| How:
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| | homework, get ready to leave etc. 5
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| 1. Put the students into pairs or small
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| | minutes would be more realistic. So there
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| groups (See TT1 for further explanation).
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| | you have it, pay for 60 minutes and get
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| Why:
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| | 5. Where's the logic? If that doesn't
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| 1. Making students speak to each other
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| | work I do this: Let the student have his
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| instead of the teacher maximises STT
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| | her way. Yup! Smile and listen very
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| (Student Talking Time) and minimises TTT
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| | attentively. Make sure that everyone else
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| (Teacher Talking Time). This is a good
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| | is listening too. Let him/her start
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| thing because the students are the ones
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| | rambling, taking up everyone's valuable
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| who need to practise their English - you,
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| | time and then just pick him/her up on
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| hopefully, don't!
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| | every grammar mistake and correct his/her
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| 2. A lot of students will be using their
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| | pronunciation every second word. I find
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| English to speak to non-mother tongue
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| | that the student in question usually
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| speakers anyway so they might as well
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| | enjoys this to start with, getting so
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| start getting used to it. For example, my
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| | much attention - having a one-to-one
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| students are Italian and they often need
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| | lesson in front of everybody - but the
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| English to speak to other European
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| | novelty soon wears off. I either correct
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| clients and colleagues. Some of them
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| | the student aloud, frequently, or write
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| never use English to speak to
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| | his/her errors up on the board as s/he
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| mother-tongue English speakers at all!
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| | goes along ("don't mind me, do keep
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| Extra Info:
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| | going, we can all learn so much from your
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| Students like talking to the teacher
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| | mistakes").
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| because it makes them feel important and
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| | Generally speaking, correcting a student
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| that they are getting value for money.
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| | every few seconds destroys the impact of
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| While this is fine in a one-to-one lesson
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| | whatever s/he was saying and makes them
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| it is no good in a group because while
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| | (and everyone else) lose the thread.
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| one student is monopolising the teacher
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| | Writing their mistakes up publicly on the
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| conversation everyone else is losing out.
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| | board tends to make students shrivel up
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| When I encounter students who want to
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| | and die (See TT11 for an explanation
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| talk to me all the time in a lesson
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| | about how to do error correction nicely).
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| (flattering though it is) I advise them
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| | After this, in my experience, the student
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| (politely) to consider having individual
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| | is generally quite happy to get on with
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| lessons if they want the teacher's full
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| | pairwork. And so are all the other
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| attention all the time. If that doesn't
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| | students! Sometimes I have students who
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| work I explain like this: 60 minutes
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| | don't want to speak much until they can
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| divided by 6 students = 10 minutes each;
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| | be sure of getting it right and not
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| so they can each talk to me for 10
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| | making mistakes because mistakes are bad
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| minutes and I will listen to each of them
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| | things, right? (Wrong! See TT11 for
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| for 10 minutes which is sad really when
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| | further explanation). These students tell
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| they've paid for a 60 minute lesson. And,
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| | me that they want me to talk to them
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| let's face it, it wouldn't really be 10
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| | (individually) because they will learn
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| minutes because you have to take time off
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| | correct English through listening to me.
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| for taking the register at the beginning
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| | (By osmosis, presumably!) They can't see
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| of the lesson, giving everyone time to
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| | the benefit of talking to each other
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| hang their coats up, sit down, get
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| | because if they make a mistake the other
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| settled, receive their worksheets, read
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| | student won't be able to correct them.
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| the instructions, listen to the teacher
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| | (Actually, the other student often can
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| presenting grammar points or whatever, do
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| | correct them, and does correct them and
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| a listening exercise or a roleplay, go
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| | that's what they don't like!).
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| through homework together, receive more
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| |
|
