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Write a forum post using the issue/problem you have been working on. This should be 100 to 150 words

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Write a forum post using the issue/problem you have been working on. This should be 100 to 150 words

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Include: Your current situation, your question or issue, details about your question or issue and a question for the forum.
Remember to use topic sentences and controlling ideas.

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How can a manage a group of 30-plus learners? IVONNE

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How can a manage a group of 30-plus learners? IVONNE

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Groups of 30 -plus learners require special educational strategies. I am currently facing a class like that as an English teacher for teens in a private school in Mexico, with just a couple of years of experience with small groups, so keeping calm in the class is now a challenge for me. Even though they are teens, some students struggle with paying attention or, on the contrary, get frustrated by other classmates' noises. Also it is intellectually demanding to create didactics and give clear instructions for the diverse levels of English proficiency. That is why I feel frustrated with this new scholar year because it is hard to lead the class with many students. I consider it is time to ask for help from other professionals of education.

How do you deal with the diversity of skills and manners in a group of 30-plus learners, without being too coercitive or missing the accurate pedagogic guideline? In other words, I was wondering if there exists some research or methodologies for multilevel classes that you can share with me, or some successful experiences related to this diversity context. Also I am worried about being stressed as much as my students suffer it too, because of incorrect guidance or communication.  Despite the fact I consider my situation pretty hard, I am sure some of you have properly faced the same in order to give and enjoyable and relevant experience to learners.

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Seeking guidance on supporting / helping a student facing appearance based bullying.
Hello, I ́m a Teacher seeking advice and support regarding a challenging situation in my
classroom. One of my students is experiencing bullying due to his appearance , and I am
looking for help and some insights on how to handle this delicate issue.
I have a 7 year old student in my class who is currently being bullied due to his
appearance. He has unique physical features, and some of his classmates have been
making hurtful comments about his looks. This has visibly affected his confidence and
enthusiasm in the classroom and now he doesn't want to attend school.
I believe it is crucial to create a safe and inclusive environment for all students, and I am
hoping to learn from your experiences and suggestions on addressing this issue
effectively.
Thank you in advance for your help and guidance.

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Hello all,

I wanted to ask for your help and guidance on a topic that I often encounter in the classroom of English Language Teaching, which is adapting and supplementing materials.

As an English teacher, I am constantly thinking of new ideas in order to provide engaging and effective learning experiences for my students. However, there may be times that I feel that the existing materials we are provided with by our schools do not fully meet the needs of our learners or align with our teaching objectives. Thus, adapting and supplementing materials becomes of paramount importance.

My doubts are that what are some common issues or challenges you have faced when using existing materials in your classroom and as a result how do you approach supplementing materials to address the issues or challenges that may arise? Furthermore, are there any strategies that you employ to ensure the adapted & supplemented materials are effective and engaging to your students ?

Your comments will be more than useful in my challenges regarding this topic. So, feel free to share any thoughts related to this topic.

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Cambridge exams evaluation criteria may present struggle to some parents.

Getting ready for your classes , managing your students has always been my favorite things as a teacher, although it can turn challenging when it comes to preparing them for Cambridge certifications but most importantly the feeling when you get to see and acknowledge your students results and performance is so rewarding and priceless.

However nothing compares to the struggle and difficulty when it comes to inform or explain the criteria evaluation or standards to their parents. My doubts are: Which is the best way to explain how they work or at least transmit clearly the message of the importance of acquiring and resolving a Cambridge exam?. I had a meeting with some primary school parents and some of them were impatient that their children acquire the language as fast as they could. Some even argue that it wasn't necessary and the only thing they considered was important for their children was completing the SEP books and not engaging with the world through a language.

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Why is so complex to speak English for students at secondary?

Speaking English as a L2 in poor communities sometimes is challenging for students whether a few operate it, the context that students live or lack of vocabulary. Thus, as a teacher requires a lot of approaches and strategies regarding make confidents our students with L2. I am often researching technics to improve speaking skills for instance, role play, read books and articles loud, tongue twister but it is not enough. My doubts are, how can I get my students immersed in a context where the English language is practiced more? or is it that I have not found the appropriate strategies for the context of my students?
Please, let me know your comments, I appreciate your advice.

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Speaking English as a foreign language is difficult for some learners. It requires learning and processing vocabulary along with a lot of practice. Due to these (and other) facts, it’s easier for learners to use their first language (L1) in class in an attempt to understand the language quickly and avoid the vocabulary acquisition process.

I have recently found learners at pre-intermediate and intermediate levels who are interested in improving their English-speaking skills, but in class they translate instructions and their ideas into their L1, they don’t use the target vocabulary or can’t express their opinions because they feel shy or scared of speaking English.

When learners work with their peers, they may feel more comfortable without the exposure to the whole class or might not feel afraid of making mistakes. But still, they do use their L1 to avoid the effort of finding the words they need.

How to persuade, reinforce and facilitate learners to use less L1 in class? How to make them feel less shy or scared of speaking English?

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It has come to my attention that online tools are essential to innovate education. Based on this,  I am  eager to incorporate them into the learning process so that students can reach their full potential.  I started my career a year ago and became aware of the need for qualified teachers when it comes to implementing technology.

After many years, it seems that things have not changed. There is considerable disagreement over the long-term benefits of these tools. For instance, a few colleagues are resistant to change their methodology approach due to a lack of training. As a result, hardware and apps are not part of the classroom and modern curriculums will be hampered.

Furthermore, it is a widespread misconception within ESL communities that technology will affect classroom management in a negative way. I have heard comments such as “I am afraid of losing control of my class” that demonstrates this fear. The question arises as to how to change teachers’ mindset since online tools are here to stay. The way I see it is that we should focus our attention on being more open-minded and looking on the bright side.

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When teaching mixed ability groups, there are some factors to consider that will help us to make better decisions in the classroom. Some years ago, I used to think that English students could work better with other students with the same English level. In the last years, I´ve dealt with groups where students differ not only in language competence but also regarding affective needs. I want to provide the students with the right resources and set a suitable environment for an optimal interaction.

Considering this, are there any important things to consider when grouping students? I am aware that basic students might feel intimidated when talking with more advanced students. At the same time, advanced students may be expecting  a challenge. I would like to inspire students to prioritize communication, to be willing to share ideas and exchange thoughts. English students need to know that in the real world they´ll need to grade their language or find different ways to express themselves depending on varied contexts. In what kind of activities would you pair students with the same level? In which cases would you allow them to interact more freely and what kind of materials would prevent a communication breakdown?