Job Discussion Forums

[voodikon]

ok, i'd like some words of wisdom. i've been working at a software company for three months and am free to do pretty much whatever i want as far as curriculum and grouping of classes. initially the students were grouped according to their projects and positions (i.e., developers of one project were one class; team leaders of one project were another, etc.). unfortunately, the english proficiency levels within these groups were dramatically different. i tried partnering, grouping and techniques like these, but when it came down to it, some students are bored while others can't figure out what is going on. i think a key factor to remember here is that these are adults who are in a work setting and tend to have trouble pulling themselves away from their work tasks to focus during english class.

at any rate, i've been given permission to regroup the classes, and, looking at the new groups according to levels, i'm wondering if doing this might cause some bad blood among the employees. specifically, putting a high-level project manager among a group of mostly junior engineers seems insulting. i don't know. it'll be pretty obvious that they're grouped according to ability (unlike in fifth grade, when the teacher tells you the groups are created randomly). should i just assume that they're professional adults who can handle the truth, or what? recommendations?

[Spiderman Too]

I used to do a lot of corporate work in Thailand and, for example, I would teach 3 different groups at 1 company, grouped as 'general office staff', 'middle management' and 'senior management'. I never had the opportunity to re-group students according to ability and, in any event, to do so would have been professional suicide in Thailand. Mature adults they may have been but ever paramount in Thai society is 'face'. To have placed a senior manager in with general office staff, well, basically I doubt whether I would have been permitted in any event.

I had good success with 'study buddies' (partnering). I (permanently, but after 2 or 3 lessons) partnered up the students (for seating & activities). I had a quiet word with each of the more able 'buddies' explaining to them that I needed their help, I needed them to mentor their partner. I told them that in doing so, they would be helping me.

Be careful not to underestimate the significance of 'loss of face'.