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Let’s examine four of the most common challenges secondary teachers have and look into some strategies to help solve them.

1. My students are afraid of making mistakes

You’re not alone! Many teachers say their teenage students are quiet and unwilling to answer questions in class. Sometimes, this might simply be because they don’t know the answers, but more often than not, they are nervous about making mistakes.

When children grow into teenagers, they tend to become more self-conscious and worried about what their peers think of them – and making mistakes in public is a big no-no for them. However, there are several ways to facilitate a safe learning environment where your students are happy and willing to talk. Sometimes, though, it takes a little experimentation. Here are some things you can try:

Celebrate mistakes

When students make mistakes, ensure that you praise them for taking a risk or making an effort. Correct their errors and be clear with the rest of the class that the only way to learn is to try new things.

Be firm

Don’t tolerate any bullying or laughing when someone gets an answer wrong. If your students fear that others will mock them for their efforts, they’ll stay quiet. So make sure you have clear rules and that your students understand that mistakes are normal and to be expected.

Have students discuss their answers in pairs or groups

If your students are painfully shy and afraid of making mistakes, avoid picking on individuals to answer questions in front of the class. Instead, when asking a question, tell your students to discuss it in pairs or small groups first. This will allow them to formulate their ideas and feel more confident. Afterwards, you can ask the pairs to share what they discussed – leading to a natural open-class discussion.

Listen to your students

Another, powerful way of engaging your students in discussion is to listen to a conversation they are having with their partners and then express how impressed you are with their ideas during a feedback session. E.g. “You said X, which I thought was very interesting. Could you explain this to the class? It was a great idea.” This gives them the confidence to share their thoughts.

2. My students are not engaged with the activities I choose

This is another very common problem for teachers of teenagers. You spend a lot of time thinking of fun, interesting activities – then, when you present them to the class, your students look away and say they’re bored. Soon enough, you’ll get frustrated and not know how to re-engage them. Here are some ideas to help:

Get to know your students

Without fail, the best way to engage your students is by getting to know them as individuals over the year. Find out about their hobbies and interests outside of school, and learn what makes them laugh and what worries them. Use your knowledge of your students to find interesting books to read, videos to watch, or relevant subjects to discuss. This way, you’ll deliver tailored lessons your students find truly interesting and useful.

Allow a degree of autonomy

Sometimes quietness is also a sign of disengagement with the learning materials. To get past this obstacle, you can get your students to brainstorm things that interest them in groups, list them on the board and have a class vote on the topic of their next class project. As a teacher, you always have the power to veto inappropriate ideas, but giving students a voice is a powerful way of making them feel valued and involved in their own education.

Make things (a little) competitive

Even teenagers love games! And play is an integral part of learning, as it allows our students to be themselves, have fun, and communicate freely at the same time. By allowing them to play language-focused games in class, they’ll soon forget their inhibitions and start talking.

3. My students just want to do grammar exercises

Language is all about communication, speaking, listening, reading and writing – yet all your students want to do is grammar exercises. Frustrating as this is, it’s probably a sign that our students are not confident in their speaking or listening abilities. Here’s what you can do:

Encourage free language practice

Grammar activities are very structured and there is often a clear answer. Day-to-day communications, however, are much freer, which can intimidate less confident students. This activity will help you combine the two aspects of language learning:

• Put students in small groups and give them a set of cards with exciting topics printed on them—for example; music, sports, environment, school, vacations, friends, food.
• Tell students that they should each choose a card and speak freely about their topic for 30 seconds – the short time will help them overcome their fear of speaking and can be gradually increased as they get used to this type of activity.
• Have students record themselves when they are speaking and then, when they listen back, have them identify the grammatical structures they used.

They should write down and correct any mistakes under your guidance. Not only will this get students used to talking and encourage a lot of emergent language, but it will also help them feel they are practicing grammar.

If your students really enjoy learning grammar, you can ‘flip’ your grammar activities and make them more communicative. First, provide them with a series of sentences or listening clips which have a common grammatical structure (second conditional sentences, for example).

Then have students work together (in English) to identify how the language is structured, so they can discover the grammar point for themselves. This not only gets them talking, but they are doing something they feel confident at.

4. My students are bored of all the repetition

Repetition is an important part of language learning. By practicing things over and over again, your students will come to understand it better and will be able to produce the language more easily. However, repetition is often quite dull, especially for fast learners. Here’s how you can make things more interesting for your teenage students:

Use a greater variety of activities to engage your learners

If you’ve been teaching your students a particular set of vocabulary, a grammatical structure, or some pronunciation rules, think about how else they can practice them.

For example, instead of drilling pronunciation over and over again, ask students to think of all the words they can think of that have the same sound in them (e.g. book, look, cook, shook, etc.). This will help them ‘hear’ the sounds in their heads and improve their understanding of other words.

If you have been learning vocabulary through reading, have students write or tell stories that incorporate the words.

The idea is not to stop repeating the target language or skill, but to practice it in different ways. Apply this principle to other areas of language learning so your students won’t feel like they are repeating things.

Studying for the ����app English International Certificate (PEIC) is a challenge for any student, but there are many different areas where you can help yourself or your students achieve top grades.

By becoming familiarized with the test format, equipping test-taking strategies and having awareness of commonly occurring vocabulary and topics, learners can be on the path to success in the PEIC.

Know the test

Understanding the test format and what to expect in each exam section will give students the confidence they need on test day.

Do drills on how many sections there are, how long they have for each section, and the order of the sections too. This will help learners anticipate what’s coming next and feel prepared throughout the exam. For example, the recording is played twice in listening section 2 – dictation. If students are aware of this, they can use the first recording to note key ideas and the second to complete the dictation fully.

Give yourself/your students plenty of practice under test conditions. Do timed mock exams, without phones or dictionaries, to help get a feel of the real test.

As the speaking section is done simultaneously for all candidates, get yourself/your students used to communicating in loud environments. Doing mock exams for the writing sections will also help students become aware of their word count and how long it takes to achieve this. It’s important to note that each writing task has a word limit and there are penalties for being significantly above or below.

Learn test strategies

Knowing the test format is important, but so is being equipped with test-taking strategies. For all sections, train yourself/students to use the questions and rubric to their advantage. Underlining the keywords from the question will help learners prepare for the task ahead and predict potential answers.

In the listening sections, students are given ten seconds before the recording is played. Learners should identify and underline keywords and use this time to predict the topic and vocabulary of the recording. Remind yourself/students that even if you think you have the answer, you need to listen carefully to the entire recording, as it’s also likely that some of the keywords will be used as distractors.

It’s also helpful to highlight keywords in the prompts and questions in the reading sections. For example, when dealing with multiple choice questions like in section 5, test takers should first highlight keywords from the question, then scan the text for these keywords. This is the part of the text where the answer is located, and where they should direct their attention. It’s important to read this section of the text carefully and also be aware that the answer may be paraphrased or a synonym.

Planning is crucial in the writing sections, and highlighting keywords from the question is an important planning step. Read the task carefully and identify the words that indicate the type of writing that is required and the audience. This will help guide the writing style and register. For example, in section 8, noticing the difference between writing a letter to a friend and a letter to a magazine editor will change the tone of the task.

Build a strong lexical base

Prepare further by building a strong grammar and vocabulary base with topical and functional language.

Introduce yourself/students to a wide range of themes on social and current issues, as well as personal and familiar topics. It's useful for learners to note useful vocabulary and phrases and test themselves on these regularly, making a note of the spelling, as this is essential in all sections of the exam.

Test takers will encounter gap-fill style tasks in both the listening and reading sections. Students can predict what kind of word is missing by reading around the gap. Train yourself/your students to consider what part of speech the answer will be, and if the other words in the sentence give clues to the topic or theme. Give them plenty of practice with word formation so they can easily identify the missing information.

Higher points are awarded for complex structures and expressions during the speaking and writing sections. Teachers should provide learners with functional language such as discourse markers and linkers, so they can connect and extend their ideas. It’s also important to have a range of vocabulary they draw on to express their opinions, offer suggestions and to give reasons, as this will help give their answers complexity and depth.

Studying these things should provide a solid knowledge base of the exam format and structure, coaching learners to use different test-taking strategies and directing their study of vocabulary and grammar, so they can work more efficiently and confidently toward their goal of passing the PEIC.

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.