Job Discussion Forums

[Glenski]

Thanks, Khyron. I have 2 similar threads going and obviously confused this one with the other.

SIX months to go (unless she quits out of frustration, of course ).

In any case, she is an exception to the rule of typical Japanese behavior.

Student shows me a dictionary explanation that is obviously outdated --> I tell them so. Done deal.

Student wants to monopolize class time with irrelevant stuff? I pull him aside and discuss it with him. Once, a 50-ish eikaiwa student pulled that sort of thing in class. I wasn't the only one who told him to stay on topic! The other students did, too. He never came back. Another 60-ish sleezy old man would never stay on topic (never even STARTED), so another teacher and I (separate classes with the same guy) told him to behave, and when he didn't, we just conducted class without him. He sat in the corner until he got the message (which was one lesson later, then he quit). The admin never flinched.

Student wants to cover material over their heads? I tell them it is so. Then, outside class I give the explanation, but if it happens more than once, I just tell them it is too difficult to explain to them.

[ontoit]

This student is an exception, but common all the same. I've seen this behavior often enough, usually single females in their 30's, and I've come to the conclusion that it's a desire to be good at something to make up for a lack of something else, or a desire to use something to batter teachers with. These students also seem to have a great need to be acknowledged.

Always be polite, friendly and professional. (Acknowledge the student)

Have the student research the question. (Involve the student)

Make time so the student can discuss this or other questions after class, and be careful not to get caught looking at the clock. (Let the student know you are willing to go the extra mile)

The above may not solve the problem, but I've found it to be very effective in encouraging the student to get the most out of her time with you without forcing your class too far off the road.

[shantaram]

Hi,

Update on the situation- things have been going really well. I think the chat I had with her worked. I researched what she wanted to know and gave her a link to a grammar chat room with the information, and discussed different uses of phrasal verbs in different countries with her. Basically, I told her that some countries have a restricted use for phrasal verbs, so she may come across some differing opinions. It really helped that the advice I had given her in the first place was in accordance with what the website suggested for North American English, which she views as standard. We also chatted about her homestay family, her recent trip abroad, and how those things have affected her learning. She said her host family are Portugese speakers first and English speakers second, and that they teach English as well. She also said that she improved her listening skills in her recent trip abroad, but flinched when I asked her what countries her fellow hostel-goers had come from. I'm not sure why she flinched. I guess she has a chip on her shoulder over the fact that English speakers come from different countries, but she is really having to deal with it all the time. In a level conversation, she told me that she could understand my accent and my instructions very clearly, but found it frustrating when she is out in public and has to deal with Canadians. I told her that I speak more slowly because I am a teacher, and other people may not slow down their speech or may choose more difficult words. After these little talks, her respect has increased enormously, and I think I will actually get a good performance appraisal from her. The interruptions in class have completely desisted but her attention hasn't waned. Her enthusiasm is still very high and she still asks a lot of questions, but at the appropriate time. I think my intuitions with her were quite good and I'm quite pleased with the way things turned out- thanks to everyone for your advice, which helped strengthen my approach.

Now to deal with the Korean student who told me he doesn't want to study grammar any more, because; "I know almost English grammar."

Hmm. Over to the forum on the other side of the East Sea/Sea of Japan to deal with that one.

[gaijinalways]

Congratulations, it's always comforting when you can deal with 'troubled' students successfully, one of the areas I find more challenging when teaching larger classes.