My “special group”

I think every EFL teacher has a special group. I don’t mean the one that I love, because I can take all of my ideas to them and get good feedback (though I have that group, too). And I don’t mean the groups where I learn a lot (I have a bunch of them). And, I don’t mean my most frustrating group (that’s a rotating honor, to be honest).

The group

I mean the group that I’ve had for literally years without making a lot of progress. The group that makes me wonder if I’m as good at this teaching thing as I like to think I am.

They’re great people: it’s an evening group that gets together as much out of the joy of seeing each other as out of any real desire to learn English. In fact, half of them are retired and will probably only ever need English on the level of “one beer, please” and the other three only might need English.

They know their English isn’t great, but I think they’re satisfied with how things are.

It goes without saying that I am not satisfied.

So, as I wind up the worksheet generating software (weird idea, but it’s basically finished, though I’ll probably never stop poking at it) I think my next big focus will be on growing as a teacher and using this group as the obstacle course on which I train.

Of course, they get the New Spork City stories every week, and they read and translate them faithfully.

The challenge

I remember someone summarizing her teaching style as “give them what they need disguised as what they want.” And it’s a good philosophy. It’s what I’m trying with these guys.

So, here’s what they want: to come in in the evening, have a good time, enjoy the connection that they have to each other, and go home. They wilt when we obviously drill anything for more than five minutes and, to be honest, they’re quick to grasp something like a structure or vocabulary “for now” but will struggle to employ it even thirty minutes later.

Here’s what they need (I think): They do okay with individual words. Voabulary isn’t the problem. The problem is forming sentences reliably. And, what they need is to practice them in a simplified way until they click and to build up from there. However, if it’s too obviously practice, energy leaves the room.

What I’m trying

I intend to write more with time, and I’ll describe some activities in detail, but I’m trying hard to find activities that feel like a game or a conversation, but which emphasize repeating the same structures over and over again.

In addition, I printed out a game board from LinguaHouse (I think, I can’t find it again…) that focused on asking questions and let them discover that that was hard for them. Then, I made up a first worksheet using the characters from New Spork City going through the fundamentals of questions step-by-step. (Eventually, I expect it to be very similar to the “passive voice for processes” series of worksheets already available here.)

My goal is to follow the same recipe that worked so well with the absurd business resources: make some great worksheets that I can reuse (and share here) and mix them up with customized materials just for the class that are fun to do because they’re about the class participants.

With time, I hope to write up some of the activities that I thought of in order to disguise the drilling I do with them (and other groups), but that’s going to have to wait for another time.

I spent years getting into this situation. It’ll take me a while to get out. But I will.

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