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The variety of the answers was almost out of control as the 113 teachers listed altogether 100 problems for the first question, 22 suggestions on what they want to learn, and 5 ways about how they would like to study
These answers were then grouped into major and minor areas based on the number of each type
I have to prepare my students for examinations, which focuses on the language knowledge rather than communicative skills. Therefore the foreign ways of teaching does not work in my class. (exam driven, attitude to change)
I am a new teacher. My problem is that I cannot get the class under control. Does this mean that I am too bad a teacher to be able to make them interested in my teaching? If so, how can I improve myself? (classroom management)
In my class, there is a great difference in language levels between the good students and the poor ones. I cannot please them all at the same time. So I follow mainly the language achievers’ responses and progress.
The result is, of course, the underachievers are desperate and tend to give up, which causes discipline problems.
I know that I am to blame, but where is the solution? (teaching a large class)
I want to manage a change in my teaching towards to a skill-oriented approach. Bu the textbooks I use are very structural and boring. I have to adapt the activities in the textbook, but I do not now how. Reluctantly I return to the old way. (syllabus design)
I can speak English but other teachers say my intonation is terrible and I do have a local accent. I feel embarrassed and discouraged and tend to speak less. Can you help me with this? (language acquisition and competence)
I don’t have the confidence when I check the students’ compositions. How to mark the students’ writing? Do I need samples for all the papers I check? How can I improve students’ writing? (language proficiency and writing skills)
I wonder if it is very important to let the students recite all the texts. As this has been regarded as extremely important by the majority of teachers in China, therefore being able to recite all the texts is believed to be the guarantee for English language learning in China. What do you think of this? (learning English in a local and cultural setting)
The parents and the schools pay their major attention to examination results rather than skills or ability that students should acquire. This greatly discouraged me to manage any change in teaching. (external factors)
How to adjust the relationship between oral and written English? Some students are interested in speaking but their bad at writing and get bad scores. I cannot convince their parents that they are achieving in English. (fluency and accuracy)
My school is a private school in which the students’ levels are more varied than in a public school. If I divide the class into three groups, perhaps it will be easier to teach. But it is so difficult to carry it out. And it is very risky to do so. (Howto teach a multi-level class, and groupwork skills)
There are urban students and rural students in my class. They are separate in many ways. They are aware of their own groups. How can I narrow the gap between them? (regional culture conflict, people skills )