Нова українська школа: методика навчання англійської мови у 3-4 класах закладів загальної середньої освіти на засадах компетентнісного підходу - Крістіна Карпюк 2020

10. Different Problems and Challenges

Teaching is an interesting job that comes with its own challenges. The types of problems which take place in the educator’s life depend on the age, culture and level of his/her students, on the rules and equipment provided by school/country, even on his/her attitude to the job and the methods that the educator prefers. Young learners, specifically, are usually full of life and energy but some of them can also be shy or scared, their curiosity is big but they can get bored very quickly, it is easier for them to acquire a new language in a natural way but their level of it is usually not that high.

In addition, Revell (2013: 10) points out a physical issue: «...in classrooms with fixed desks all facing forwards in rows, groupwork is difficult», since there is not enough space to move.

The major problem which primary teachers have to face is the one about the discipline. Since children are very active by nature, they are often noisy and are not always able ’to sit still’ and be patient.

This list can go on and on but the real question is: how to deal with all these issues in the primary classroom?

✵ To begin with, make clear behavioural rules and inform your students about them. Considering the fact that some children will probably sometimes break them anyway, those rules need to be revisited and reminded to them.

✵ Second of all, act immediately but at the same time stay calm. Sometimes it is also a good idea to talk to your students in private, especially if he/she is shy, scared or if the problem itself was caused by one student only.

✵ Thirdly, you should realise that not all issues can be caused by children - other reasons can be related to YOU. For example, your own attitude, behaviour or teaching methods may not fit your pupils and their needs. In this case, use self-reflection - analyse your work and actions, notice any possible mistakes, come to certain conclusions and find other ways to deal with everything.

✵ Finally, be well-organised as well as flexible, since not all problems may be predicted. However, consider the general characteristics of young learners (as well as the distinctive features of your own class) and try to foresee any possible issues and solutions to them when planning your lessons.

Harmer (2012) indicates some other challenges that often occur when teaching primary pupils and provides some useful way outs:

1 What if the class is very big?

✵ use pairwork and groupwork;

✵ use chorus reaction;

✵ use worksheets.

Other solutions may be: establish and use some routines or maximise individual work.

2 What if students keep on using their own language?

✵ encourage them to use English;

✵ only respond to English use;

✵ create an English environment (do not use the first language yourself);

✵ keep reminding them to use English.

3 What if students do not do their homework?

✵ ask students what the problem is;

✵ make homework more fun;

✵ respect homework (do not forget to assess your students’ hard work).

4 What if students are uncooperative?

✵ remember that teaching is a job, not a lifestyle (emotional detachment will bring more success than an emotional reaction);

✵ deal with the students’ behaviour (discover the reason and make some rules);

✵ be even-handed (our reaction affects not only the ’troublemaker’, but the whole class, too);

✵ use any means of communication;

✵ enlist help (talk to the students’ parents or to your colleagues who may have had similar problems).

5 What if students do not talk?

✵ use pairwork or groupwork;

✵ let them speak in a controlled way first;

✵ use ’acting out’ and reading aloud;

✵ use role-playing activities.

6 What if students do not understand the audio track?

✵ preview the questions;

✵ use ’jigsaw listening’ (divide your students into groups and give each group a different part of the recording; after listening, let them share their answers and put the ’jigsaw’ pieces together);

✵ give only one task and do not make it too hard (for instance, let them describe the speaker - their age, sex, status, etc);

✵ play the audio track in chunks;

✵ apply the audio script;

✵ predict the vocabulary;

✵ regularly practise listening and encourage your students to do it even outside the class, by watching films or listening to music in English. Remind them - «the more you listen, the easier it becomes» (Harmer, 2012: 184).

7 What if some students finish earlier than others?

✵ provide the ’faster’ students with additional tasks like little worksheets, readings, puzzles, etc;

✵ extend the original task.

Other problems which often take place are late arrivals, students chatting, technology issues, the lesson being boring, the task being too easy/hard, lack of materials or lack of time. Therefore, when planning your lessons, it is important and necessary to make sure your activities are suitable and interesting for young learners, institute some ground rules and inform your students about the consequences for breaking them, ensure that the equipment works well, choose the right amount of time for each task, be flexible and always have some additional materials and tasks.

Here are 10 ways to approach behaviour in the young learner classroom, provided by Esteves (2016):

✵ Do not take the students’ behaviour personally (remember that children are children and be a good role model for them).

✵ Encourage the right choices.

✵ Be constituent and coherent.

✵ Make a rules poster.

✵ Establish a positive classroom environment.

✵ Make a seating plan.

✵ Create routines.

✵ Keep the children busy, focused and on track.

✵ Keep moving (do not stand still in one place).

✵ Positive reinforcement (focus your attention on students who are behaving well, let them be role models to those who are not).

«Good teachers teach children content, but great teachers know that they also have to teach with a heart» (Esteves, 2016: 18).

Thus, there are things that need to be avoided in a young learners’ classroom, otherwise they can cause various problems:

✵ being too strict;

✵ speaking down to children;

✵ trying to control everything;

✵ taking things personally;

✵ correcting every mistake;

✵ explaining grammar;

✵ having teacher’s ’pets’ (favourite students);

✵ changing things every day (that is, do not omit creativity, but also have a strict routine);

✵ doing or saying things only once (students often need to be reminded about the behavioural rules, lexis, grammar constructions, etc);

✵ avoiding the negative and mirroring the positive.

SUMMARY

Just like any other job, teaching involves many different problems and challenges for both the teacher and the students. That is why it is significant for the educator to always be well-organised, calm, patient, positive, creative, flexible and not afraid to face any difficulties but, instead, be ready for them. In order to do that, he/she should consider the students’ characteristics like age, level, needs and interests, predict any issues that may occur when planning the lesson and prepare additional tasks/materials for the learners. Additionally, it is necessary for the teacher to analyse him/herself and his/her work (self-reflection) because some problems may be caused by him/her, not by the students. In general, remember: a great teacher teaches not only with a brain but with a heart, as well.