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EFL Colleges Management
by Piotr Jednaszewski
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Second stage

The second stage was based on explaining the reason for doing the particular exercises to students and that explaining was carried on for the next two months. Explaining in such a way that students were not only taught i.e. READING for a gist and specific information when the task was established but also it was always said that the task is important for developing the students ability to use the new vocabulary in communication. Those explanations were supported with the class activities followed by the group discussions.

That “tricky” practice was conducted to meet the expectations of both groups and make them feel satisfied. Meet the expectations because those who wanted to use only grammar and reading were sufficiently convinced to work on the provided exercises, whereas the communicationparty needed the philosophy which would bring their expectations into the point of working on something different than initially expected. The word “tricky” might not be the best because of its negative connotation, as here the aim was also to arise students’ interest in the development of other language skills for the benefit of the overall language progress. As Kolb says: ‘learning might start with the experience of an event or stimulus, which the individual then reflects upon in trying to make sense of it’ (4)

The same reading language practice was always set in a way that after pre-teaching the new words pronunciation, practice was carried to give the communication orientated students the idea that their expectations are fulfilled and also improve students` communication, listening and vocabulary skills.

As the colleges are the language institutions which have to earn money for paying their teachers we could not afford having a group of mixed expectation students who would not be guided as presented before. Therefore, I have based the presented method on the analysis of the situation from the previous years, when complaining individuals were coming to director’s office and in spite of being explained the reasons for the usage of teaching methods still had a lower but existing tendency to complain or at least did not participate actively in the provided programme.

On the other hand, it was also crucial to have employees, i.e. teachers of English, fully involved in that system by means of discussions, generating ideas and having their commitment as a quality generated within our program (5) Moreover, it should be mentioned that the attitude of native speakers towards implementing those changes was more open and creative than some of the other teachers at the beginning, however, during the staff meeting and teachers` group discussions all teachers seemed to contribute well to the programme.

Thanks to the applied method I could also observe the drastic change in the number of students continuing the program. In the years 1996-1999 the number of students continuing the program was as indicated below.

Academic year

No of student in the college

Percent of students continuing

1996-1997

70

80%

1997-1998

80

70%

1998-1999

80

70%

(4) Gill, J., & Johnson, P. (1991). Research Methods for Managers . London: Paul Chapman Publishing Ltd, 120-121.
(5) Mabey, C., & Iles, P. (1994). Managing Learning . London and New York in association with The Open University, 54-65.

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