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Summative task Troubleshooting TEFL The most common problems that teacher can encounter in the classroom and way of dealing with them. 1.First Lessons New teaching position, teacher can face with a number of new classes for the first time. These classes are vital for the teacher to establish rapport with the student’s classes can divide into two categories. New group- students do not know each other and needed to rapport between the class members. Students may be unfamiliar with EFL methodology. Existing group- The students have already known each other, be comfortable and familiar with EFL teaching. Experienced teacher uses different activities to promote the first lesson. Then teacher need to arrange the environment for studies by establishing rapport between the students, finding out the student needs/aspiration with English and the English level of each individual class member. Activities are; *questionnaire/survey, pass the ball game, need analysis Warmers- Warmers are for usually short, fun, communicative activities designed to get students motivated using English. They can be linked into the study phase of the lesson. Typical warmer ideas; Hangman- as a revision tool for vocabulary learnt or to introduce new words Pictionary – as above Tongue twisters – good for pronunciation of problem, sound, memory game 2.Different levels Students are not in same level in the classroom. It is difficult for teachers to group the students where the students at varying levels. It is easy to reduce this happening by competent entrance level testing procedure. Some students are actively participating for their studies and learn more quickly than others. Number of ways that the teacher can deal with students, The teacher can use different materials to each group, appropriate to their level or same materials, in different tasks, students are studying and learning without participation of teachers and pair work with stronger and weak students Experienced teacher will adopt a mix of the above techniques to enable classes to progress more smoothly 3. Large classes The teacher can employ different techniques to handle the classes successfully Use worksheets, pair/group works, clarify, choral repetition, appoint group leaders, dynamics, using same of the above suggestions can make more enjoyable environment in the classroom. 4. Use native language Native language can be problematic in monolingual classes Recommended activities are at appropriate level explanations, clear to all class students Encourage the use of English where appropriate Only respond to English Constantly remind the students 5. Reluctant students Use plenty of pair works, controlled practice, role play or a tape recorder 6. Difficulties with listening text Pre teaching vocabulary, careful selection of the texts Here we discuss Need analysis to promote the classroom lesson The students and their needs should be the focus of the classroom and this should be reflected in the content and style of the lessons and activities. In other words, it is vital to find out what the students need in order to plan appropriate and relevant lessons specifically for them. Creating a needs analysis is the first step to finding out exactly what the students need. A needs analysis is a useful tool for finding out a whole range of information which will help to inform teacher’s decisions related to the class. A needs analysis can be carried out simply through a questionnaire, using written prompts for a written exercise or a class discussion. However, it needs to include certain information. Autobiographical information: nationality, age, occupation This information shows the range of the class students in terms of age and help to tailor content which is being relevant to certain professions or cultures. This is especially important when it comes to religious considerations. Motivating factors: reasons for learning English The reasons for learning English help for understanding about learners more and where their motivation is coming from. In this way can realise if it is necessary to introduce extra motivational aspects into the lessons. The motivation reflects exactly what the students want to learn. Educational background: previous English learning experience This is to help understanding the learners as learners. If they are not accustomed to the TEFL style of teaching but come from a more traditional background, it may be necessary to explain the methods or spend some time focussing explicitly on the theory behind the classroom activities. Preferred learning method: learner style, likes and dislikes in the classroom Finding out the learner styles of the class is important decisions relating to classroom activities. Usually there are a range of learner styles which means the teacher need to incorporate activities to include all types of learners. The same goes for likes and dislikes, but if the teacher can find that nobody likes a particular activity, make sure keep in mind. English skills: best and worst skills For example, the whole class has very good listening skills and are more focussed on reading and writing to prepare them for an academic context, then there is no need to spend unnecessary time on listening skills. Usefulness: what English is needed in terms of real-world activities The English covered in the classroom should be a reflection of what the students will be using in the real world. If they need to interact with people on the phone, this is what should be happening in the classroom. Content: any specific English specialisation If students are not trying to improve their English in a general sense, they may have very specific needs in terms of what English they need to learn. This can be anything from Business English or Aviation English or Nursing English or even just Academic English. Doing a needs analysis is definitely a necessary part of any introductory lesson. With older learners and adults, it can easily be done as they are aware of their needs and their strengths and weaknesses, but with Young Learners teacher needs to come up with an activity, game or worksheet which gives the information the teacher need.
