| Additional Critical Impact Factors | | | | Administrative demands |
| Some of the key factors English or Foreign Language | | | | "Enough is enough!" Teachers often cry when the |
| teachers face can include the following:o Large class | | | | necessity for completing numerous forms, surveys, |
| sizeso Limited timeo Insufficient resourceso Mixed | | | | permission slips, highly detailed attendance records or |
| ability studentso Students with learning disabilitieso | | | | over-zealous "fund-raising" campaigns are required of |
| Behavioral problemso Administrative demandso | | | | them. A teacher's job is to teach and while certainly, |
| Personal restrictions | | | | some administrative procedures must be maintained, all |
| In continuing from the first part of this series, let's | | | | too often administrative demands wreak havoc in the |
| consider the last four factors on our list in turn and | | | | EFL teacher's lesson plans. |
| how they too can negatively impact an English EFL, | | | | Personal restrictions |
| ESL or foreign language teaching and learning class | | | | Each of us on occasion needs to attend to personal |
| room setting. | | | | matters, go for medical or dental appointments. We |
| Students with learning disabilities | | | | get sick; catch colds or the flu, sprain an ankle, break a |
| On occasion, learners with have known or | | | | bone or suffer from one or more f a myriad of health |
| undiagnosed learning disabilities when they come to | | | | or social problems. We suffer from stress, have family |
| English class. They may be inadequately prepared or | | | | problems or even become distraught over the ailments |
| academically unprepared for the rigors and discipline | | | | of a loved one or pet. Any or all of these can affect |
| they face when attempting to acquire a foreign | | | | our class room performance, unwilling though we may |
| language as young learners, teens or adults. This can | | | | be to allow it to do so. |
| strongly impact the teacher who may now be | | | | These final four factors that we have considered here |
| expected to compensate for deficiencies of learners | | | | can also have a substantial impact on the |
| while maintaining an "acceptable" pass rate of English | | | | effectiveness of the English EFL or ESL language |
| or other foreign language acquisition skills. | | | | teacher. As stated earlier, with more and more |
| Behavioral problems | | | | students in fewer and fewer classes and even those |
| While these can often be linked to external or | | | | classes are expected to be taught with less and less |
| motivational factors, behavioral problems can be highly | | | | resources or fewer and fewer hours. The results |
| disruptive in a foreign language class room setting. If | | | | however, both on the part of learners and the |
| behavioral problems result from learning disabilities, the | | | | administration, is to produce better and better English |
| disruption can be compounded beyond what the | | | | language production skills. The need then still, is for |
| teacher may be able to successfully or practically | | | | solutions to an ever-worsening series of growing |
| cope with. Violence, inattention, excessive cross-talk | | | | problems. This will require the full cooperation of both |
| with other learners, absenteeism, physically moving | | | | teachers, administrators and to some extent, the |
| around the class room and other distractions are but a | | | | learners themselves. Good luck to us all. |
| scarce few of the problems related to this category. | | | | |