Teach English in Quangou Zhen - Tai'an Shi

There are many common problems that EFL students will face throughout their language-learning journey. Problems which are specific to EFL students can likely be negated, or at least mitigated, by an effective EFL teacher. Such problems may include a reluctance to participate, a desire to speak in their native language, confusion concerning instructions, inability to maintain focus, falling behind other students in the class, or advancing more quickly than other students and becoming bored as a result. There are general issues faced by EFL students that an EFL teacher will not be able to solve, such as problems that the students are facing outside of the classroom. In such cases, the EFL teacher should do what they can to bring these problems to the attention of those who may be able to solve them. A reluctance to participate in class can be caused by a few different factors. Students who feel as if they are not as advanced as other students in the class are less likely to feel comfortable participating in front of their peers. Weaker students can be paired up with stronger students so that the stronger student can assist the weaker student. This will have the additional benefit of keeping the stronger student from finishing their own work too quickly and becoming bored. Students who lack confidence or who are easily embarrassed will also be reluctant to participate. Those who are reluctant to contribute will feel more comfortable if they have a chance to practice English language production in some way before being asked to produce the language in front of the entire class. Pair work is one way of allowing for this practice, but other forms of controlled practice can be incorporated into lessons as well. Alternatively, the student could record their language production outside of the classroom, after which the recording can be played in the classroom and critiqued by the teacher. Role-play and other performance-based activities may be another way to encourage reluctant students to participate. Playing the role of someone else may help the reluctant student to feel as if they are not as personally vulnerable as when they are producing language in their own voice and from their own perspective. EFL students who use their native language in the classroom generally do so because they are struggling to produce the desired language in English or because they are trying to help another student understand something. In either case the problem will be caused, or at least exacerbated, by an EFL teacher who too readily permits students to speak in their native language. An EFL teacher who does not provide adequately clear instructions will also create situations which encourage students to rely more heavily on their native language. To deal with this issue, the teacher must make sure that students are only speaking in their native language when it is completely necessary for them to do so. If a student asks a question in their native language, the EFL teacher should wait for them to produce the language in English before responding. Ultimately, the EFL teacher is likely responsible for the problems that their students are students are facing. Even if the teacher did not cause the problems, they are likely able to help solve them. The teacher’s attitude and demeanor have a huge influence on the students in the class. If a teacher corrects students too frequently, is too negative or aggressive with their speech or body language, or forgets to smile and introduce levity into the class, the students will be generally reluctant to participate. Teachers who do not build rapport and engage the students properly will face similar problems. If instructions are unclear, or if the material is too advanced for them, students will be unable to participate. If the material is too simple for the students, they may become bored and disruptive. It is important for the EFL teacher to take all of these potential problems into consideration and to be vigilant in identifying them so that the problems can be addressed. Lessons should always be adapted to the needs of the students being taught. The shorter attention spans but higher level of curiosity of younger learners must be taken into consideration. The schedules of learners of business English must be considered if they are taking an EFL class after a long day at work. The EFL teacher who takes the time to appropriately adapt lessons according to the needs of students will have much more successful students.