The ELT Two Cents Cafe: Teaching Tips

L ast update October 18 2005

First posted at 07:12:30 PM on 1998/2/6

Updated 10/16/05
On being a good college teacher:
Being a good teacher is more important than appearing to be a good teacher.
However, while I won't say that appearances are more important than substance, it does seem true that poor appearances can sink the ship of even a good teacher. So then you must be a good teacher, but you must also appear to be a good teacher. The reason is this: students do not actually know a good teacher from a bad teacher. More accurately, they have no idea what good methodology or practice is, as opposed to poor practice. They only know what they have been told is "good practice." It's sad but true. What they do catch, however, is the difference between an air of quiet, unshaken self-confidence and an uncertain habit of second-guessing. Be affable, unflappable and self-certain at all times. [I'm not saying you can't pause to consider a situation or question before answering.] The old cliche' is true: they can smell fear (or uncertainty, more commonly). They interpret this as the hallmark of a bad teacher.
This is very important: I do not advocate that one should be a poor, undertrained, underqualified teacher and then "fake it 'til you make it." My remarks are not that shallow. I advocate being a thoughtful, reflective and well-trained teacher who projects an aura of steady confidence.
Finally, never forget that Chinese social relationships are to some degree built around the concept of "face," and face can be translated as "outward appearance" or "reputation."
Some people think that teaching is dumping info into passive students' minds; some people think teaching is piling or scattering info on the ground for students to pick up. Perhaps the most accurate simile to describe what actually takes place in the classroom (to some degree, in contrast to the processes of teaching and learning) is a competitive sport. A few students enter the arena singing "We will Rock You," a few shuffle in thinking "we who are about to die salute you," and the vast majority just want to escape more or less unscathed. Actually, though, teaching and learning are a journey that teacher and student take together, hopefully both enjoying themselves and learning along the way... Who can I take with me today?
Here are a few tips and tricks. They're not quite the Gospel, but they may help you out somewhere along the road. Note that although they're directed specifically at teaching in "cram schools" or bu xi ban in Taiwan, there are some general truths that may also apply to other environments.
If you plan to teach in a University or Junior College, the expectations are very different. Do not attempt to be too cute; you will lose face. You can look friendly and cheerful; smiling at students and co-workers. This will set you apart as being slighly different from the other teachers, but it's completely acceptable. You can even make simple humorous remarks or exclamations. Do not try to be too comical, though. Exaggerated, comical body movements are not recommended.
For bu xi ban teachers: Don't worry - the bu xi ban will almost certainly provide you some level of guidance in selecting and presenting teaching materials. If they offer you no guidance, look elsewhere for employment.
Try very hard not to show your anger, frustration or irritation. You will lose face if you do.
The exception to the second point is that it's socially acceptable for teachers to scold their young students, up to and even possibly including college age. (Of course it gradually becomes less and less acceptable as they grow older). In childrens' classes, not only is scolding socially acceptable, some parents even *encourage* it. Unfortunately, you have to feel this problem out for yourself, since every teaching situation is different.
One more tip for classes of all age levels : eye contact and movement are important. If at all possible, move around the room while teaching. Sweep your eyes across the room often, making, holding and breaking eye contact with every student. Don't forget the students on your immediate right and left, if the desks are set up as a box or a circle with you as the head. It's really easy to focus only on the student right in front of you, or perhaps on the best student in the class. Avoid doing this.
The educational system in Taiwan is quite different from its American counterpart (and I assume that other Western countries are more similar to America). The classroom is generally very teacher-centered. Add to that the Asian concept of "losing face" and you have a strange combination.
The first thing you should abandon is the Western idea of the teacher who says to the students in general, "Any questions?" If you try this, then you'll get a good visual reference for the expression, "A sea of blank faces." This is a clear cultural difference. Students are often afraid to answer any questions, and even afraid to volunteer to ask any questions, because:
* They're afraid their answer will be wrong, or their question will be stupid, and they'll "lose face". * They're just not in the habit of talking this way in class.
In very traditional Chinese classrooms (things are definitely changing, but the old way is still very much alive), teachers often discouraged their students from asking questions. There is a host of reasons for this. One is that teachers feel that if the students ask questions, this implies that the teacher didn't do a good job of explaining the material. This makes some teachers feel they "lose face". Another reason why many teachers discourage question-asking is a bit less forgivable : many teachers at the elementary and high school level intentionally withhold information from their students They do so in order that they can charge students money to come to the teacher's house (as one kind of a "bu xi ban") and learn the complete answers. The only students who can make really good grades in that particular class are the ones who pay the teacher for "private lessons". It's a money-making situation for the teacher, albeit not a particularly admirable one.
In order to receive any response from students, you generally have to call on them by name. Taiwanese students also tend not to volunteer to ask the teacher any questions.
Some tips for adult or teenage classes :
It's Bob Barker time. An experienced teacher once told me "All teachers are frustrated actors." This seems to have more than a grain of truth - and it's a useful thing to know. Adult students in particular come to a bu xi ban after a hard day's work. They usually want someone who's upbeat, friendly, cheerful - and even perhaps entertaining. People who are absolutely incapable of being embarrassed can carry things like this off particularly well, so try not to be shy or embarrassed. The key take-home point, though, is that you really must be at least friendly, light, energetic, cheerful, etc. Ya gotta wake them up just a little. Look 'em in the eyes and smile, smile, smile. Enjoy yourself in the classroom, and the students will enjoy being there.
I usually spend at least the first couple of weeks reassuring the students in a cheerful and friendly manner that I *love* students who ask questions. Again and again I say, "Every question is a good question."
In the first weeks of class I repeatedly write my Class Rules on the board and explain them. I have two Golden Rules:
Rule #1 : "In this classroom, no one can lose face" (By the way, I recommend that you learn the words for "lose face" in Chinese. Disregarding for the moment the fact that Chinese is a tonal language, "lose face" sounds a bit like "deo lee-yen." In Chinese, it literally means throw down or throw away your face. This phrase has a bit of a lilting tone. Ask someone to say it for you when you arrive, and try to remember.)
Rule #2: "In this classroom, mistakes are GOOD, because they help you learn." However you choose to communicate this point to your students, don't neglect to do so repeatedly. Many Asian students are terrified of making mistakes in front of the whole class. This is an important obstacle to the learning process that should be tackled immediately. An EFL teacher in Japan once told me, "I'm used to total silence in my class. I ask questions; no one responds. Once we get outside of the classroom and go to a coffee shop, however, the lesson can really begin."
I have a little illustration for this point, but you have to do this with an unencumbered sense of self-confidence and good cheer, not worrying about the puzzled and hesitant looks you'll get. On the first day of class I make everyone in the classroom stand up after I explain this rule, then I make them (usually reluctantly) repeat after me : "Good morning. How are you? I'm fine thank you!" Do this with a broad smile, as if you know of course that they already know how to say this phrase they all learned as children. If they didn't do it loudly and clearly, I make them say it again. Then after I've heard it loudly and clearly once, I say "If we say 'Good morning, how are you, I'm fine thank you' every day, you will never make a mistake. But you also won't learn anything new. When you make a mistake, I am happy (friendly smile), because it helps me to know what you need to learn." All of this has to be done in your best Bob Barker.
The only exception to this illustration is if all of your students are middle-aged businessmen. You should watch them carefully in this case, to see whether they are determined to remain dignified. Try daily to lead them into being somewhat more relaxed and cheerful, as a happy class environment makes your job much much easier, but don't go too far outside their comfort zones.
Most of what you teach is conversation. You walk around the classroom as they repeat variations of whatever phrases they're practicing that day, you listen and you gently correct mistakes.
Some tips for teaching children : My two Golden Rules are too complex for younger children to grasp, of course. Believe it or not, the "Bob Barker" rule is slightly more optional in a children's class than it is in an adults' class. This is because the children *must* attend class; their parents make them. It's still true that the class goes much easier if you and the students are all enjoying yourselves. However, the classroom dynamics are extremely different in a children's class. You are the authority. Never, never forget that. Clearly state Class Rules like "No talking when the teacher is talking" etc. Have your assistant teacher repeat them in Chinese. Then enforce them mercilessly. Too many times after the students have been naughty I've made the mistake of melting when I look at those sweet little faces and not punishing anyone. It's a good feeling to be kind - but you regret it the next day when the students are doubly naughty! Children all over the world are the same. They want and need to feel safe, to be loved, to have clear guidelines for behavior - and they will test you. Try to be pleasant and cheerful when students are behaving, but you have to a a little tin Hitler when they aren't. if two students alway misbehave together, separate them. If a student breaks a known rule, give him/her a warning. On the second offense make the student stand in the hall. Stop the entire class and stare at a student who is talking too much or too loudly (a little classroom whispering is inevitable, and sometimes helpful when they explaining things to each other).
Many times parents will want to sit in the class with their students. If possible, avoid this like the plague. Sometimes you have no choice - your boss instructs you to let them sit in. Also, for really little students - kindergarten, first grade - it's necessary for the first class session or two to let the parents sit in, to lessen the kiddos' separation anxieties. However, parents almost always feed the answers to questions to their beloved Junior. However, this prevents students from learning by preventing them from thinking for themselves - and you should tell the parents this.
Two more quick tips for childrens' classes. First, most bu xi ban require the use of a workbook for homework. I strongly recommend this practice. Not only do workbooks accomplish their explicit goal of helping the students retain the material, they also have a couple positive side benefits:
They give the parents something clear and easily definable to look at. The parents (and grandparents) will always ask the kiddos, "What did you learn in school today, Lion?" [I really had a boy who insisted that his English name should be Lion. His sister's name was Fish. Another teacher had a girl named Pencil, but successfully persuaded her to change her name.] Little Junior will then dutifully point to his or her workbook and say, "This, mommy." Without a workbook, the kiddo may not be able to recall what was studied that day, and this is bad form.
Similarly, they give the parents clear and definable evidence of progress. As the number of workbook pages marked with a "Happy Face" mounts, so too does the parents satisfaction, at least to some degree.
Second, always reserve the final five minutes (or more, depending on how long the class is) for games or singing - singing is the better of the two closing activities, in my opinion. Quick teaching games should be sprinkled throughout the class, and the last few minutes are for singing. That way, when the parents ask the children, "Do you like this teacher?" the child will often use only the last few minutes of the class as a reference and say "Yes," forgetting the other time spent doing cruel and unusual punitive labor such as writing their ABC's.

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