Coming up with creative activities has been the easier part of my job as an ESL teacher. Discovering how to keep a classroom full of unique individuals with diverse personalities and learning preferences all happily engaged in those activities has been the greater challenge for me. After years of seeking keys to successful classroom management some of the most effective methods are those I recently learned through professional development opportunities. Reflecting on my own teaching in light of those experiences, here are some recommendations for best practices:

Initiate and insure new students’ success by conducting Orientation before their first English lesson. Include daily routine, goal-setting, learning styles, teaching methods (limited translation!), persistence and patience, along with program rules and procedures. If possible, with basic students use a translator or have handouts in their own language. Although translation is not recommended as a learning method, having a clear understanding of what’s expected will ease their anxieties.

Create a safe, supportive environment for them to “try out” new language as it’s acquired. They should not feel embarrassed or ashamed of their efforts. Tell them to leave any worries outside the door when they arrive. Students who are worried or “on the defensive” are too preoccupied to learn.

Leave your own worries outside, too. Being calm and relaxed will provide an atmosphere for all to enjoy the learning process together. Solve personal problems on personal time.

Assure them that mistakes are not failures, but part of the learning process. Take care in how and when corrections are made. Correct mostly on aspects of that day’s lesson. Let them know perfection is not expected. Model this by taking your own mistakes in stride. Laugh at yourself and move on.

Express sincere, specific praise over their successes. Exclaiming the same word or phrase to compliment every student diminishes its value. For a variety of creative ways to praise, look up Edward S. Kubany’s 65 Ways to say “Good for You” listed on many websites. My favorite is “I like the way you. . .”

Show respect. Remember your students are adults, too. Acknowledge that their life experiences and responsibilities are similar to and as valuable as your own.

Modify or grade your “teacher talk” by simplifying words, speaking slowly and articulating to be understood clearly by students at their level. However, avoid sounding unnatural or “sing-song.” Stress key words, but resist the tendency to omit words and come off like a telegraph message.

Limit “teacher talk” time. The recommended ratio of talking time between students and teacher is 80-20%. Students should spend as much or more time in practice activities as in the presentation of new concepts. Keep in mind the goal is for the students to gain fluency, not the teacher.

Engage their interest and participation (and reduce “teacher talk”)
by eliciting responses with questions. Build on their prior knowledge. Before explaining new material, ask what they know. This gives them the opportunity to learn from one another, to use English more and boost their confidence.

Offer choices. Allow students to assume responsibility and a sense of ownership in their learning process. For example, students can vote on what content areas to cover and/or prioritize their sequence. So, topics most important to them are put first.

Prepare lessons from specific, clearly-stated objectives that address the needs of all levels of learners in your class. Bloom’s Taxonomy is an excellent resource. Planning how and what you say is just as important as designing activities.

Consider and plan how to provide multisensory activities for all learning styles. With the presentation of each new concept, vocabulary or language structure, a variety of short practice tasks with pairs or groups will hold attention better and be more effective in reinforcing the knowledge than one longer whole class activity.

Clarify meaning with visuals, gestures, facial expressions, examples, demonstrations or acting. When giving instructions, show samples or demonstrate. Then check understanding by having a student explain what they are going to do.

Organize and facilitate interactive, communicative tasks using various manipulatives and again, within groups, to allow students to create, discover and learn from within themselves individually and from each other collectively.

Introduce new language orally first. Wait to write words after a variety of oral practice activities. Because English has so many words that do not sound like they are spelled, hearing and saying them before seeing them in print helps reinforce the pronunciation.

Create higher interest with content-based lessons that are relevant to their lives. Whenever possible, use authentic materials or regalia in activities that mimic typical situations they experience day-to-day.

Assign responsibility for gathering regalia as “homework,” rather than
providing it all yourself. For example, before starting a unit on transporta
tion, students can bring in Texas Driver’s Manuals. During class beforehand build confidence by practicing in English how to request materials. Practicing on the phone first is also good preparation before “going public.”

Be sure written materials, whether handouts, texts or your handwriting
on the board are large and legible enough to be read by all students considering any vision problems students may have or where they are seated in the room. If necessary, provide magnifying sheets to overlay textbook pages. Affordable reading glasses are available at dollar stores.

Arrange classroom seating to meet students’ needs, comfort, and to encourage their conversation and participation. If possible, U-shapes where students face each other and the presentation area are ideal.

Measure student’s success by informal teacher observation of oral tasks or by formal assessment of written assignments. Reward accomplishments with spoken affirmation or with tangible evidence, like a certificate. Encourage students to reflect on their own learning. Have them jot down what they learned during the last few minutes of class. For beginners it may just be a short list of new words. More advanced students may produce a paragraph or more.Challenge them to apply what they have learned in their daily lives or go “teach” it to a friend or family member. Tell them to report the results back to you. When they do, rejoice with them.Reflect on your own best practices. Continue improving what works and be willing to change what doesn’t. Accept the fact that learning is a process that varies with each learner.