| It can be a minefield out there for a teacher in the ESL | | | | learning where you can browse for ideas to fit your |
| classroom! That lesson plan that seemed so brilliant the | | | | needs. |
| night before turns out to be on a parr with watching | | | | Ask other teachers, in person or online, what they |
| paint dry as far as your students are concerned. Or | | | | have to offer in the way of creative lesson plans. |
| perhaps worse, you run out of things to do and you still | | | | They may come up with something you would never |
| have twenty minutes to go. Luckily, if you are prepared | | | | have thought of! Most educators are more than happy |
| and you have a few simple but effective ideas up | | | | to share their expertise. |
| your sleeve, you will maintain control of your ESL | | | | Understanding your ESL studentsIf your students |
| classroom and keep the atmosphere fun and exciting. | | | | seem bored or unmotivated, sometimes it's not you. |
| Doing a little advance work and choosing to integrate | | | | Take time to spend a few minutes with each student |
| games into the curriculum can make your job easier, | | | | to find out what their individual goals and motivations |
| and keep your students motivated. | | | | are. Once you have an idea of what they want to |
| Planning ahead to avoid problems | | | | achieve, you can insert new activities to directly |
| Any one who has ever taught a class will tell you that | | | | address their goals. Getting everyone out of their seat |
| prep work makes all the difference. Getting to know | | | | for a more physical game can break up the monotony |
| your textbook, keeping an organized file of ESL | | | | and shake off the boredom. |
| games, having a few activities ready to go at the start | | | | If many members of your class depend on public |
| of class; all of these are ways to make your | | | | transportation or have unreliable work schedules, you |
| classroom run more smoothly. Always be on the | | | | may need to prepare for stragglers to come in after |
| lookout for more things you can implement to make | | | | class has started. You can keep them from feeling lost |
| your lessons interesting! | | | | by planning a simple activity to start the class off - pair |
| Always have a backup plan. Sometimes weather may | | | | the students up and switch partners every few |
| intervene causing many students to be late, or you | | | | minutes so latecomers will have someone to 'catch |
| may finish early and need to fill an extra ten minutes | | | | them up'. Have a brief overview of your lesson plan |
| before class lets out. Having a couple of 'mini-lessons' | | | | with worksheets attached in case any students miss a |
| ready to go may save your skin! Keep a list of 'weak | | | | class altogether; they will appreciate your effort to |
| points' that the students need to drill on and have | | | | keep them abreast of the class. |
| worksheets ready in a folder, or pair up in teams for a | | | | If you have a problem with students from similar |
| quick language game. | | | | backgrounds who insist on carrying on private |
| If the worst happens, and an activity you have planned | | | | conversations in their native tongue, try assigning |
| falls flat with your students, the whole lesson will hinge | | | | partners and make a point of putting them with |
| on your handling of the situation. If you have gotten | | | | someone who doesn't speak their language. If the |
| ahead of your class on a skill, back up and review the | | | | problem persists, kindly but firmly explain that they are |
| language point before moving forward. If they have | | | | making it difficult for the rest of the class to learn. |
| mastered the skill, but do not understand the activity, | | | | Make sure they know that you will make time available |
| step in and lend a demonstrative hand. If they simply | | | | for them to ask questions later if they do not have the |
| are uninterested it may be because they do not see | | | | skills yet to make themselves understood in English. |
| the point of the exercise. Explaining its relevance to the | | | | Finally, if you are dealing with refugees or survivors of |
| lesson at hand can usually break through a reluctant | | | | war or persecution, recognize that games which rely |
| students reserve and they will be willing to participate. | | | | on personal information may be too painful for them to |
| Finding the best materials for your class | | | | participate in. In these cases, simple trivia and grammar |
| Many ESL textbooks are undeniably boring. Alternative | | | | games are more appropriate to help keep the |
| teaching methods have proven to be quite effective, | | | | classroom atmosphere light-hearted. The principal or |
| and you should not be afraid to make up a great deal | | | | head teacher will be able to hook you up with a |
| of your classroom material yourself. You can take | | | | counselor or social worker in the event that a student |
| each basic idea from a textbook, and build a | | | | becomes upset during class. |
| captivating lesson plan around it. There is no need for | | | | If you do your prep work, then 99% of the time your |
| a lot of expensive materials; pencils, paper and | | | | class should run like clockwork. As for the remaining |
| cardstock offer endless possibilities. There are even | | | | 1% - keep a level head and you should be able to |
| books and websites devoted exclusively to ESL | | | | handle anything that comes your way! |