Teach English in Wanghe Zhen - Changzhi Shi

As Harmer (2007: 153) states, “Classroom teachers do everything they can to make sure their lessons are a success. However, sometimes things don’t work out as well as they had planned.” Whilst there is an enormity of reasons for progress being slow, or limited during lessons, confidence can often be viewed as the fundamental barrier to learning. It goes without saying then, that an ESL teacher may have prepared a very thorough, well planned lesson which adheres to many, if not all, of the recognised and most effective practices for language learning. However, if a student has little to no confidence in their own ability, then much of this planning process may well become fruitless. As a result, developing the confidence of students in the ESL classroom should be viewed as central to language learning. In order to be a ‘good learner’ students must possess a range of attributes, one of which is a willingness to learn. It is a teacher’s responsibility therefore, to ensure that every student embodies this willingness, as without this, students have little or no motivation to develop or progress. For many students, they may possess a willingness to learning: understanding that speaking English fluently can provide them with ample opportunities, however, it may be that their confidence is lacking and thus this is hindering their overall motivation. It is important to recognise that confidence and willingness are not synonymous, and it is the role of the teacher to identify these elements as separate. A successful teacher should be able to distinguish this within their students, and begin by building students’ confidence. This can be achieved in a variety of ways. One such way a teacher may assist with the development of an individual students’ confidence is through the avoidance of over-correction. Beginner students in particular, are very likely to make mistakes and mix up particular units of grammar. An effective classroom teacher should avoid correcting every mistake a student makes, and instead, focus on what they have achieved. This type of environment can be established through the way in which the teacher builds rapport with the students, otherwise known as maintaining a positive classroom environment. Students need to be allowed to make mistakes, as this is part of the learning process. In fact, interestingly, Edge (1993) argues that evidence exists which suggests that the correction of mistakes does not necessarily help learners of a new language speak more accurately. Moreover, Cullen tells us that a teacher’s ‘follow up-moves “play a crucial part in clarifying and building o the ideas that the students express” (2002:126). That is to say, feedback is incredibly important, however, simply correcting students’ mistakes, may not always be viewed as the most suitable or useful form of feedback for a student to receive. Identifying appropriate methods of feedback then, is one way in which a teacher can assist with building confidence. This can depend entirely on the activity at hand, and thus teachers should react to these decisions according to the stage of the lesson, the activity, the type of mistake and the particular student in question (Harmer, 2007). Feedback is just one method a teacher can make use of in order to assist with confidence issues, although in most cases this may be with individual students. In some cases, a teacher may have to try and build the confidence of a large number of students. This might be achieved through classroom groupings and through choice of topic. Firstly, it is important for the classroom to be an inclusive environment, indeed especially in mixed ability groupings, some students may lack confidence due to those around them, and in turn may become disengaged or demotivated as they feel as though they are getting left behind. It is important for the teacher to monitor these types of behavior, and to ensure that all students are drawn into the lesson. Pair-groupings can be created over time, after the teacher has become more familiar with the students’ ability, but the first priority must always be to make sure that all students are initially engaged. The classroom dynamic is highly important, and this positive atmosphere that the ESL teacher strives for can also be furthered by the student’s enjoyment of the lesson. Students’ confidence can be furthered when they are familiar with the topic at hand, as they view it as accessible, rather than an abstract concept. A good teacher should be lively and entertaining, and be able to motivate students. Teachers should spend time getting to know their class, as if students are interested and stimulated by the topic at hand, they are more likely to participate, and in turn, develop confidence in their own ability. Whilst there are an array of methods and practices that can be utilized within the ESL Classroom, I would argue that the use of appropriate feedback, classroom groupings, and topic selection are just three of the most practical and effective ways that can assist with the development and growth of students’ confidence. Bibliography Edge, J. (1993) Essentials of English Language Teaching. London: Longman. Cullen, R. (2002). Supportive teacher talk: the importance of the F‐move. ELT Journal, 56, 117-127 Harmer, J. (2007). The Practice of English Language Teaching