Situation: Rob, an ESL student, had developed a reputation. During the past two terms, he tended to come to his classes late every day and turn in assignment late or didn’t do them. The quality of his work was so poor that he failed his Level 3 Writing course twice and was about to start his third time in it. It was the beginning of a new term, and as a program coordinator, I was asked for advice by Rob’s new Writing teacher about how to work with him.
In their book, Switch: How to Change Things When Change Is Hard, Chip and Dan Heath discussed an interesting approach that could help teachers redirect their ESL students like Rob. The approach is called Solutions-Focused Therapy (SFT).
I decided to try this approach with Rob when I met with him after his class. In SFT, there is an assumption that there is an exception to every problem. In Rob’s case, we assume that there was an exception to his coming to class late and doing poor work. The exception would be a class in which he had come on time and performed well. Once we can identify that class (the exception to the present problem pattern), we can analyze it like a game film of a sporting event. We can replay it to see where things were working well. What was happening? How did he behave? How did he feel?
In my meeting with Rob, we had a conversation something like this:
Me: Tell me about a class that you’ve had when you usually came on time.
Rob: I always went to Ms. Sandy’s class on time.
Me: What do you think was different about Ms. Sandy’s class?
Rob: She’s nice.
Me (Trying to get more specifics.):What did she do that was nice?
Rob: She always said hi to me when I came to class. Other teachers kind of ignored me when I arrived.
Me: That is nice. Did she do anything else that you liked?
Rob: After she told us our assignments, she often came to my desk and asked me if I understood it and if I needed any help.
Me: Did you tell her if you were confused?
Rob: Yes. And sometimes she gave me a different assignment to help me. I liked that.
Me: What did you do differently in her class from your other classes recently?
Rob: I always came to class on time. And I think I understood the assignments better and did them.
Me: How did you do in her class?
Rob: I think I did well. I passed it.
Me: Do you think that you could do the same thing that you did in Ms. Sandy’s class in your Level 3 class this term?
Rob: I think maybe I can come on time. And I can ask for help if I don’t understand.
The follow up
(This posting includes a handout which you are welcome to use with your students.)
This posting expands on the discussion in the most visited posting on Common Sense Teaching ESL: Integrated vs Discrete Skills ESL Courses: Advantages of Discrete Skills
In that posting, I explained the many advantages there are for both students and teachers when Conversation, Reading, Writing and Listening are taught in separate classes.
However, it may not be possible to teach them separately due to the structure of the ESL program. And on top of that, there is a situation in which integrating the skills around one subject or topic in one course has several important advantages for students.
To explore this more, I put together a four-part YouTube video series.
In PART 1, I discuss the best way to teach students in a LOW- or INTERMEDIATE-LEVEL class in which all four skills need to be taught in one class due to the program’s design. Here is the link to the video: Teach All ESL Skills in a Class But NOT Integrating Around a Topic-PART 1 Integrated/Discrete Skills
In PARTS 2, 3 & 4, I focus on ADVANCED-LEVEL classes. At this level, especially in Academic ESL programs, an integrated-skills course that revolves around a topic or subject area can best mirror the types of mainstream (non-ESL) college classes which student will be taking.
About PARTS 2, 3 and 4. (Including a link to two academic, integrated-ESL skills units for advanced levels which you can download for free to use with your students.)
Sometimes I get the feeling that some of my ESL students (including advanced ones) believe that there are a limited number of “who” and “which” out there, and they are afraid of using them all up before they die.
The problem happens when students are trying to write more advanced styles with a dependent and independent clause in a sentence.
Mistake: The people are walking their dogs should keep them on a leash.
Correction: The people WHO are walking their dogs should keep them on a leash.
Mistake: I try to give money to charities help homeless people.
Correction: I try to give money to charities WHICH help homeless people. *
I’ve also notice that this mistake often happens when students start a sentence with “there”.
Mistake: There was an accident happened near my house.
Correction: There was an accident WHICH happened near my house. *
* We could substitute the word THAT for WHICH in these sentences.
Solution: Helping students with this. (Handout included.)
A former ESL student of mine, Teddy, came to my office for a chat. I asked him how his classes were going, and he showed me the mid-term exam grade from his intermediate-level speaking class that his teacher had just given him. I asked him how he felt about it. He said that he was feeling discouraged because he really tries to be active in conversation, not only telling his ideas and opinions but also responding to and including other. So he felt that he deserved a much better score than a 72%, which was a failing grade.
Then I asked him, from looking at this grade form, what he thinks he’ll need to do to improve his grade.
He felt confident that he could ask more questions and try to respond to others more with rejoinders.
But about the pronunciation and grammar grades, he said that he wasn’t sure.
He imagined that he might have some problems with “L” and “R” sounds. And he thought that the grammar score was low because he always makes mistakes with prepositions. So he planned to think more carefully about those when talking.
The problem and the fix