the business of esl teaching part 1

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THE BUSINESS OF ESL TEACHING More and more people want to study English these days. In fact, more and more people need English. Talk with many second-language learners, and they point to school, career development, and self-improvement as only a handful of reasons for language study. They also talk about frustration, having studied for months or years with little progress. Their goals, both short and long term, remain beyond reach. I begin with the above because, as a teacher, I'm similarly frustrated. Students come to me on a daily basis with years of formal study, yet also with an inability to communicate. Perhaps past teachers didn't have the experience. Perhaps past teachers didn't have the right training. Perhaps past teachers didn't have the sense of responsibility or motivation to move students from point A to point B. Whatever the reason, the market is currently changing. Students are more cautious to sign up with a school or an instructor. They are also much more demanding in the progress that they make. And when expectations don't get met, the students soon go elsewhere. All of this means that teachers need to provide a continually better service, especially freelance teachers of English (or another language). Here are a few problems and solutions: Need: The teacher must provide a smooth, well-planned lesson that introduces key language. The language selected for the lesson needs to target the specific weakness of the student(s). How #1: In order to target the needs of the student(s), you should provide an entrance interview. A short discussion of ten to fifteen

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The Business of Esl Teaching Part 1

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Page 1: The Business of Esl Teaching Part 1

THE BUSINESS OF ESL TEACHING

More and more people want to study English these days. In fact, more and more people need

English. Talk with many second-language learners, and they point to school, career development,

and self-improvement as only a handful of reasons for language study. They also talk about

frustration, having studied for months or years with little progress. Their goals, both short and long

term, remain beyond reach.

I begin with the above because, as a teacher, I'm similarly frustrated. Students come to me on a

daily basis with years of formal study, yet also with an inability to communicate. Perhaps past

teachers didn't have the experience. Perhaps past teachers didn't have the right training. Perhaps

past teachers didn't have the sense of responsibility or motivation to move students from point A to

point B.

Whatever the reason, the market is currently changing. Students are more cautious to sign up with

a school or an instructor. They are also much more demanding in the progress that they make.

And when expectations don't get met, the students soon go elsewhere.

All of this means that teachers need to provide a continually better service, especially freelance

teachers of English (or another language).

Here are a few problems and solutions:

Need: The teacher must provide a smooth, well-planned lesson that introduces key language. The

language selected for the lesson needs to target the specific weakness of the student(s).

How #1: In order to target the needs of the student(s), you should provide an entrance interview.

A short discussion of ten to fifteen minutes (with or without picture prompts or some other realia)

can reveal strengths and weaknesses in the various skill areas. It also gives you the chance to find

out likes, interests, etc. Don't just run a canned, generic lesson plan for beginners, for example.

How #2: Improved lessons come through study, trial, and reflection. All three are necessary to

improve your craft as a teacher. Reading articles, books, and talking with other more experience

teachers all count as study. You must also take these ideas and test them in the classroom.

Lastly, what worked and what didn't work must be considered, so that you always make steady

improvement.

Page 2: The Business of Esl Teaching Part 1

Need: The teacher must improve the service offered. If you meet once a week for one hour,

provide no feedback, and no opportunity for outside questions and/or practice, then students won't

progress as quickly. They also may feel the cost of the class and the value derived from it aren't

equal.

I'll put it another way: Would you sooner return to a restaurant that hustled customers in and out,

or would you sooner return to a restaurant with attentive staff who wanted you to enjoy the dining

experience?

How #1: Providing students with your personal email is one option, which allows them to contact

you with questions. Few students use this option, but it's comforting to know when something does

arise, they can seek your help.

How #2: It's generally a good idea to set goals for students to work towards. In general, when

asked what they want to accomplish, students give vague answers like, "I want to improve my

English" or "I want to work abroad."

Answers such as these prove impossible to measure, which can be discouraging. If you sit down

with students, discuss realistic short-term goals, then motivation remains higher. In addition, you

have repeated opportunities to gauge what your student needs, and incorporate materials and

activities that provide a unique service.

...teachers need to provide a continually better service, especially freelance teachers of English

CLICK TO TWEET

Need: The teacher needs to provide professional, neat materials. Students aren't educators, so

they lack the ability to measure sound pedagogy and lesson quality. This proves especially true in

the early teacher-student relationship. (Later, progress determines student satisfaction.)

How #1: Use a textbook. In addition, don't photocopy the pages for the student. As most textbooks

cost $20 or $30 for roughly six months to a year of material, then purchase a book for the student

(or ask him to buy one). It's a small investment which lends an aura of professionalism. What's

more, don't cram the book with old papers, photocopied worksheets, etc.

How #2: Provide neat, professional materials as supplements to the lesson/textbook. Dog-eared

papers, handwritten worksheets, or worksheets quickly typed up and printed and filled with typos

Page 3: The Business of Esl Teaching Part 1

similarly look unprofessional. The message conveyed is poor preparation on your part, banging

something out on the computer only minutes before class with little thought to the students.

These are but a few proven ideas that I have used to gather and keep students over the years. As

an administrator in a language school, I have also implemented these ideas with measured and

positive results.

I'll close with a final comment on the business of teaching a foreign language: The more you know

about your students, the more personalized the lessons you can provide. This moves your

students to their personal goals more quickly. It also improves loyalty and lifetime value, because

the students are less likely to go elsewhere. Put simply, another school or teacher doesn't know

their needs as well as you.