Job Discussion Forums

[myprofe]

When I taught in language schools it was not uncommon to hear teachers say they dreaded teaching a certain group or particular level or grammatical point. But, strangely enough, there was always someone in the school who found that same group, structure or level to be the most enjoyable to teach. Ever since then whenever a class, a lesson or a grammatical explanation doesn�t work I never blame the students. I always blame myself. The most important things a teacher takes to a classroom are her enthusiasm and willingness to learn to teach. Some method books are more interesting or; let�s be honest, easier to teach than others, but that�s no excuse for skipping the sections - a common practice - that are boring or complicated to explain. It�s the teacher, not the student, who makes learning easy or difficult, fun or boring. Therein lies the challenge and the reward.
Gordon http://www.myprofe.com/tandem

[leeroy]

Hell no.

If the class goes wrong, it's the students' fault.

If it's boring, then it's because the language point is inherently so.

However, if the class goes well then it's all because I'm a good teacher.

[GambateBingBangBOOM]

[Chris_Crossley]

[Celeste]

I would agree with the original poster only to a point. I find that when I teach adults, I have students who are internally motivated (are studying English for their own reasons, love learning and take pride in their achievements) and then I have those who are not. THe externally motivated students are harder to teach as adults because they often have to be coerced into learning. I find that I have had some students who really made classes less than a joy to teach with their constant eye-rolling and snickering and questions of "teacher, why I needs more grammar teachings?".

In elementary school, I find it a totally different story. THe kids are at an impressionable age where one can teach them to take pride in their work. It is really a joy to watch young students fill out their journals and write about what they liked and disliked in their class that day, and whether or not they felt they tried their best.

I wish that all students were taught from a young age that they will get out of classes what they put into them and that if they truly feel that they already know something because they have studied it in the past and really given it their all, then they should mention that to the teacher. Those who show up late, assume that they already know everything, waste time during class mucking around with cell phones and making multiple bathroom visits, and then whine that they already know something (when it is painfully obvious they don't) are difficult to fix with the right teacher. Many of them need to go away from school for a while and re-evaluate their reasons for going.

[Guest]

I agree with the original poster also - I think the right ATTITUDE to China and its people is one of the main ingredients to living and teaching here successfully.

If you are passionate about it all, as I still am, after nearly 15 months, then you will really enjoy the challenge. For me, it is much more of a challenge than for most of you of course, as due to my lack of education, I have to stay one step ahead of my Junior 1 and Junior 2 students at all times. They are all much cleverer than I am, and the ONLY thing I have going for me is the fact that English is my native language.

[guest of Japan]

About 95% of teachers I have met considered themselves to be good teachers. It's ironic that the general public seems to think that 95% of teachers aren't fit to walk on two legs much less accept a salary for their services or lack there of. With the exceptions of lawyers and psychologists other professions don't seem to have this image discrepancy. People almost never complain about doctors collecting big paychecks. Heck, even politicians' salaries are seldom in dispute. Perhaps not all those good teachers I've met are really good. And perhaps people have different ideas about what a good or bad teacher is. In a subjective business a little more objectivity would be nice.

[kev7161]

I don't know. Some days I am a great teacher, some days only good, and some days I know I dropped the ball. Sometimes my lessons are certainly vivid and exciting and fun and sometimes they are strictly by-the-book (esp. when teaching the mechanics of English).

HOWEVER, admitting that I'm not the world's greatest teacher is one thing. Seeing students out there with glazed eyes, or closed eyes, or being fascinated by something in their desk more than the lesson, or chatting with their neighbor, or any number of other activities - - I have to wonder, is it me or is it the English language? Or *gasp!* is it the lazy, do-nothing student that can't possibly exert one iota of energy to try and become interested?

I feel it's a give and take. I can certainly feel the energy when I have a class that is interested, interestING, energetic, and eager to learn. Their energy and feedback makes me more excited and I can feel the lesson just flowing along. If, after 10 minutes or so, I'm getting a lot of the behavior I listed above, then my interest in teaching them starts to lag and pretty soon I find myself doing rote teaching. Maybe that doesn't sound too professional and I'm sorry. I don't expect my Chinese students to be doing backflips when it comes to learning the English language, but it would be nice if more of them were less apathetic all the time.

One good thing about having 3 or 4 or 5 classes where I'm presenting the same lesson is that I can see what works and what doesn't work in a lesson (sadly, at the expense of the first class. Luckily, the classes shift around so, say, Class One is not always the first class of the day), and I can add more explanation if needed or eliminate something altogether.

[The G-stringed Avenger]

[Chris_Crossley]

[go_ABs]

[kev7161]

I've actually asked students in my class who talk or sleep or whatever to please leave. My director was not too fond of this (I've covered this quite extensively in another thread a couple weeks ago). Now my goal is to take those kids who DON'T want to learn English but DO want to disrupt the lessons is to just get them to put their heads down and sleep. I've told them they are welcome to bring a book or homework from another class in if they would like. I haven't yet succumbed to letting them bring in their MP3s, but I'm tempted. Anything to keep them quite for 45 minutes so I can have a somewhat decent lesson.

Sadly, it's not fair for the students that want to learn. Of course, their good grades should be their reward, right? I don't think young, teenaged minds think that way. "If those others get to goof off this period," they might reason, "why can't I?" Luckily, my devoted students already realize the differences between the two groups and I think (I hope!) they support me. I certainly don't want to divide the class into 'us vs. them', but what else can I do?

To the point of this thread: Those "good" students in this class are great and we generally have good lessons. They seem to enjoy me and I enjoy teaching them.

[Roger]

Well, teaching is under the public spotlight, and those who pull the purse strings aren't necessarily competent in the matter. How can parents assess your performance? And, how can a school do its job properly if it is obliged to allow incompetent parents to meddle in their affairs?
For instance here in China, parents have enormous clout over schools. It is them and their purses that decide how many under-achieving students enter a high-level course. Money dictates everything, and the money is in the hands of parents with crooked morals.
I shouldn't have to listen to any Chinese opinions on how to teach English, full stop! Yet, Chinese parents and Chinese colleagues - all with zero English communication skills - constantly "offer" some "suggestions" and "ideas".
I find highly discouraging. In fact, Chinese teachers should teach, and we should test the skills (not the "knowledge"!) of our English learners!
Ca. 2 thirds of the current crop of middle-school English students would fail!
And with them their Chinese English teachers!

[kev7161]

We have this program in our school for the Senior students. It's basically a program that "may" allow participants to go off to England to some university over there. There's usually about 10 to 14 students in the class.

Last school year, I had one of my students disappear and that is where he was. From what I understand, the parents need to pay an additional 7 or 8 thousand RMB (on top of the school's normal tuition of 28,000) for their student to enjoy this. The student that disappeared had almost no English when he left, but now his English is very, VERY good. His teacher did a great job with him. Anyway, the school all but guarantees a visa for these students that participate. The student I mentioned did not get a visa. He is now in my class again this term. I feel really bad for him as he (and his parents, I imagine) doesn't comprehend why he wasn't given a visa. I hope I can teach him a few new things but he certainly won't have the one-on-one attention that he received there and he also won't have as much opportunity to speak in class as he might have there.

Also, I had another student last year that did not speak a WORD of English. I would ask her the simplest of questions and she would stand and drool. She is now in this expensive class. I hope she can improve. The sad thing is, I have several students who would just shine in that class and would be a great candidate to send overseas. Sadly, their parents simply don't have the money for it.

[Tuttifruitti]