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Is avoiding conflict always a good thing?

Why is it that some groups work smoothly together, whereas for others it always seems to end in arguments? It may seem logical to avoid group work with classes where it often leads to disagreement, but is there such a thing as ¡®healthy disagreement¡¯?

Perhaps the groups that appear to be working well together are actually just letting one or two people do everything? This would certainly avoid conflict, but they might also be avoiding learning very much.?

Sometimes conflict is a necessary step that teachers (of all subjects, not just language teachers) have to acknowledge as an important part of a learner's development.?

Help reduce anxiety using to-do lists

Many teachers have a to-do list a mile long or even several to-do lists in different places.

Theoretically, a to-do list is a good idea. When we write something down, the brain can stop holding onto it quite as tightly, which can reduce anxiety and any feeling of overwhelm.

This tendency to obsess about unfinished tasks is called the Ziergarnik effect, after the Russian psychologist Bluma Ziergarnik, who noticed that waiters only remembered orders before they were served. As soon as the meals were delivered, the memory vanished.

So, if your brain is constantly nagging you about tasks that remain undone, write them down or make a rough plan and the anxiety will often disappear.

The downside of ¡®to-do¡¯ lists

I once had a list of jobs that needed doing about the house which had some items dating back several years. Simply writing down a task doesn¡¯t guarantee that it will get done. A lengthy to-do list can enable you to procrastinate and avoid doing important tasks as they are hidden amongst any number of others.

Long lists can also be overwhelming and off-putting in themselves, and as you cross items off the list becomes cluttered and disorganized.

Making better use of your to-do list(s)

1. Learn to prioritize

It is vital to distinguish between tasks as this will help you decide how to prioritize, delegate and ignore. Categorize your tasks in the following way:

• Important and urgent (prioritize these).
• Important but not urgent (book in a time to do these, and stick to it).
• Urgent but not important (see if you can delegate these, or consider if you need to do them at all).
• Not urgent and not important (you could almost certainly take these off your list altogether).

2. Keep separate lists for separate areas of your life

It¡¯s much easier to see what needs to be done and to prioritize things if you keep separate lists. If you are comfortable with tech, there are plenty of apps to help you with this. You can flag things as important and set reminders and deadline alerts while keeping separate lists. and are just a couple of the options available. If you¡¯re more old school, you can have separate pages in a notebook.

3. Break tasks down

Understandably, you might avoid getting started on a big task that will take a long time. There never seems to be a suitable time slot to get it done. Instead, break it down into smaller tasks and tackle them one at a time. For example, break down marking 30 books into three slots of marking ten books.

4. Know your next actions

Before you finish work on part of a bigger task, make sure you know your next step, so that when you come back to it, you can get started straight away. This also works well when you decide at the end of a working day what the first task you¡¯ll do tomorrow is.

5. Review weekly

A regular review is essential. Look through what you¡¯ve achieved and feel good about it - and remove it from your lists. Analyse where you tried to do too much (try to stick to 3-5 tasks a day) and consider this when setting yourself tasks for the following week. Take note of any tasks you should have done but didn¡¯t get around to and, assuming a certain task is a priority, decide exactly when you will do it next week.

Good luck!

Teaching requires you to juggle 101 different things, and that¡¯s before you take your home life into account as well. Get on top of your to-do list, and not only will you feel less overwhelmed, but you may also even find yourself a bit more free time.

How to help your students improve their general listening, speaking and understanding

Do your students ever display poor communication skills?

Most teachers will answer with a resounding ¡®yes¡¯. In fact, communication skills do not always come naturally to many people. Let¡¯s look at some of the most common and egregious errors people make when speaking and listening to each other. I¡¯ll also give you some valuable ways to help your students improve.

1. They don¡¯t even stop to breathe

If you find one student doing a LOT of talking, it¡¯s probably because no one else can get a word in edgeways. It can be tempting to assume that this is because the chatty student thinks their ideas are better than anyone else¡¯s, but, in fact, it is often a sign of nerves.

Look more carefully and see if they appear breathless or anxious. Whatever the reason, this kind of student may benefit from a more structured approach where students are given time to prepare what they are going to say, and everyone is expected to contribute equally. Or make it into a game where students have to make sure that they speak for 50% of the time each, as would be expected in an exam situation.

2. They aren¡¯t really paying attention to each other

Whether your students are looking at their phones, staring out of the window or can¡¯t wait to interrupt each other, poor listeners make poor communicators. Deal with this by always requiring the listener in any pair to do something specific. For example, tell them they will need to summarise what their partner said, or they have to think of three questions to ask their partner at the end.

We usually have a reason to listen in real-life communication, so make sure you give them one. Otherwise, they may assume that only the teacher needs to pay attention when another student is talking.

3. They ramble and it¡¯s difficult to follow what they¡¯re saying

Students may ramble because they are unconfident about the target language. It¡¯s fine for students to struggle a bit to communicate, but it¡¯s sensible to set achievable tasks, or they may give up.

It could also be that they would benefit from more rehearsal and practice. Being able to speak fluently ¡®off the cuff¡¯ is very challenging, particularly in front of an audience. Try giving students time to plan what they are going to say first. They shouldn¡¯t be reading off the page, but writing it first can help with confidence and fluency.

Repetition is also invaluable in building fluency. Try doing speaking tasks more than once, and see how the quality and quantity improves each time. You can ring the changes by swapping partners or changing the format from pairs to small groups, to the whole class.

4. They don¡¯t treat others¡¯ feelings with respect

This can show itself in different ways. Maybe your students just completely ignore the feelings the other person is demonstrating or telling them about. Or maybe they dismiss them in other ways, ¡®Oh, exactly the same thing happened to me! I was just walking along¡­¡¯

You can model better ways to respond yourself. For example, ¡°It sounds as if you feel quite angry about that?¡±, ¡°That must have been really difficult.¡¯

This teaches students the kind of phrases they can use to validate, empathize and talk about emotions.

If you can deal with these problems, your students will be well on the way to becoming master communicators.