Category Archives: * MAKING ESL TEACHERS’ LIVES BETTER

• Advice to a Student Who Needs to Repeat a Course (Using Peer Examples)

Advice to Ze failing course COVER shot

He was making bad decisions all term long, which resulted in failing the course.  In order for Edward to pass my advanced academic ESL course and move on to English Comp, he would need to repeat the course.  He would also need to change his habits such as coming late and forgetting assignments or doing them with little effort.

After he found out that he failed, I emailed him to let him know that I could give him advice about how he could pass next time.  To my surprise, he asked for it.

My first impulse was to make a list of all the things that he needed to change in his study habits.  Then I realized that there was a more positive approach that I could take to giving this advice.

I have found that students seem to be more affected by what other students do in a class than what an instructor tells them to do.

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• ESL Teaching: Giving Your Course Credibility In The Eyes Of Your Students

Credibility cover shot

Motivating Tool

A very powerful tool for motivating your students is their belief that your course will help them develop their skills.  Just giving them a syllabus at the start of a term with a list of goals for the course seems to have little effect on the level of confidence students will have.  However, testimonies by previous students (your students’ peers) about how much your course has helped them can give your course a great deal of credibility.

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• Writing class: How many drafts should ESL students write? Three!

Writing three drafts

Writing three drafts

An academic ESL writing instructor whom I was mentoring recently asked me how I dealt with the different drafts of essays.  She was sure that students needed to write at least four or fives drafts, but she wasn’t sure how she should respond to each draft.

At some point in the writing process, the amount of time and energy that the students and instructor put into an essay outweighs the benefits.  If our goal is to help students develop writing skills and to develop writing techniques, writing more than three drafts can be overkill.  And “marking” more than one draft, can be a less-than-optimal use of time and energy by the instructor.

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• No Need to Show Anger or Frustration at ESL Students

Never show anger Cover Shot

One of the best pieces of advice that I received early in my teaching career came from a Japanese administrator.  Over the years he had witnessed visiting American instructors showing their frustration with Japanese students vocally or through their body language.  He said that with Asian students, these demonstrations can have the opposite effect of what the instructors were hoping for.  According to him, only children or someone immature is unable to control their emotions, so the students will probably lose respect for the instructor.

I can say that in my 35-plus years of teaching international students, I’ve never been in a situation in which my only option was to show anger.  This isn’t to say that I’ve never felt inside like screaming; I just know that nothing would have been gained by actually doing it.

My “never show anger” mantra was recently challenged by a student.

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