# data[].attributes.body
Critical incidents_Lina Romero

# data[].attributes.body
Yurany Ávila Ruiz

# data[].attributes.body
Hi Yurany

I checked your video, I think aI also would feel kind of nervous whne I dont see a good attendance on my classes and off course I would also try to resolve it ASAP, however as you said good communication is the key, on my experience some of students need you to be very clear with instructions and what I always do is to send the link of the meeting on several ways, I have a whatsapp group with my students, I use the email and also the teams app to comunicate about anything so in that way I make sure all of them have all the information and that we are on the same page. You can also take advantage of the on line scenario for make interactive activities and use audivisual resources for improve the motivation and participation.

Thanks!

# data[].attributes.body
I understand how hard it must be to teach English when your students have a lower level than expected, but you still have to follow a set program. In this situation, I would suggest a few things to help. You could focus on the most important parts of the program and spend extra time on the basics, like grammar and vocabulary. You can also make the lessons easier by using simpler language or showing more pictures to help them understand better.

From this experience, I think you’ve learned that there’s often a big difference between what the program expects and what the students can do. It’s a good lesson in being flexible and finding ways to help your students catch up.

If this happened to me, I would probably do something similar but focus even more on the basics before moving to harder topics. Like you, I would feel the pressure to stick to the program, but I believe it’s important to adjust to the students’ needs. Every class is different, and I think you're doing a great job by thinking about how to handle this.

# data[].attributes.body
Initially, what I could recommend regarding attendance, I understand it's complicated because it's something out of our control, but I think you could take advantage of this situation. Having fewer students allows you to build a closer relationship with them and learn more about their academic needs, which could later help you better adapt your lessons. It is also quite useful for creating material that fits the different English levels you handle during the sessions. One important thing you mentioned is that it was a diagnostic class, which helped you manage the session, and it will surely prepare you better for the next one.

I believe what you learned during this session is the importance of flexibility and adaptation in teaching. The experience probably showed you that you cannot always control student attendance or their skill levels, but there are effective strategies to address these situations.

Finally, I think I would have reacted similarly, waiting a moment for more students to join and, having only three students, quickly adapting the prepared material. I also believe it was a valuable lesson where you got to know the students’ actual level of English.

Happy day!

Cordially; Leidy Rubiano

# data[].attributes.body
I can appreciate how complex your situation must have been, especially when the child began crying. Such an event can easily create a ripple effect, potentially distracting or unsettling the rest of the class. However, your ability to remain composed and assist the child shows a strong understanding of emotional intelligence in the classroom. You managed not only to defuse a sensitive situation but also to prevent any further disruption. This was a great strategy, as it maintained a sense of calm for both the student in distress and the rest of the class.

This experience has likely been a significant learning moment for you. Managing these types of situations is never easy, and it’s common for even seasoned educators to feel uncertain. Yet, you handled it with a level of calmness and professionalism that speaks to your strength as an educator. You kept control of the situation without escalating it, which is an essential skill in maintaining a supportive and focused learning environment.

If I were faced with the same scenario, I might have reacted differently, as I tend to second-guess myself in high-pressure moments like this. My instinct would have been to ask the child what was wrong, trying to understand the cause of the distress before taking action. However, I recognize that in moments like these, it’s more important to reassure the student first and gradually regain control of the class. Your ability to do this reflects your adaptability and empathy, qualities that are vital in the classroom.

Best regards,

Jhon Lopez