1. I wasn’t sure what to do when they were writing sentences. I knew they hadn’t all finished, but I didn’t want the others to wait too long doing nothing., D. I thought you made a pretty good decision here. You have to get the right balance. Have something ready for the fast finishers to do, like checking and correcting some of their sentences. You can also set time limits rather than achievement limits, for example, “Write as many sentences as you can in five minutes,” rather than “Everybody write five sentences.”, 2. I didn’t enjoy it much. There were a few students who just spoke their own language the whole way through. I did say “in English” once, but it didn’t do much good., F. I think part of the problem was that they didn’t quite understand what you wanted them to do at times. It was good that you said something, but you probably needed to be a little more assertive about it, or consider demonstrating the activity. You could also move learners around a bit so that they are not always sitting next to people who speak the same language., 3. I wasn’t sure what to do in the pair-work bit. I thought my instructions were OK, but it was obvious when they started that some of the students hadn’t understood, and so I tried to go round to each group and sort it out. I think they did get it in the end, but some of them had finished and others hadn’t started., B. OK – you did well to sort the problem out, but quite a lot of time was wasted, particularly for the last pair you got to. If there’s a fairly general problem, don’t be afraid to stop the activity and give the instructions again., 4. The learners were all doing the pair-work exercise in breakout rooms, and I just waited in the main room. I was worried they might stop talking if I entered the room. I wasn’t sure what I should do, really., A. Waiting in the main room at the beginning of the activity is OK because it gives the learners some space to make a start. Once they’ve done this, you should drop into the rooms to hear how things are going and make sure that all learners are on task, but don’t interrupt if everything is going well. Just listen to what they say and make some notes. You could also turn off your camera before you enter breakout rooms, to make learners less likely to start speaking to you, rather than continuing to speak to their partners., 5. I tried to ask more learners questions today. I know I just kept asking the same people in my last lesson. But it was embarrassing. I asked Kim what she thought, and she was so quiet I couldn’t hear her. Even when I got really close to her, it was still difficult., C. Yes, that learner speaks quietly. If you get closer to learners, they often get even quieter because they talk to you – not the class. Try getting further away and saying something like “a bit louder, so everyone can hear”., 6. I really wanted to use pair work, but I had an odd number, so I did the activity with one of the students. Was this right?, E. If you do this, it becomes very hard for you to know what the other learners are doing, or to respond if they need help or guidance. You need to think about how you will deal with awkward numbers before the lesson – usually a group of three for pair work is fine and can be managed.

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