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? 

 

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.

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? 

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.

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.

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.