TEFL Gaoyou

Probably one of the most challenging experiences I had in teaching english is when I handled one-to-one business english class. The first week was the hardest. And though I was repeatedly told that teaching business english is just the same as teaching General english, it didn’t help so much in boosting my confidence to teach it. I was asking myself how I can effectively teach something that I’m not so familiar with. However, as my classes went on, I came to realize that, indeed, it’s not really a big problem at all if you are not familiar with business concepts because the core of your teaching is not about making the students effective business people but on making them effective english communicators in their businesses. One source I’ve read defines business english as an approach to teaching english to non-native speakers of english (NNS) who wish to improve their level of fluency for purposes of greater language functionality in specific areas of business life including technology, marketing, manufacturing, management, finances, and business services (Ringler, 1997). In this article, I wish to present the different learning I gained from my personal account of teaching business english. Like what I mentioned earlier, Unit 19’s discussion on business english reinforced most of the learning I gained from my experience of handling that class. Don’t hesitate to ask. One of the vital learning I gained from this course and my experience of teaching business english is that the teacher must not hesitate in asking the students questions related to the business concepts. Indeed, it can be used to our advantage because the student is forced to explain to us in english and we get to learn more of the world they work in. This was one I had to work on myself back then. I was thinking that asking my students would make them think that I am not credible in my field. It was a little later that I realized how asking questions, that is relevant questions, is important in the teaching process. Feign ignorance. Related to asking questions, I learned from Unit 19 that it also works well if we feign ignorance of the business concepts where our students are experts in. This gives them a sense of fulfillment when they get to explain something to us using english. It boosts their self-confidence in a way. During my time, I really didn’t have to feign it because I was really not that familiar with a lot of business concepts. And to my surprise, all of the students I have handled were more than eager enough to do the talking and explain the concepts to me. That was one of the ways I used to build rapport with them since it shows that I am interested in what they do. Be considerate. Most students of business english are employees who work during the regular office hours. I remember having classes until 9 pm. Often, students for the evening classes are already tired. When this happens, it is important to be considerate and pace the lesson appropriately. It won’t be helpful if your only focus is to get through with the planned material without bothering to check if your student is still learning or not. Also, remember to make the lesson lively and interesting. We do not want our students to suffer more by making them go through a boring class when they are already exhausted. Enjoy the class. I can say that 90% of my teaching experience is teaching children. Since I started, I handled the young learners’ group. That was also one of the reasons I was hesitant to handle an adult’s class. However, I can say now that teaching adults can also be enjoyable and fun in its own way. There were times I would find myself laughing with my students. Since you’re both adults, it’s not that difficult to ask them to do something or get their attention. Moreover, you’ll most likely have similar experiences which can be avenues for establishing rapport. To conclude, again, it’s just but normal, I think, to feel scared at first when handling a business class. Yes, it’s also helpful to be knowledgeable of the basic business concepts, but we have to remember that we are going to teach our students english and not business course. They need us to help them become better english communicators so they can function effectively in their companies. Readings: Bowen, T. (n.d.). english for specific purposes: Aspects of teaching business english. In One Stop english. Retrieved September 27, 2012, from http://www.onestopenglish.com/support/methodology/english-for-specific-purposes/english-for-specific-purposes-aspects-of-teaching-business-english/146485.article. Ringler, M. (1997). business english. In english teachers Network Israel. Retrieved September 27, 2012, from http://www.etni.org/etnirag/issue6/marlene_ringler.htm.