Teach English in Houji HuizuZhen - Heze Shi

In a classroom setting, a teacher will encounter a wide range of students. These students will all have their own unique abilities, and it’s our job as educators to discover and encourage each students gifts. Some talents are easier to see, such as students who are quick to acquire knowledge or excited about learning. Other talents, such as creativity, may not be quite as noticeable, but are in no way less valuable. To foster growth in students, and help them uncover their potential, teachers need to instill confidence in their students. This can be done through establishing an encouraging environment, finding subjects that interest the students, and allowing students to become resources for each other. The very first day of class, students will come in with at least a little anxiety. They have no idea what the teacher will be like, how strict or hard the class will be, or what kind of support they will receive. For first time learners of a new language there is even more stress, especially since they may be coming to a class with students who already have at least a little knowledge about English. That’s why it’s important to create a safe space for the students on the first day. Some teachers like to come into a class rattling off in their native tongue as a way to show off what a native speaker sounds like, but I’ve been in classes where this discourages students right off the bat. Instead I like to start the class off with some warm up exercises, such as repeating random English sounds traditionally hard for foreign students. Sounds can include consonants such as “r,” “l,” “f,” or “th,” or could be tongue twisters that even an English speaker may find challenging. This task is easy to follow, while still being a fun challenge. Plus, students are able to make sounds and participate without feeling targeted. Following vocal warm-ups, introductions are a great way to get at least some one-on-one time with students. Depending on the level you may only be able to ask students their names, but higher levels may be able to express how they are feeling, favorite activities, or hopes and dreams. For beginning classes, having students fill out notecards with their interests in their native language can be an easy way for teachers to asses and plan future lessons. Then playing a game where the teacher tries to guess the students names or interests, can show the students the teacher cares and is not afraid to make mistakes. By establishing a friendly environment on the first day, students will come into your class knowing what to expect. They will come in with less anxiety, and be able to focus more. As the year progresses, there will continue to be variety in students’ abilities and what they know about the language. In some cases motivation to learn may be quite low in the classroom, and sometimes the only way to get students engaged is to cater to their interests. It’s important to be aware of what students like and don’t like to do in the classroom. When there are subjects that are not interesting to the student, teachers may have to make the lesson a bit easier to keep students attention. When there is a subject being taught that is exciting to the students, they may be willing to put more effort into learning about it. It is important to have a variety of both, as students will loose motivation if things are too hard, and loose interest if things are too easy. One way to challenge strong students and help struggling students is to pair them together for projects or competitions. For the project or team to be successful more apt students will have to take up leadership roles and assist teammates. Team members who are not quite as strong in English will feel like part of a viable team and take pride in their finished project. However, it’s important to express to your students the importance of involvement from all parties. This can be done through dividing up jobs for the students and making it mandatory for each student to play an important role in presenting or competing. You will encounter students who seem to have checked out or are disruptive. Teacher’s initial thought might be that that student is just a bad apple, but in reality some students act out or shut down because they are frustrated and feel helpless. These students are your challenge, and the reason teaching is not an “every-man’s” job. There is a future for all students, and while you may not be able to reach everyone, providing students a platform on which they can grow in confidence is an important step for them harnessing their future.