Rachel hosted a webinar on 5th December 2012 – watch it here.
We often talk about the advantages and disadvantages of teaching in a situation where there is only one student (sometimes referred to as “one:one”), as opposed to teaching a group. But have YOU ever learnt a language in a one:one situation? Would you? Why? Or why not? What language would you choose to learn, and at what level? How would you want to spend that precious hour or two? Chatting? Studying grammar? Listening to your teacher?
I’ve tried learning Hungarian one:one, and it’s quite demanding paying attention for a whole hour! I also sometimes feel quite awkward about discussing what we’re going to do – whether I should make decisions about content, or the teacher should. And what about learning styles? Does the teacher help me learn in my own way, or choose their style? So there are lots of issues to think about. I wonder what your experiences are!
So why do you think some of our students choose 1:1? After all, it’s often considerably more expensive, and can be quite intimidating and intensive. Do such learners really know what they want? Do their teachers? Do the learners get what they want?
One of the things I most love about one:one teaching is the fact that every student has a different learning style, they all do different jobs, and have different interests. In fact their needs often change quite rapidly when they become more aware of different ways of learning, or what sorts of topics we could discuss.
And although it’s important to find out what your student wants, as I hinted earlier I’m not sure they always know, so it’s important for teachers to be eclectic in style, and provide as wide a range of activity types as possible. Some won’t suit your student, but others will fire them with enthusiasm to find learning opportunities outside class time. And in that way, 1 or 2 hours of contact time becomes far more valuable and useful.
I strongly believe we need to maximize class time so that ‘other time’ can be used for reading and listening, and doing language exercises. When we’re together with the student, we need to give them as much time as they want for speaking, as obviously that might be more difficult outside class time (unless they’re learning in an English-speaking environment). We might also need to focus on and clarify grammar issues, and we need to demonstrate ways of revising vocabulary. In other words, it’s worth focusing on things which our students need our help with, and that can vary from one student to the next.
In the webinar on December 5th, we’ll be looking at what it is that makes one:one teaching special. This will include both the benefits and drawbacks of one:one teaching, and how to approach some of the trickier issues.
We’ll also look at different activity types, and ways of making classes interactive and multi-dimensional to give the impression that there are more people (or opportunities!) involved. I wonder what ideas you have? Please join us and do contribute!
And – most excitingly – we’ll touch on how to help our students talk about things that really matter to them – whether that’s underground plastic piping, the price of oil, or Spey Valley whiskies – so that we provide our students with the opportunities they really need in order to be able to express themselves naturally. This is where one:one teaching and learning becomes mutual learning: we learn too!
Whether you’re new to teaching one:one, or have some ideas about what works, and what doesn’t, I’ll look forward to sharing the platform with you on December 5th to discuss some of these issues! I’ll also share the list of must-take goodies I have on me for every one:one class. Have paper and pen at the ready!