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Teach English in Laodingshan Zhen - Changzhi Shi

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One of the most important roles of a teacher is to create an environment for students that is comfortable, supportive, and conducive to learning. After all, learning English can be an especially stressful experience for students: the language learning process involves communicating with others, and the prospect of making mistakes or trying to talk about personal subjects can be intimidating. Students learning English as a second language may also be doing so for a wide variety of reasons beyond personal interest, some of which can create additional pressure: for example, students studying English for the sake of college admissions or business promotions may feel externally pressured to perform in class, even if they have no personal affinity for the language. Therefore, it is extremely important to keep in mind the varying reasons why students may be stressed when learning English, and think about ways to mitigate this anxiety and ensure a welcoming learning environment. A key step in reducing students’ stress is to establish rapport with the class early on and make students feel welcome, both among their peers and with you as a teacher. Especially in new group classes and early on in the year, activities such as questionnaires, pass the ball games, and icebreakers can help students get to know each other (and help you learn more about their English ability without the added stress of a formal assignment). An activity that I have personally found to be especially successful involves giving students three post-it notes each and asking them to write three questions: one question about any previous course material, one question about what they would like to learn moving forward, and one personal question for the teacher (though not too personal!). I found that students were eager to ask questions through this anonymous format, and the personal questions made for great conversation and relationship-building without being excessively informal. While my co-teacher and I used it later on in our program as a way to boost class energy, since we knew that our students were eager to ask us personal questions, this could also be an informal, anonymous way of building rapport and conducting a loose, general “needs assessment” without putting pressure on any individual students. Beginning with the first classes and through the duration of the semester or year, teachers can continually build rapport with students by having a positive attitude, using students’ names, making eye contact, and making sure that students feel included in the class. At the same time, students who are still anxious or are reluctant to participate should not be forced to do so or disciplined. Instead, some strategies to ease students’ stress and encourage participation include using pair work, giving time for controlled practice, using role play, and using a tape recorder (Unit 20). Related to the use of pair-work, teachers should be aware of how the different kinds of class groupings can increase or decrease stress for various students, and adjust lessons accordingly. For example, whole class grouping may increase the sense of community and make the class feel more welcoming, but may also put pressure on shy students who don’t want to speak in front of a large group (Unit 5). If possible, as you get to know your students over the course of the class, listening to their individual concerns and receiving feedback - possibly in a less intimidating way, such as through a journal - can allow you to best reduce stress in your classroom. Finally, it is important to still encourage the use of English rather than attempting to reduce stress by omitting lessons or allowing students to use their native language for the sake of comfort. Rather than intimidating students with a total ban on their native language, as a teacher you should make sure that there are clear rules about when English should be used and that the class is in agreement. It is also the teacher’s responsibility to ensure that activities and instructions are at an appropriate level and clear enough that students don’t feel stressed or pressured to use their native language to clarify with each other; ideally, you will also be an accessible figure to them so that they are comfortable giving you feedback if this does occur. The teacher should set an example for students in using English in the classroom, and above all, by being encouraging and supportive. Students are stepping out of their comfort zones in learning English, and that is an achievement in and of itself!


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