This document outlines a presentation for an ESP module at IBN ZOHR University. It discusses strategies for solving or avoiding common problems that may arise in teaching, such as absenteeism, low student motivation, mixed level or status classes, unexpected changes, bad feedback, and lack of subject expertise. Potential solutions are proposed, such as formal attendance policies, informal humor, varying activities, accommodating different student needs, contingency planning, and leveraging student expertise.

1. IBN ZOHR UNIVERSITY
M.A TEFL & ICT
ESP MODULE
Prof JENIFER JUNE EVANS
YOUSSEF TAMER

2. SOLVING OR AVOIDING PROBLEMS
Omar Taky-Eddine
Mustapha AboulaHassan
Med Ait Madani youssef
Brahim Elomari
Ahmed dakhissi

3. PRESENTATION OUTLINE:
 OVERVIEW
 ACTIVITY ONE
 ACTIVITY TWO
 MINI LESSON

4. OVERVIEW OUTLINE:
1.Absenteeism and Lateness
2. Low motivation
3. Mixed status class
4. Mixed Level class
5. Unexpected students and Unplanned
changes
6. Bad Feedback
7. Lack of expertise

5. 1. ABSENTEEISM AND LATENESS

6.  Course progress slows down
 Lesson plans need to be adjusted
 Affect badly punctual students

7. A. FORMAL SYSTEM
 Only when SS are present, the
teacher can motivate them and
enhance their autonomy
 Makes unpunctual SS reprioritize
the importance of the course
 There should be norms for
monitoring attendance, any student
who exceeds the limited number of
approved absences can no longer
attend the course

8. B. INFORMAL APPROACH
 Remind the whole class of the course
objectives and highlight how every
particular lesson fits into the overall
program
 Make a good joke about it, when SS come
in late or after class
 Ask regular SS to update the absentee /
latecomer
 Refer the absentee/latecomer to the work
completed by regular SS

9. 2. LOW MOTIVATION

10. LOW MOTIVATION AFFECTS BADLY THE
COURSE
 disruptive attendance
 poor results
 difficult teaching / learning
program failure

11.  present yourself professionally
 be systematic in dealing with
irregular attendance
 tune into your SS
 make good use of time
 vary teaching materials and
approaches

12.  fulfill SS’ real-life occupational needs:
objectives review
deep ending
prioritizing objectives
starter pix
model-mentoring
model-mentored dialogues
experience exchange
anecdote access

13.  establish good class dynamics:
word board springboard series
floor cards
guided speaking
ball braining
cut-up texts
text rebuilding
the question game
….

14. 3. MIXED STATUS CLASS
 involve low status SS by eliciting more
responses from them and being supportive
towards them (high status SS can assert
themselves)
 assign “ridiculous” roles for high class status
SS
 accommodate SS’ different needs: assign
different self-study books for homework to
each status
 encourage discussion between different
status SS
 make tasks open-ended

15. 4. MIXED LEVEL CLASS
 get SS with extensive work
experience to explain real-life lge
problems to other SS
 get SS to share their skills by
changing the groups
 get SS to edit each other’s work
without highlighting the authorship

16. 5. UNEXPECTED SS AND UNPLANNED CHANGES

17. COPE WITH THE SITUATION AND CONTINUE TO
APPEAR PROFESSIONAL:
Prepare contingency plans
Have some teaching ideas up
your sleeve which require no
preparation or material
Keep necessary tools within your
reach

18. 6. BAD FEEDBACK

19.  regard the feedback as helpful
 feedback shows what your SS
dis/like
 re-examine priorities

20. 7. LACK OF EXPERTISE

21. Business SS know a lot about
their specialty before coming to
class. For teachers, lack of
expertise may affect teacher’s
strategies for dealing with
specific situations.

22.  Geta student who raised a subject to
expand, and invite other SS to do the
same
 ask SS if they can find out relevant
information before next class
 keep up to-date (book fairs,
conferences, TV news,
newspapers….)