Teach English in Yuandongtou Zhen - Linyi Shi

Once, during my first year of teaching, I found myself plagued by issues with student respect and mood. Another teacher gave me advice that was initially horrifying: “If the students are acting out, they are often asking you to teach them better.” Now that I have experienced several slightly less tumultuous years involving different disciplinary problems, I believe this principle is key to effective classroom management. Preparedness, tone, consistency in discipline, manageable but gratifying exercises, and attention to classroom dynamics all contribute to positive classroom maintenance. In every case, the teacher’s care and investment will be reflected in the students’ improved output and response in class. So much, then, of a teacher’s success with the students in the classroom depends on how we approach the work outside of the classroom. We may see evidence of the influence of well-prepared curriculum in all aspects of classroom management. The two contrasting videos from Unit 6 give immediate and telling examples of how far a teacher’s attention, preparation, and care reach the students. In the first video, the teacher was lazy and unengaged, and the students grew increasingly frustrated with the lesson. The teacher’s lack of visible enthusiasm and similarly lackluster choice in activities throughout the lesson led to decreased participation, a lack of progress, and an awkward discomfort among the students. How do we use good pedagogy to counteract this kind of mood? As teachers, we must recognize where we have control over the students’ learning and what our responsibilities are towards those students. First of all, and perhaps most importantly, we must be aware of who are students are culturally and individually, and accommodate those needs in the lessons themselves. Understanding the strengths and weaknesses of a class provides a basis for more effective lessons and activities, both for receptive and productive skills. Part of this knowledge is a knowledge of skill level. The other part is a recognition of social dynamics and personalities. Which games and activities will keep them both focused and excited? Which pairs allow for the most growth on both sides? As the teacher, when is it appropriate to step in and give feedback, and when is it necessary for a student to struggle through it? Although some of this information about personality can only be learned through observation over time, experience and good lesson plans can often prepare us to anticipate areas of confusion as well as glory. For the students to feel gratified in the course, they must feel like the class gives them opportunities to succeed and overcome areas that challenge them. Selected activities must cater to this goal and provide a consistent outlet for such learning. A teacher can ensure that they are selecting suitable activities by having a thorough knowledge of available material. Here, it is important to be aware of the strengths of the particular course book and other resources provided by the school. Furthermore, maintaining an enthusiasm for English language and pedagogy often allow us to find creative and engaging ways to teach the material and refine the curriculum. Even if particular tasks do not work out, continual experimentation with the content of the course give us the grounds to improve the class in subsequent years. Once the lesson plans are laid out, it is essential that the teacher make sure the classroom and materials are ready for the students’ use. Rules and expectations for behavior should be established as soon as possible and upheld throughout the year. All moments of downtime and uncertainty detract from the effectiveness and fluidity of the lesson. Although we cannot always achieve perfect transitions and setups, especially the first time we teach a class, we can note our mistakes and come in the next year with the intention of teaching the same material more smoothly. Especially in younger classes, this attention to structure in the classroom pays off manifold. Wherever we can anticipate and resolve problems beforehand, we are granted more time, focus, and energy in the classroom. Most importantly, students trust a teacher who is knowledgeable about the curriculum and provides them with an orderly environment in which to learn. Finally, I have observed in my own classrooms that my mood and interest in the material is always reflected in the class response, even if extenuating circumstances (e.g., proximity to vacation and time of day) make it challenging for both parties to focus. My passion for the subject and my class’ education is communicated in my involved execution of the lesson plan, my patience with the students as they work through their issues, and my willingness to adapt the plan to their needs.