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Group teaching
One of the challenges in small group teaching is how to keep every student interested and motivated regardless of their current level and learning abilities.
There will be instances where a group of students includes fast learning with average to slow learning students.
It is important to keep in mind that how fast a student learns is not necessarily an indication of intelligence or academic excellence. People might feel inhibited, pressurised or uncomfortable in the presence of strangers which might affect how they learn.
Also family worries, a demanding job or all kind of outside factors might also affect their learning.
In order to help the tutor, each student could be asked to fill a questionnaire including:
- Level of education.
- Qualifications, degrees, certificates
- Has the student been diagnosed with Dyslexia, Autism or any learning related condition?
- Is the student a native English speaker?
- Does the student require support with learning?
- Time available to study/ practice.
It is important to include a provision that all information provided will be voluntary, strictly confidential and will only be used in order to help assist the student with their learning.
When designing the lesson plan, the tutor should take into account the general level of the class. For example let say that from a class of 8, we have 2 fast, 4 average and 2 slow learners. The core of the lesson could be targeted at the average learner level with extra tasks and practice exercises included for fast and slow learners. While the average learners are completing the tasks, the tutor can spend time with students who require assistance while the fast learners are working on their assignments.
The tutor could also organise catch up sessions or include an email support service.
If a student seems to fall too far behind, it could be because:
- Not enough time to study/practice.
- The course level is not suited to the student.
- Difficulty understanding course notes or what the tutor is saying.
- Personal reasons.
In this case, the tutor could arrange a meeting with the student to discuss and find ways to resolve the issue. Possible solutions could include:
- Suggesting study/practice timetable.
- Offer additional support outside the course.
- Move student to another course.
- Find a friend/ relative who can help with course notes.
This approach can help students develop their confidence within the group and improve their learning experience without feeling undervalued or unsupported.
Ultimately, teaching a group where everyone feel supported and appreciated can be a very rewarding experience and will develop the tutor's reputation and excellence.
