Teaching English as a Second Language

1. Students need to: hear it, say it, read it, write it.

2. We normally do the least with hearing it. We mishear a great deal, even if we speak English.

3. Do whatever it is you want them to do (model).

4. Commands are a good way to begin. "Mrs. Forgey puts on the green sweater"; "Mrs. Forgey takes off the green sweater". Now have the students do it. Do not ask anyone to speak unless ready to do so. Students can act out until they're ready to speak.

5. Work on prepositions. They are one of the hardest things to learn. Act them out while you are saying them. Do them several times. Then have the students act them out while you say them. Then have the students say them as you act them out and say them and so on. It is good to do a ten-minute exercise each day.

6. Students have problems in hearing vowel sounds. We have five vowels that have approximately eleven sounds. Give them many experiences in hearing vowel sounds.

7. Bring as many real things to class as possible (or use pictures).

8. Students need rhyming activities.

9. Before students should learn to read and write they need a good oral base.

10. Even as students become more advanced, if it's new, model it outloud.

11. When helping students read a sentence you might try starting with the end of the sentence. This usually helps keep intonation patterns correct plus gives them many times to say it. Start with the ending word then add next word, etc.

12. Writing comes last. Students can comprehend written words and sentences before they can write their own.

13. In writing start with printing (that is what they read) then cursive writing. Many students do not know where and how to join letters.

14. Give exercises in writing where you leave out one word for them to fill in and then progress to leaving out every seventh word in a paragraph.

15. Have students (mo matter what age) dictate a paragraph to you. Assist them in more correct ways to say it.

16. Give them experiences (as they become more advanced) in writing paragraphs with set vocabulary words. Tell them when (today, yesterday, etc.) and singular or plural.

17. Strive for at least an 80 percent accuracy before going on to the next step.

18. Keep a record of what you have covered and how they have done. File cards for this purpose.

19. Give useful pronunciation guidance; isolate the syllable where the error occurs, pronounce it correctly, and then model the entire sentence for the student to repeat.

20. Drill each sentence pattern (listening and orally) until students can automatically (without thinking) use it.

Strategies for better classroom discipline

1. Set your standards early.

2. Learn students' names immediately.

3. Be consistent.

4. Follow through.

5. Be fair - but ever firm.

6. Go over class rules and reasons for them.

7. Stress positive approaches.

8. If a problem continues to occur, talk with the student alone. Share your concerns. Ask the student how he feels and talk together about possible solution.

9. Don't talk at, talk with him. Let students know you like them.

10. Trust and respect students as unique individuals.

11. Please do not hold grudges. Treat each day as a new start.

12. When a student misbehaves, there is a reason. Try, if possible, to find the cause.

13. When disciplining, let the student know you are disappointed with his behavior, not with him as a person.

14. Watch your temper - You might say something you might regret.

15. Treat students with respect. Remember that you are an instructor and they are learning from you.

16. Look directly at the students to whom you are speaking.

17. Speak in a moderate or low voice. Let your voice be pleasant and controlled, not angry and harsh.

18. Do not tolerate "begging" or "teasing" for special privileges.

19. Smile often, but genuinely - you won't get away with syrupy, sweet, habit smiles.

20. Watch your health. It is not fair to snap at students and punish them when you are the one who needs attention.

21. Keep yourself neat and attractive. The students have to look at you for an hour or two, so make it as pleasant for them as possible. Use deodorant and ladies need a light perfume, and dress in as good tasted and as attractively as you know how.

22. Watch yourself for mannerism. Frowning, squinting, pacing the floor, twitching your nose, using a slang expression repeatedly, may incite the students to pay attention to the mannerism, rather than to the class work.

23. Develop a sense of humor, and laugh with, not at, the students.

24. Stop unwanted noise as soon as it starts. Don't make the mistake of thinking the students will get quiet later.

25. If the entire group seems "to squirm", stop and play a simple action game; or have a stretching, jumping or bending exercise for a few minutes.

26. Give every student an equal chance. Some instructors favor the smart ones. The other students notice these things.

27. Don't punish the group for the actions of a few.