Is Dealing with Teaching Problems a Problem?
Every classroom situation presents problems for the teacher to deal with – some situations more than others, some problems more serious than in other classrooms. It is almost a given that if you are a teacher, you will have problems to deal with. Here we will discuss some of these problems and make some suggestions as solutions to them.
Large Classes
Large classes are common in Korea, though small classes are often easier to manage and more conducive to language learning. However, it is common for the classroom to have as many desks as possible squeezed into it and to have the desks filled with students. There are solutions to large classes by having individual work and group work. Individual work could be in the form of extensive reading. The benefits of reading interesting and relatively easy material, both in and out of the classroom, are becoming more widely known and accepted. Reading and writing activities are especially suited to individual work. The writing activity can be related in one of several ways to the reading activity. The students could create an ending to a story, change the ending to the story or rewrite the story with themselves replacing a character in the story. The entire class period however should not be devoted to individual work. Some time should be spent with whole-class or group work.
Group work operates quite well with large classes. Group work comes in a number of different forms and they all work well when employed in large classes. One of these methods is called “cooperating group work.” Students of similar language proficiency are grouped together. Five is the maximum for group work. I find that groups of three are usually best as they give each student more time to talk. For cooperating group work, discussions leading to a solution of a given problem can easily be implemented, skit preparation and performance can be done and cooperative writing may be the task to complete. “Split information group work” is another possibility. In this type of group work, each member has a piece of information that the other members need to know in order to arrive at a solution. For example, each group member may have a flight schedule with different pieces of information missing, and they must first ask for the missing information from their classmates before the group discusses and agrees on which flight is the best to take in the situation they are given.
Rather than grouping similar proficiency levels together, different proficiency levels can be put together. One higher proficiency student can be placed in each group to act as a group leader or “teacher” for the group. In such a “superior-inferior group,” dictation activities work well, with the higher proficiency student dictating to the others in the group and leading the checking of the dictation afterwards. Many of the teacher-guided activities in conversational course books can be lead by the group “teacher” quite effectively. A fourth type of group work is called “individualized group work,” because each group member has an opportunity to “perform” individually for the other members of the group. Job interviews of individual group members could be one task. The 4-3-2 activity could be used where a student describes an event or conveys information to a group member in four minutes, then to another group member in three minutes and then to the third member in two minutes. Prepared talks in the group also work quite well.
Differences in Proficiency Level
When students are grouped into classes according to age more than according to ability, as is often the case in Korea, there are bound to be noticeable proficiency differences within the class. Some activities work well with mixed-proficiency classes, as well as with same-proficiency students. The trick is to figure out which of those activities in your teaching toolbox are the ones that will work well and employ those. For example, whole class activities, such as pattern drills (oral reproduction), work well with classes with a wide range in proficiency levels. Intensive reading activities, “same or different” pronunciation activities and even listening to stories can also work with mixed groups as whole class activities. Many individual and group work activities can also work well with mixed proficiency classes.
It is very important that the teacher have a variety of materials available with varying levels of difficulty to match the different levels of the students. Armed with this variety in levels of material, the teacher can divide the class up into groups (according to proficiency level), give a different but related task to each group and no one but the teacher will know that some tasks have a higher level of difficulty than others. In this way, the teacher may eliminate the “branding” of lower proficiency students as “poor students.” Another tactic in managing classes of different ability levels is to have different levels working on different activities at the same time. The teacher may have part of the class doing individual work while monitoring other students involved in small group activities.
Student Use of the Mother Tongue
When teaching EFL to a class with a common language as their first language (L1), it is not a surprise that they will use that L1 in class rather than English (L2). After all, they use that L1 among themselves at other times and also communicating in L1 is nearly always more efficient. The teacher cannot be monitoring all of the students all of the time to ensure that they are completing their activities in English rather than in their L1. What is needed is for the students to realize the reason for not using the L1 in the completion of activities. This can be done by setting rules, explaining the reason for L2 use and involving the learners.
Rules can be set. It can be decided when, if ever, the use of L1 is to be permitted in the classroom. “Language monitors” can be selected from among the students to ensure that English is being used when it is supposed to be. However, for this to work well, the students must be made aware of why it is important not to use their L1 for the completion of their activities in a quick, efficient manner. One of the main purposes of an activity is to get practice in using English because improvement comes with practice. The solution to a problem-solving activity, for example, is only of secondary importance; the main reason is for the students to practice using English. Thirdly, keep the students involved. The teacher may choose to involve the students in the rule-setting process. But the teacher needs to keep the students involved in the execution of the activities also. If the activity is too difficult for the students, they will resort to the use of their L1. Activities that are at the students’ proficiency level, well designed and interesting to the students will help ensure the use of English in the English language classroom.
Some teaching problems, such as overcrowded classrooms (like the pictured one in Hefei, China), are neither the fault of the teacher nor the student.
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Monthly Chapter Meeting
Date & Time: November 9 (Saturday), 1:30 p.m.
Place: Chosun University, Main Building, Left Wing, Room 4211
Featured Workshop
Why Should I Do It? Why Should I Care? (45 + 45 min lecture/workshop) By Brad Serl (BUFS, Busan Chapter)
Swap-Shop: Share your teaching ideas and activities.
Admission: No Charge
Facebook: Gwangju-Jeonnam KOTESOL
Website: http://koreatesol.org/gwangju
Email: gwangju@koreatesol.org
Twitter: @GwangjuKOTESOL
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David Shaffer
David E. Shaffer is the current President of the Gwangju-Jeonnam Chapter of Korea TESOL (KOTESOL). On behalf of the Chapter, he invites you to participate in the teacher development workshops at their monthly meetings and special events. Dr. Shaffer is a professor of English at Chosun University, where he has taught graduate, undergraduate and postgraduate courses for many years. He is a long-time member of KOTESOL and a holder of various KOTESOL positions. He is also the recipient of the KOTESOL Lifetime Achievement Award.