Each ters EN on either side of the D which
encounter and that’s with the written consonant blend will be made up of helps students add to the layers of
word and their failure to decode or two different cards – one with only the memory which will help them
recognize and interpret letters. Oth- the sound e.g. CL and the other with learn how to spell the word easier.
er signs of dyslexia can be reversed a word that features the consonant Try to encourage students to use their
shapes, skipping words or phrases blend and a picture e.g. CLIP. Have imagination when they picture words.
while reading, incoherent and incon- the students match the cards and read With the word ‘possession’, you could
sistent spelling, word blurring, confu- the words after having matched them. explain to the students that the S let-
sion between left and right, illegible This activity can be used not only with ters are protecting the letter E. If they
writing and even difficulties pronounc- dyslexic students but any lower level turn the S letters into $ signs the word
ing certain phonological sounds. The student that is learning phonological would look like po$$e$$ion and we
biggest misconception with dyslexia is sounds and word recognition. could remember it as a ‘valuable pos-
that it can be cured. While it can’t be session’. Having the students make
cured so to speak, we can help train
the brain in order to manage dyslexia
properly. So how can we help promote
learning among dyslexic students and
2 PRACTICING SPELLING
While most dyslexic students
up little quirky phrases to match the
word’s spelling is also a fun way of
helping students learn how to spell
can train themselves to read without words correctly. For example the word
facilitate their learning so they get ev- too much trouble they still continue to ‘because’ could be broken down like
erything they need out of their ESL have problems with spelling, which is this: Big Elephants Can Always Un-
lessons? made worse when learning English derstand Smaller Elephants. While
as it is not a phonetic language and learning spelling through mnemonics
there are too many exceptions to the could be more time consuming, it will
rule. There are number of fun different

33
 help students draw their own associa- words and then practicing with the
tions and create their own rules and same groups of words but with differ-
of course the more imaginative a stu- ent exercises will help not only stu-
dent is, the more fun it will be. dents suffering from dyslexia but your
regular ESL students too. First write a

4 RECOGNIZING YOUR BS,

PS & DS
group of words in a box that can either
be connected to the words beginning
with ‘con’ or ‘pro’ for example, profes-
Because the written language is di- sional, program, prohibit, pronounce,
rectional and those suffering from confess, concentrate, conceal. Have
dyslexia often get muddled up be- the students classify them into groups
tween right and left, it’s easy for them under the corresponding categories
to get confused with the way the let- of either ‘pro’ or ‘con’. Have the stu-
ter should go round or even with the dents then break the words up into
direction in which the letter should be different syllables and write them us-
read. In English and other languages ing dashes to separate each syllable.
that use the Latin alphabet there are Finally, to give the students some ex-
a number of letters with mirror images tra practice in recognizing and writing
meaning that if you placed a mirror the words, have them directly associ-
on a letter, it would represent the ap- ate them with written lists to describe
pearance of a different letter. The let- the word. For example you could write
ters that are mixed up the most are the words ‘doctor, teacher, lawyer’ on
p-b-d. It can be really frustrating for the board and the student must write
students when they experience diffi- down the word that is related to, in this
culties with directions and they need case it would be ‘professional’.
to be taught a couple of useful tips
as to how they should approach it. If A native English person who has
you can, have your students always dyslexia has a hard time with the
remember the word ‘bed’ – this can be language -- imagine a person who is
done by holding your thumbs together learning English. Dyslexia is not a life
and pointing your fingers upwards. sentence, although in some cultures
The left hand will represent the ‘b’ and parents fail to recognize it in their chil-
the right the‘d’. This will not only help dren due to a loss of face or seeing
dyslexic learners, but it will also help as a parenting failure, but with a little
those learners who are beginners or bit of hard work and a lot of patience
who have a different written script in and right learning methods dyslexic
their L1. learners can also enjoy learning Eng-
lish. If dyslexia is left undetected or
Using flashcards is also a great way untrained it could lead to a whole new
to help students differentiate between kettle of fish such as social problems.
the p-b-d sounds. Have a number of In fairness, we need to adapt lessons
small flashcards with only pictures for everyone and even those students
that represent words starting with who don’t suffer from dyslexia could
the troublesome letters. For example benefit from the techniques that are
you could have pictures of a pin, pan, used by teachers.
dog, dinosaur, ball, bat and so on.
Go through the flashcards and have IF YOUR DYSLEXIC STUDENT IS IN
the students say the word that corre- A CLASS, YOUR LESSONS SHOULD
sponds with the pictures. Afterwards, BE VARIED.
using exactly the same order as be- Try not to bombard the students with
fore, go through the pictures again, just worksheets or exercises to ben-
this time having the students not only efit a student with special needs, in-
say the words but to write them too. stead integrate it with other methods
Remember while we can’t cure dys- and remember the golden rule of ESL
lexia we can train the mind to deal teaching, have something for every-
with it and as the old adage goes, one and something for every style.
‘practice makes perfect’.

5 CLASSIFICATION
OF WORDS
Words in English are made up of dif-
ferent syllable and can often be clas-
sified with the beginning sounds for
example ‘pro’ and ‘con’. Classifying

34
Sure-Fire Ways to Turn
Your Students on to Writing
about the many functions of writing
FEW THINGS CAN BE SO BORING — to contest a bill, to express love, to METHODS TO TURN
AND DEADLY AS THE WRITING critique a movie, to create stories and WRITING APATHY
CLASS FILLED WITH RELUCTANT song lyrics — will help students begin INTO WRITING
WRITERS. AND FEW PEOPLE ARE SO to see the many functions of the writ- ENTHUSIASM
UNMOTIVATED AND RELUCTANT AS ten form beyond what could possibly
THE RELUCTANT WRITER.
Reluctant writers often have had poor
experiences with school in general
be expressed in a text message or a
tweet. 1 DISCUSS WHAT MAKES
GOOD WRITING

3
and writing in particular. They see I like to begin the term by discuss-
NOT HAVING THE TOOLS
writing as a painful, confusing, and ing what makes good writing, when
pointless exercise — a viewpoint TO WRITE students have read something and
they’re not shy to express, at length, Another problem for novice writers is thought it was well-written, that they
whenever asked, and frequently when just not having the tools to write — not enjoyed reading, that they wish they
not. You might throw up your hands even knowing where to begin, often. had written, etc. Usually at some
in despair — how does anyone teach When given an assignment, many stu- point, a student (usually with down-
anything to such a class? However, dents just sit over a blank page with cast eyes) states that she is not a
there are methods to address the no ideas and real notion of even how good writer and therefore is incapable
writing – averse class and turn its stu- to get an idea to write about. Or they of judging good writing. I’ll then say
dents into a group of aspiring and mo- may, with much trepidation, actually that I can’t paint, but I know a good
tivated writers. write an introduction of some sort, but from bad painting. This opens up
then just freeze, not knowing where to the door to students’ experiences as
TYPICAL PROBLEMS go from there. These are some of the readers and what they value as read-
ers — which are usually not comma

1
explanations for the blank-faced stu-
NEGATIVE PAST dent sitting over a blank page. placement and spelling but rather
EXPERIENCES vivid details, ability to organize them,

4
the ability to communicate a theme or
LONELY, NONINTERACTIVE
One of the major problems students main idea through such devices as
have with writing is negative past ex- PROCESS repetition. Not coincidentally, these
periences. These experiences might qualities of a clear main idea, organi-
A major concern in writing instruc-
include teachers who didn’t care zation, and details are the very quali-
tion is that even today it is taught and
about their ideas, or told them they ties that are generally recognized by
practiced as a solitary pursuit — most
were “wrong”, an over-focus on cor- experts as “good writing.” I’ll at this
written pieces are individual, not col-
rectness such as comma placement point hand out the grading rubric for
laborative efforts, often written while
and less on what the writer had to say, the term and show how many of the
alone. Humans are by nature social
an over-focus on really nonessential qualities students have identified as
creatures, and many of today’s stu-
material, such as setting up the head- “good writing” are actually on the ru-
dents in particular have been raised
ing of their work. After years of having bric.
in various groupings at school, home,
their work covered in red ink, many

2
daycare, and so forth. Therefore,
students simply give up. This is not
these students crave the interaction DEMONSTRATE VALUE
to say that grammar and punctuation OF WRITING
they just don’t get while writing.
are unimportant, of course. But they

5
should be introduced to students in As often as the first day of class, rec-
their correct place — as tools to writ- NOT HAVING EFFORTS
ognizing that many students in the
ten communication, rather than the RECOGNIZED class are reluctant writers, I’ll ask how
purpose of writing itself. many in class really don’t like writing.
A last concern is students not having
Somewhat sheepishly, many students

2
their efforts recognized. Again, the
NOT SEEING THE PURPOSE purpose of writing is to communicate,
put up their hands. I’ll thank them for
OF WRITING and if the teacher just files the student
their honesty, and then we’ll move into
what they don’t like about writing, and
writing after grading it, the whole pur-
Related to the over-focus on issues they’ll usually catalogue the reasons
pose of writing it seems thwarted. Stu-
of correctness is not seeing the larger mentioned in this article, one of the
dents, like people everywhere, want
picture, the purpose of writing. Many main reasons being not feeling that
their efforts validated, some recogni-
students see writing as a pointless writing means anything, that it has
tion that their ideas were understood
exercise, something one does only in any value. This gives me the oppor-
by another person.
school which has no relation to any- tunity to discuss the things that writing
thing in “real” life. Talking to students can do for them: lodge a complaint,

35
 express a viewpoint, declare love, etc.

3 EXAMPLES OF DIFFERENT
QUALITIES OF WRITING
After students have participated in the
discussion of good writing and stud-
ied the rubric, they are ready to judge
strong and not so strong writing. I’ll
pass out representative papers, gath-
ered with permission from students
in past semesters and with names
removed, and have current students
use the rubric to “grade” the paper.
Then I’ll tell students what grades
the papers actually received. There
is usually a remarkable consistency
in the student and teacher grades
(sometimes students will actually
grade more accurately and according
to the rubric than I did, perhaps be-
cause my objectivity was skewed by
the writer’s personality or effort.) This
exercise further cements students’
view of themselves as writers, able to
judge quality in writing.

4 TEACH THE WRITING PRO-

CESS AND GIVE STUDENTS
THE TOOLS TO ACHIEVE
Once students are “fired up” about
writing, it’s time to learn the writing
process. That writing is a process of
stages from brainstorming to drafting
to editing surprises many students
— they are under the misconcep-
tion that the professional writers of
those beautiful essays in their books
cranked them out in one sitting in one
draft. Showing students the process
most writers go through is helpful.

5 MAKE WRITING INTER-

ACTIVE AND RECOGNIZE
STUDENT ACHIEVEMENT
To make writing more interactive,
have students work with each other
as much as possible — brainstorm-
ing ideas together, reading drafts of
their papers aloud, proofreading each
other’s work. These activities are like-
ly to have students looking forward to
rather than dreading writing class.

TEACHING A CLASS OF RELUCTANT

WRITERS IS A CHALLENGE INDEED.
However, through such activities rais-
ing awareness of what good writing is
as well as the purposes of writing and
making the whole process more inter-
active, students will transform from re-
luctant to enthusiastic writers.

36
I Have to Teach Writing: Where to
Start with Your First Writing Class
some writing practice in the process by topic. Everyone can participate no mat-
YOU WALK INTO YOUR WRITING having students interview one another. ter what language level they are at,
CLASS ON THE FIRST DAY OF THE Assign pairs of students to ask one and students have a chance to share
SEMESTER. YOUR STUDENTS ARE another questions and then write their a little bit of who they are and get to
SITTING PATIENTLY WITH THEIR partner’s answers, turning in the writ- know one another and you in the pro-
TEXTBOOKS AND LAPTOPS, WAITING ten interviews at the end of class. Stu- cess. Other activities can touch on
FOR YOU TO BEGIN. BUT WHERE DO dents will enjoy getting to know each language proficiency (like answering
YOU START? other, and you will still get a measure journalistic questions about a given
What do your students already know? of the level of writing they are com- topic — who, what, where, when, why
And what do they still need to learn? fortable with. When students hand in and how) or encourage creativity (idea
Whether you are new to teaching writ- their interviews, make sure each one mapping, also known as cluster map-
ing or have dozens of classes under includes the writer as well as the per- ping). Through this type of activity, your
your belt, you can use these ideas on son he interviewed. As students talk, students have some common ground
the first day of class to help get your you can walk around your classroom on which you can build, and they can
students’ words on the page. and jump in on different conversations. use the ideas they generated when
It will give you a chance to get to know composing their first written piece.
WHERE TO START your students a little bit and will also
WITH YOUR FIRST set the communicative tone for class.
WRITING CLASS While better than the in class essay for ONLY YOU KNOW WHAT WILL WORK
the first day, interviews still have limita- BEST FOR YOU AND YOUR STUDENTS

1 THE BASICS
Of course, one of the most com-
tions. Some may see them as a waste
of time since they do not touch on the
writing curriculum, and your students
ON THE FIRST DAY OF CLASS, AND
THE MORE CLASSES YOU TEACH
THE EASIER YOU WILL BE ABLE TO
mon activities for the first day of writing aren’t necessarily learning anything DISCERN THAT ANSWER.
class is a timed, in class writing. You about written language in completing The biggest key to any successful ESL
can give your students a writing prompt them. Plus, if you have students who program, though, is being flexible. Tak-
and set 20-30 minutes aside for them have very limited proficiency in written ing the effort to read your students’
to fill up the pages. Doing so will give English, interviews may be too compli- body language and determine their
you a good idea of your students’ skills cated or challenging for them on the emotional states will do more for a fun
when it comes to writing. This type of first day of class. and beneficial ESL experience than
writing is also common on standard- anything else. And the more tools you

3
ized tests, something your students will have ready in your back pocket, the
probably encounter in the future. Your
GROUP PROCESSING
easier it is to adjust your plans when
students, on the other hand, may not An even better activity, which you need to!
want to write another essay when they may allow you to get to know your
have been writing this type of composi- students, help them get to know one
tion for language tests and for admis- another and touch on the writing cur-
sion into language schools. In addition, riculum, is getting started on the writing
in class essays don’t always give you, process. I always tell my students that
the teacher, much information about there is P.O.W.E.R. in writing as a pro-
your students as individuals, and get- cess (Prewriting, Organizing, Writing,
ting to know them is an important com- Editing, and Rewriting). They learn in
ponent of successful ESL programs. my classes that good writing does not
Timed writings on the first day have come from just sitting down and put-
even more drawbacks when you strive ting words on a blank page, but that
to create a communicative environ- the process of writing is fluid, chang-
ment in your classroom because your ing and flexible. If you plan to teach
students are not talking, interacting the writing process in your class, as
or using the language they know in a many writing teachers do, starting your
communicative manner. first class at the beginning of the pro-
cess with prewriting (or idea generat-

2 HAVE A CHAT
You do have options beyond the
ing) may be the right plan for you and
your students. Students at all levels of
English proficiency can do prewriting
in class essay for the first day of writ- activities. Some activities are simple,
ing, though. You can get your students like brainstorming a list on a certain
talking to one another and give them

37
 FAQ for Writing Teachers
Writing might be my favorite ESL
subject to teach.
I haven’t always been confident,
2 SHOULD I CORRECT EVERY
GRAMMAR MISTAKE
IN MY STUDENTS’ WRITING?
4 SHOULD I INCLUDE TIMED
WRITINGS IN CLASS?
though, when it came to teaching writ- Whether or not to include timed writ-
ing. I learned from my peers, from my It’s tempting to mark every error in a ings in class can be a difficult ques-
teachers and from my colleagues. It’s student’s written work. Many times, tion for writing teachers. Timed writ-
from the knowledge and experience students have asked us teachers to ings sometimes seem like a pointless
of all these people that I became the do just that. They want to know every waste of valuable class time. How-
teacher that I am today. These are error that they have made. On top of ever, doing timed writings in your
some of the questions with which I that, we have learned so much about class will actually help prepare your
struggled most (plus some others) the English language that grammati- students for writing challenges in their
when I first started teaching writing. cal errors naturally jump out at us from future. Most ESL students will go on
the page. It feels good to mark them to take the TOEFL test or other similar
CHECK OUT knowing that they will be corrected. measures of language competency.
THE ANSWERS The problem with noting every error As part of this test they will have to do
TO IMPORTANT on the page, however, is that students a timed writing. Giving your students
QUESTIONS get discouraged in their writing. Even timed writings in class also teaches
ABOUT WRITING students who ask for extensive edit- them test taking strategies for essay
ing get discouraged when their pag- exams at the collegiate level. Your

1 HOW MUCH SHOULD

MY STUDENTS BE ABLE
TO WRITE?
es are continually filled with red pen.
When this happens, students are less
likely to challenge themselves or use
benefit to including timed writings in
class is getting a pure measure of a
student’s writing skills without influ-
ence from friends, native speakers or
more complex writing in their compo-
sitions. They simplify what they write classmates. With all these potential
It is difficult to put a word count on
to avoid mistakes. The best strategy benefits, I admit I do schedule some
an ESL writing assignment. Because
is to choose certain types of errors to class time for timed writings. I do try
different students study English for
correct on a page, and correct those to keep them to a minimum – one or
different purposes, what they really
errors consistently. For beginning stu- two per semester. We have far too
need to know depends on how they
dents you might want to focus on plu- much material to cover in my classes
intend to use English after complet-
ralization and conjugation errors. For to spend much time on in class writ-
ing their language studies. For stu-
advanced students you might want ing. When I need to, I have students
dents pursuing higher education in
to focus on comma errors. Match the do timed writings during open lab time
English, they should at least be able
skills you are expecting to the level of or during office hours. That way we
to write a five paragraph essay with-
your students. Save more complex don’t lose class time but my students
out struggle. Students who can write a
corrections for more advanced stu- still get to practice writing in a timed
five page research paper will be even
dents, raising your expectations as setting.
more prepared for their writing needs
they advance through your program.

5
in college. Students who will use Eng-
lish for business purposes after their Eventually, your students will learn to SHOULD I LET STUDENTS
language program will have different write with minimal errors, but never USE DICTIONARIES IN
writing needs. They should be able to expect perfection from anyone. CLASS OR FOR ASSIGNMENTS?
compose simple business correspon-
dence – memos and emails – and
maybe more complex items such as
grant applications depending on their
3 HOW DO I GRADE
WRITTEN WORK?
Using dictionaries in writing class can
be a double edged sword. When ESL
students, or any language students
jobs. As long as students who com- Grading essays isn’t like checking a for that matter, do not have an English
plete your program can do what they multiple choice essay. There are no word to express their ideas, they can
need to do, you can feel good about clearly right or wrong answers and no get “stuck” in their writing. They may
what you have taught them. way to calculate a percentage for a struggle to find the exact word they
written piece. My personal strategy for are looking for and not be able to get
Until they make it to the end of their grading written pieces is to use a ru- past that thought in their writing. Allow-
programs, you can use these guide- bric. A rubric is a chart specifying your ing students to use bilingual dictionar-
lines. Beginning students should be expectations for an A paper, a B paper ies helps them avoid this hurdle. On
able to write a paragraph, intermedi- and so on. A rubric usually has three the other hand, not allowing students
ate students should be able to write to five categories which it examines. bilingual dictionaries in class forces
three to five paragraphs, and ad- Noting where a student falls on each them to be creative with the language
vanced students should be able to of those points and then averaging that they do know to get their ideas
write five paragraphs or more. them will lead you to an overall grade across, one of the primary goals of
for the written piece. language. Because of all these things,
I decide the dictionary question on a
per student basis. Some students will

38
not overuse a bilingual dictionary, but
having that resource makes writing
must less stressful. Others will be-
come overly dependent on a diction-
ary if I allow it in class. Determining
what each student needs, then, is the
key to answering the dictionary ques-
tion.

6 WHAT ABOUT CANNED

ESSAYS? HOW TO
RECOGNIZE PLAGIARISM?
A canned essay is one that a student
has memorized and can write from
memory. Sometimes students memo-
rize canned essays for standardized
testing. The most famous perhaps be-
gins with a description of the student’s
home country in the spring. I discour-
age canned essays in my students by
providing unusual and specific writing
prompts. Checking for plagiarism is
another way to avoid canned essays.
Recognizing plagiarism on a cold read
can sometimes be nearly impossible.
Many websites offer free services for
plagiarism checks. Copy Scape and
Grammarly are two of the most com-
mon. To check for plagiarism, have
your students submit an electronic
copy of their essay and then copy and
paste what they have written to one of
these free plagiarism checking sites.

39
 How to Structure
the Curriculum for ESL Listening
YOU HAVE JUST BEEN ASSIGNED
YOUR FIRST ESL LISTENING CLASS.
Yes, you heard right (pun intended):
3 TESTING
The standardized testing stu-
These can be informal: two such as-
sessments for listening I usually give
are having students fill out a short
questionnaire regarding what they
dents need to do well on for admis-
a focus on listening, just listening, not sion into an American university, such would like to learn in their ESL listen-
conversation and pronunciation as as the TOEFL or Test of English as a ing class and why as well taking notes
well, which is usually the case: that Foreign Language, are in part based on a short news story I dictate to them
is, listening is usually incorporated in on listening skills: as part of testing which gives me a rough idea of how
the larger context of a speaking skills their conversational and academic well they understand main ideas and
class. So a major question is: “What English skills, students are required details.
do we even do all term?” And maybe to listen to recordings of speakers en-
even “Why this class?” (Your students gaged in conversation or giving a lec-
might actually have this concern as ture and respond to the tape in such a TEACHING GENERAL
well.) Not to worry: there is plenty of way that the test raters can determine LISTENING SKILLS
rationale for an ESL Listening class, listening comprehension took place.
and there is much to do to keep you So test preparation in a pre-university So now that you have some rationale
busy all term. ESL course on listening skills is ap- for your class and understanding of
propriate. what your students need to learn, the
REASONS FOR question becomes how to teach it.
FOCUSING ON So now that we’ve seen that a focus There are a number of good strate-
LISTENING ONLY on listening for an ESL class is impor- gies for teaching ESL listening skills.
tant, the question becomes how to
There is a rationale for an ESL class
focused on listening, besides just a
desire to round out the ESL program
teach such a class: what are appro-
priate strategies and materials? 1 LISTENING
FOR MAIN IDEAS
and hire more teachers. Listening for the main point is mostly
METHODS AND what we do in our everyday conversa-

1 STUDENT NEED
Most people have a need to im-
ACTIVITIES FOR A
LISTENING CLASS
ASSESSMENT
tions, of course. We get the main idea
of what our friend is telling us about
her family problem, or we understand
prove listening skills: native and non- the main concern in a news report
native speakers of English alike, and To conduct a successful listening about the economy.
there are academic, professional, and skills class, the teacher will need
personal reasons to develop good lis- some information about the students: How can we teach students to under-
tening skills. People take phone mes- levels, needs, and areas to work on. stand what the main ideas are? To be-
sages, follow directions, and listen Are students more at an intermedi- gin with, it’s important to teach listen-
to customers, friends, and cowork- ate level, or are they definitely ad- ing for stressed words and phrases as
ers talk all day long, face to face and vanced? Do students have mostly they signal main or important ideas. In
on the phone. Not listening well and academic, professional, or personal addition, teach listening for key words
therefore not understanding can dam- needs in improving English? Should and phrases as these also signal im-
age relationships. they work more on listening for the portant ideas. Often the speaker will
telephone or face-to-face situations? use these key phrases the main ideas,

2 FOCUS
In a broader speaking skills
Are students more interested in listen-
ing for a classroom, work, or personal
environment? All demand different
even in informal discourse: e.g., “The
point I really want to get across — ”
or “Here’s the thing — ”... In a more
class, there is a tendency to focus on listening skills and therefore different formal speech or lecture, the speaker
teaching conversation and pronuncia- strategies. For example, there is more may signal a main idea with “The main
tion — which all relate to listening, of focus on specific details and following point to take away here is — “ or “I’d
course. However, because it tends to directions in a work situation than in like you to in particular note that — ”
be harder to assess and teach, the at- personal relationships. Academic lis- Being able to follow the main points of
tention to listening can get lost. And tening usually requires the ability to a discussion or speech will go a long
courses designed to teach pronuncia- take notes while listening to a lecture. way in listening comprehension skills.
tion, or accent reduction, and conver-
sation and speaking skills are actually The instructor should be prepared to
pretty common. Courses with a focus administer at least two assessments
solely on listening are rarer, although at the beginning of the term: a skills
as necessary. assessment and needs assessment.

40
2
TION
LISTENING FOR DETAILS
AND SPECIFIC INFORMA-
cific listening skills related to this task:
listening for specific social cues, for
example, such as a signal to start a
conversation (e.g., “Can we talk?”), to
change topics (“Oh, by the way, I did
Of course it is also important to be de-
want to mention...”), and to close (“I
tail-oriented in listening, as in listening
should let you go now.”)
to someone’s directions for operating

5
something or for getting driving direc-
tions. Sometimes the specifics of a INTERVIEWS
news report will be important: when
The instructor can also conduct
a storm or other weather event is ex-
periodic interviews — at course be-
pected and where or details of an ac-
ginning, midterm, and final, for exam-
cident that may affect traffic routes.
ple — to get acquainted with students,
To teach specific details of a news
note individual skills and learning
report, for example, I find it helpful to
needs, and observe student progress.
have students listen for the journal-
Interviews can be on both personal
istic “who, what, where, when, and
topics, such as open-ended questions
how”: who the report is about, what
about hobbies the student enjoys or
it’s about, where it took place, and so
more specific questions about fami-
forth. For taking note on directions,
lies, to get an general idea of every-
listen for numbered points other key
day listening skills -- questions can
words as speakers use these to signal
also be asked about the student’s
the important details: “first you grind
professional goals, again to get better
the coffee beans, second you pour in
acquainted with the student but also
water..” for making coffee, for exam-
to find out student understanding of
ple. Understanding details as well as
academic and workplace vocabulary.
main ideas are important for overall
listening comprehension.
LISTENING SKILLS CAN BE AMONG

3 DICTATIONS
Dictations are traditional to the
THE MOST CHALLENGING TO TEACH
IN AN ESL CLASSROOM BECAUSE
OF THE DIFFICULTY IN ASSESSING
ESL/foreign language classroom but STUDENTS, MAINTAINING FOCUS
problematic in that they’re not “au- ON LISTENING, AND DEVELOPING A
thentic.” They can, however, be use- SOUND CURRICULUM.
ful in teaching note taking skills: the However, there are a number of as-
instructor can give a minilecture on sessment and instructional strategies
an academic topic, and students can for listening that will keep students
take notes on it as they would an ac- busy and progressing all term long.
tual lecture. This is of course also a
chance to teach note-taking skills: lis-
tening for and noting the main ideas
and key details, effective use of out-
lines, and use of special symbols and
abbreviations for notetaking, all of
which are valuable in an academic
setting.

The instructor can also dictate a

phone call and have students either
take a message for a third party (does
anyone do this anymore with exten-
sive use of voicemail?) or, again, the
students can practice notetaking skills
related to the phone call — we do take
notes during our own phone conver-
sations, such as names, dates, times,
and topics associated with an impor-
tant meeting.

4 CONVERSATIONS
Most of students’ listening will
go on in face-to-face conversations
with peers, of course. There are spe-

41
FAQ for the Listening Teacher
The important thing is to stay calm and word in a listening passage. The hard-
IT TAKES A CERTAIN TYPE OF PERSON patient when your students struggle with est part, though, may be countering your
TO BE AN ESL TEACHER. listening exercises. Odds are they are far students’ desire to understand every
By nature, we have adventurous spirits more frustrated than you are anyway. word they hear. Some students will think
(especially those who teach overseas). that they cannot achieve good compre-
We are good communicators and have
a knack for understanding what people
are trying to say. We are creative, enthu-
2 WHERE DO I FIND
LISTENING MATERIAL?
hension if they do not understand every
spoken word. Teaching them that this is
not a realistic or reasonable goal may
siastic and have a gift for teaching. But You can find listening material just about be harder than teaching them the skills
the best teachers have one more thing anywhere. Some of my favorite sources to actively listen, but doing so will serve
– experience. The good news is, not all are YouTube and other online videos. I them better in the long run.
experience has to come from the school also like to use clips from movies (Netf-
of hard knocks. Some experience comes
through the advice of others, of those
who have gone before us and tackled the
lix is great if you have wifi in your class-
room) and television shows. Keep in
mind, though, that most of these videos
4 WILL MY REGIONAL ACCENT
AFFECT MY STUDENTS?
same challenges we are now facing. I for will be very challenging for your students’ To be completely honest, yes. Your re-
one am thankful for all my fellow teach- listening skills, even advanced students. gional accent will affect your students
ers who helped me become the ESL For beginning and intermediate stu- and their knowledge and comprehension
teacher I am today. Here is some of their dents, I am more careful in selecting my of English. “But I don’t have an accent,”
advice (and a little of my own) that may listening materials. Sometimes, the best you might say. The truth is that everyone,
also help you in your teaching journey. source is a recording you make yourself no matter what part of the English speak-
from an original dialogue. Getting a cou- ing world they come from, has an accent.
CHECK THE ANSWERS ple of friends together to do a reading of Some are more pronounced than others
TO THE COMMON a simple conversation is quick and easy, (the American south or London, for ex-
QUESTIONS and it may be all that your students are ample), but everyone has one, and the
ABOUT LISTENING able to understand. Plus it helps them ESL students in your listening class will
to hear voices other than your own and learn to pronounce English words the

1 HOW MANY TIMES SHOULD I

PLAY THE SAME
LISTENING SEGMENT?
those that don’t belong to ESL teach-
ers. You can also help your lower level
students by providing a transcript of the
way you do. That means, depending
on where they are studying and where
you are from, they may have a more
listening segment, whatever it is, so they pronounced dialectal accent which may
Different students will need different can follow along. It will decrease their hamper comprehension of other English
amounts of repetition when it comes to listening anxiety and aid in their com- speakers. As a teacher, your goal should
listening segments. Generally speaking, prehension. Being more selective in the be to minimalize your own accent to help
three times through a listening activity videos you use can also help lower level your students learn the best English
will be enough. On the first time through, students. Choosing segments with clear possible. ESL teachers should there-
students will just be getting their bear- and slower pronunciation, like news pro- fore learn to approach what is known as
ings – trying to determine the context grams or children’s programs, may fill “newscasterese” in their pronunciation.
and overall purpose of the conversation. your students’ need for challenging but If you have watched news programs in
On the second time through, students not too challenging listening material. different areas of the country, you may
will be able to get more details. After the Of course, ESL teachers have many op- not have noticed that the reporters don’t
second time listening, they should be tions for listening curriculum and material seem to have an accent. Part of a report-
able to answer general comprehension if they choose to purchase books and au- er’s job is to approach as neutral English
questions and have a good idea of what dio resources and they have the budget pronunciation as possible. Because of
the speakers were trying to get across in to do so. this, their own accents are often neutral-
their dialogue. On the third time through, ized. When you teach, you should also
your students should be able to listen for
specific information and details. Giving
them comprehension questions before
3 DO MY STUDENTS
HAVE TO UNDERSTAND
EVERY WORD?
try and approach this neutralized English
pronunciation. It may take some prac-
tice, and a habit of watching the evening
the third time through a listening piece news, but it is worth the effort since your
will help them hear the answers, and al- The short answer is no. No one under- students will become better English com-
most all listening students will prefer that stands every word of what they hear, municators and you will become a better
to getting the comprehension questions even native speakers. Listeners use English teacher.
after they finish listening. Even with all tools like making inferences, making pre-
that practice and guidance, some stu- TEACHING LISTENING CAN BE ONE OF
dictions, questioning, visualization and
dents will still struggle with a listening THE MOST CHALLENGING CLASSES FOR
context clues to fill in any comprehension
segment. When this is the case, mak- AN ESL TEACHER, OFTEN BECAUSE IT
gaps they might encounter. Teaching
ing a recording available during office IS THE MOST CHALLENGING CLASS FOR
your students to use these tools as they
hours or at a listening lab will give these ESL STUDENTS. Ultimately, being patient
listen in English, just as they do in their
students the control to listen as often as and understanding will be the best strat-
native languages, will help them have a
they need to so they are able to get what egy you can take for teaching listening
good level of comprehension without re-
they need to from the listening segment. in English.
quiring them to understand every single

42
5 Tips for Class Time Manage-
ment You’ll Thank Us For
But, what happens if it is an issue? add other materials too if necessary.
TIME IS ALWAYS AN ISSUE, ISN’T There is an interesting solution for Course books are great as general
IT? NORMALLY WE NEVER HAVE that: clustering. Basically, what you guides, however, what happens quite
ENOUGH AND OCCASIONALLY BUT should do is look ahead through the often is that teachers follow the course
NOT OFTEN, WE HAVE TOO MUCH. whole chapter/unit you are teaching, flow and content to the last word.
In the world of work in general, every- and gather or cluster all goals that can Again, if the program the course book
one is obsessed with time. Deadlines, be taught together. Make separate provides is exactly what your student
due dates and schedules have people language goals that combine well into needs, and you have the time, great.
running about. In the ESL classroom, one larger goal. This might require re- If time is pressing, you might want
time is also our tyrant. We have to arranging the goals, but that shouldn’t to skip all unnecessary content and
keep in mind that our students have be a problem if you are organized. just focus on the goals your students
goals to accomplish within a certain This will definitely save time. need.
timeframe. They need to progress as

3
fast as possible in order to gain the
SET CLEAR GOALS
proficiency they need to work, travel AS ESL TEACHERS, WE NEED TO
or in the case of children to prepare for FOR EACH LESSON LEARN TO MANAGE A LOT OF
and take tests. Time is a tricky thing What exactly are you going to teach? THINGS, TIME IS JUST ONE OF THEM.
to manage in the classroom. Should I How many goals are there for each It is important to remember not to
go faster or slow down? What do I do lesson? This might seem like a funny make rash decisions. If you start fall-
if the level my student is currently in question but very often teachers are ing behind, take a minute to analyze
is too challenging? Many more ques- not very clear on this. Make sure you why. Also, discuss the different op-
tions like these come up regularly. pinpoint precisely what your objective tions with students to see what they
Well, time can be our friend or foe. We for the lesson is and that all the ac- would prefer, then give them your pro-
need to learn how to manage it. Read tivities target that goal. Teachers of- fessional opinion. Remember Ben-
on for some great tips on how to mas- ten add or change things as they go jamin Franklin’s words, “Lost time is
ter the art of managing time. along, typically when they have a lot never found again”!
of activities in the lesson. They steer
TRY THESE 5 TIPS away from the objective path and get-
ON HOW TO MASTER ting back on track takes time.
THE ART
OF MANAGING TIME
4 TIME FRAME

1 ANALYZE TIME FOR EACH ACTIVITY

AND GOALS Ok, so our goals are clear. We know
what they are and how many we have.
We all work with goals, right? We
How much time should you spend on
don’t just ramble on and on in Eng-
each goal? Here is another interest-
lish in hopes that our students will
ing question: should you spend the
“pick up” a word or two. Students are
same amount of time on each goal?
placed in a level where material will
That depends on a lot of things, for
be used to accomplish certain goals
example, what the goal is. You clearly
in a program. Remember that there
won’t spend the same amount of time
are things we need to agree on with
on everything. If you have illustrations
the student ahead of time. The dura-
or flashcards to teach vocabulary,
tion of that program and the specific
you’ll probably need less time than
language goals should be top on the
with a grammar point. Once you are
list. The student might expect some-
clear on goals and general time, make
thing entirely different from what can
sure you focus on specific time needs
realistically be achieved -- that’s why
for each individual goal or cluster of
communication is so important.
goals.

2 CLUSTER
Very often when we analyze our 5 SKIP
UNNECESSARY CONTENT
language objectives for a lesson we
consider and plan for them individu- We all use material when teaching,
ally. This is fine if time is not an issue. generally a course book, and we may

43
Assessment in the ESL Classroom:
6 Important Things to Know
new content and to integrate it into what learning. In this type of assessment the
AS YOUR ESL COURSE PROGRESSES, they already know. Summative assess- teacher is more like a coach or guide.
YOU MIGHT START ASKING YOURSELF ment, on the other hand, usually takes Summative assessment is mostly han-
SOME QUESTIONS. place at the end of a large chunk of dled by teachers.
How are my students really doing? Are learning, and the results are essentially

6
they truly meeting all the objectives? At for the teacher’s or school’s use. HOW SHOULD WE DO IT
this point, you realize you need to find

3
out. This is when assessment comes
HOW OFTEN Different kinds of assessment use
to mind. I’m quite sure it rings a bell, different types of tools. In the case of
right? But, what is assessment exactly? WE SHOULD DO IT
formative assessment some examples
Well, to make it simple, assessment Assessment should be done as often are: interactive class discussion, a per-
is information gathered by the teacher as needed, precisely because it should formance activity like role play, a quiz
and student to manage instruction. It is be goal oriented. Formative assess- or a log.
also important to mention that there are ment is ongoing and done very often
different kinds of assessment and each by using activities that can provide the Some examples of summative assess-
has a different purpose. We all include feedback we need. Summative assess- ment are: standardized testing, final
different kinds of assessment in out les- ment is usually less frequent since it exams, projects students have been
son plans. Teachers as well as students usually takes place after a large num- working on throughout a long period of
need that kind of feedback to know ber of goals are accomplished. time and research projects.
what to focus on more, what needs to

4
be worked on and what doesn’t. Now,
here comes another question: what WHY WE SHOULD DO IT MOST OFTEN, ASSESSMENT IS THE
kind of assessment should be included There are many reasons why as- CAUSE OF GREAT ANXIETY IN THE
in the lesson plan? If you want to know, sessment is necessary: CLASSROOM , FOR TEACHERS AND
read on. STUDENTS ALIKE.
• To reconsider instructional activi- Despite our anxiety, we have to remem-
INCLUDE ADEQUATE ties, strategies, and course content ber that assessment is a valuable tool
ASSESSMENT IN YOUR taking into account student com- in the ESL classroom. Always keep
LESSON PLAN prehension and how well they are in mind that it’s all about the student.
performing. Teach your students not to be afraid

1 WHAT IT IS FOR
In the ESL classroom, what do
• To adapt the teaching to the needs
of the students -- student-centered
and explain that the feedback will make
their learning much more need-orient-
ed. Knowing how to assess students in
our students or their parents, in case order to improve instruction is the key in
classroom.
of kids, want? I’ll give you the answer, a learner-centered classroom. As Maya
though I’m pretty sure you already know Angelou said, “When you know better
• To help students achieve more.
what it is: progress. They want to per- you do better.”
form more and better, to be able to use
• To identify the strengths and weak-
more words and expressions, and the
nesses of the student and focus on
list goes on. How do we know for cer-
what needs to be improved.
tain students are making progress? By
using assessment, of course. It is how
• In the case of summative assess-
we collect data on student understand-
ment, to evaluate student learning
ing. It provides information that we can
at the end of an instructional unit
use as feedback to make changes in
and to confirm it meets a specific
our teaching.
standard.

2 WHEN TO USE IT
Basically, we can use assess- 5 WHO ASSESSES
Once more, the answer here
ment at any point, but we should keep
depends on what the goal of that as-
in mind there are different kinds of as-
sessment is. Essentially, formative as-
sessment and each is used at different
sessment can be done by teachers and
times. Let’s focus on two forms of as-
students. Self-assessment and peer
sessment. Formative assessment can
assessment on behalf of the students
occur any time and mostly in the short
has proven to be very beneficial during
term. Learners are trying to understand

44
5 Ways to Use Your Cultural Differ-
ences to Relate to Your Students
Cultural differences between the ESL/ in their heads, and they both remember questions as when practicing verbs, but
EFL teacher and student often create and understand the definitions better. focus on explaining first and then cor-
a barrier to teaching and learning, but This trick can be used in most catego- recting their prepositions. For example:
the teacher can erase those barriers ries – foods, clothes, family, activities,
and even turn cultural differences into parts of the house, pets, etc. For ex- • To: “I go to the supermarket to buy
something value-added by using them amples: vegetables. Where do you go to?”
to help teach. You can explain the difference be-
• Foods – “A croissant looks like your tween the infinitive “to” and the
Here are 5 ways to use differences to medialuna (translates from Span- prepositional “to” and they will com-
bring you closer to your students and ish to “half moon” and is a sweet pare where they shop in their home
their learning objectives. croissant) but is usually more salty.” country. They will want to complain
Comparing directly to their cultural about how US vegetables are not
equivalent. fresh probably, or how supermar-
HOW TO USE kets have so much selection.
YOUR CULTURAL • Family – “I have three uncles and
DIFFERENCES they were born at the same time. The key is to use topics that you know
TO RELATE My grandmother had triplets!” Inter- will create a comparison in their minds
TO YOUR STUDENTS esting story that will help them re- to link the ideas and make them want
member family terms. to communicate. It makes the concepts

1 ENCOURAGEMENT
Students need a lot of encour-
• Activities – “Basketball is like soccer
but you use your hands instead of
stick more because they analytically try
to understand to be able to communi-
cate.
agement. If you are living in a foreign your feet and everything is in the air.

5
country and learning another language
yourself, or if you have studied another
Plus it is on a smaller court.” Com- TO PRACTICE
paring directly to something they FREQUENCY ADVERBS
language in the past, you can relate to know.
your students when they get frustrated.
Comparing home countries to your

3
Tell them that it was hard even for you
to learn another language and that they
TO PRACTICE VERB TENSES culture is extremely useful in practic-
ing “usually”, “never”, “always”, “some-
just need to keep trying. For example, Use stories to compare how things times”, etc. For examples:
you might confide that it took you five are done differently or the same in your
years to learn Spanish and your gram- culture to get students to practice verb • “We sometimes go to church here
mar is still awful. Better yet, when you tenses. For examples: in America. How often do you go to
are teaching an English idea that has
church in your country?”
no rules, compare it to how their lan- • Present tense: “When I was your
guage is so much more orderly! If only age” I worked at a store. What do • “People never go to the store with-
it could be so easy. For irregulars in the you do every day? out shoes here. Do you always
past tense, you might say, “Oh, I wish
wear shoes?”
English was as structured as your lan- • Simple past: “When I was a child”
guage, but we will just need to memo- I ate bananas every morning. What
rize.” Or, on the other hand, “If you think did you eat? IF YOUR EFL STUDENTS ARE GETTING
these past tense verbs are hard, I had FRUSTRATED BY ENGLISH AND
to memorize eight variations for each • Future: “When we are old” we retire LOSING THEIR PATIENCE TO LEARN,
word to speak your language! You only from work and play golf. What will TRY ENCOURAGING THEM THROUGH
have two to think about.” The compari- you do? RELATING TO THEIR CULTURE!
son helps them put the situation into These tools also serve to disguise

4
perspective, and it also brings you, for grammar and vocabulary teaching in a
TO PRACTICE
whom it seems so easy, to their level. context of you, the teacher, being curi-
BASIC CONVERSATION ous about different home countries and

2 TO TEACH
BASIC VOCABULARY
You can frame your comparison ques-
tions from #3 to focus on verbs or also
to focus on particular grammatical con-
cultures. Learning is always more fun
when it does not seem like work, but like
something we want to do!
It is very helpful to use comparisons of cepts. Prepositional phrases can be-
your culture to your EFL students and come clearer when students want to
use interesting stories to explain cul- relate an idea to you – when they are in-
turally specific English vocabulary. It terested in the conversation. Use similar
makes students analytically relate ideas

45