Well… here we go again with the seventh part of this series of posts looking at your early career as a language teacher and how to make the most of this time. We’ll continue where I left off in the first six posts by examining common problems for newly qualified language teachers.
In the previous posts, I’ve looked at dealing with time constraints, how to find professional development opportunities, how to approach lesson planning, how to make sure your first teaching job experience isn’t a bad one, some advice on how to get through your first observed lesson, a discussion on the multifaceted layers of a good lesson and some thoughts on how we can move beyond methods.
To be honest, I never imagined this series would go on as long as it has, and the fact that it has is mainly thanks to my ‘co-conspirator’ Phil Wade, who, in his third and most provocative guest post so far, looks at ‘the great TEFL lie’. This post might not be to everyone’s taste, but I do hope you’ll give it a read…
Student “Sir?”.
Teacher “Yes, Smith.”
Student “Sir, can I ask a question please?”
Teacher “Permission granted, Smith.”
Student “Oh, thank you, sir. Sir, what knowledge are you going to bestow on us today, sir?”
Teacher “Ah… Well, we are going to look at conditionals.”
Students “Oh, thank you, sir.”
Student “Sir… May I ask another question?”
Teacher “Yes, Smith.”
Student “May I lower my arm please?”
Teacher “Of, course.”
Student “Oh, thank you, sir.”
This may be a little exaggerated but it helps highlight the ‘good language learner’ we are trained to teach and expect to teach. We plan lessons with these wonderfully motivated, quick learning and never troublesome students in mind. We expect perfectly leveled classes of similar ages, backgrounds and interests. Not to mention personalities, learning styles, understanding of TEFL methods and books.
So, what will happen if you have to teach students who don’t fit this ideal dream? I have heard teachers complain about having one or two older students, younger students, higher students, lower students etc etc. Why? Because it makes things a little bit harder and presents them with a situation which they probably don’t have the tools to deal with.
Now, warning ahead!
Do not read on if you are easily upset.
Last warning!
OK.
Are you ready?
Here it comes… We warned you.
Based on 15 years in TEFL, I can honestly say that the ‘TEFL student’ is a very very small minority. The majority of students learning English in the world are not at private language schools learning from CELTA grads using TEFL books. They are in primary and high schools, they are in after-school clubs, they are in universities, they are in adult education or they are taking private lessons with local teachers.
These classes are often mixed abilities. There are many mixed ages, different backgrounds, a range of interests, medium, low or non-existence motivation and even students who have absolutely no use for English and never will have.
Scared?
The vast majority of my teaching has fallen into this kind of category.
On top of that, you probably won’t have or be able to get coursebooks. You might not even have handouts, books or be allowed copies.
How would you teach a group of 45 A1-C1 18-37 year old people for 2 hours every evening when your boss has said to “do whatever they ask for”?
This is the reality. There is no point complaining. It is what it is. We are spoiled really. We have such an easy life in language schools as there are so many structures in place to make us stress free. This is why it is good to step out of this safe zone, slowly perhaps at first.
To be a real English teacher, as a senior teacher once told me, you need to be able to handle anything that is thrown at you at the drop of a hat and survive. I don’t suggest you jump straight in but try to to stretch yourself. Otherwise, when fate strikes, like the photocopier gets broken one day or the WIFI doesn’t work you’ll fall to pieces, as some do.
Phil Wade is an English and Business English educator interested in developing tailored effective teaching solutions.
