How can we encourage English learners to feel self-confident?

Jeanne Perrett
A group of students in a classroom sat at their desks, smiling and looking towards their teacher at the front

Encouraging learners to feel more confident in the classroom is a problem often faced by teachers. Below are five simple things you can adopt in your classroom to encourage learners to feel self-confident.

The small things

Let’s start with the physical comfort of our students. Having the room adequately heated or cooled, asking if they would like the window open, making sure everyone has had some water or checking to see if anyone needs to go to the bathroom or wash their hands only takes a minute at the beginning of the lesson. It helps our children to know that their welfare is our concern.

Then, make sure that everyone has their books and praise them for being organized or having their pencils sharpened and ready. These things seem trivial, but they count. They count because we are acknowledging the fact that it isn’t always easy to get up and ready for school every morning, day after day and that just managing that well is an achievement.

So, starting by checking the small things helps to give our students a feeling of well-being before the lesson has even begun.

Clarity and familiarity

Be clear. Be clear about what you are all going to do and why you are going to do it. There is no such thing as ‘the obvious’ when it comes to learning. For example, you know that English is spoken internationally, but primary-aged students may have no concept of what ‘internationally’ means.

They may never have considered the concept of language itself. So, we must state the ‘obvious’ and do it in ways which are meaningful to the children, through videos, pictures and relatable examples. This goes for everything; what a verb is, how we form negative statements, what question marks indicate and what today’s lesson aims are.

Whatever they need to know, we need to state it clearly and when they have forgotten, we tell them again without ever making them feel that they ‘should’ have remembered. They forget – we remind. That’s our job.

Then there is the familiarity of a routine. Apart from making us feel reassured that we know what is happening, routines also feed into the innate need for repetition. Young children want their favorite bedtime stories told to them exactly the same way each night and will pop their heads up to correct us if we do something differently. That repetition is part of practice; doing, saying or hearing something repeatedly until we are completely sure we know it.

Most teachers don’t need reminding of this, but it might be helpful to remember that within that routine, one can also have surprises.

A five-minute ‘something different’ slot could be built into your routine. This could be a fun quiz, game or song and dance. A straightforward way of managing this is to write the names of different ‘surprise activities’ on pieces of card, put them into a pot and let a different student pick a card each day.

Room to maneuver

We all feel more confident if we know that we are free to experiment and, within that experimentation, to make mistakes. It can’t be stated often enough that we will only ever learn something by doing it wrong, often many times, before we do it right.

This message may be even more important nowadays when we see and hear perfect versions of whatever has been created - music, cookery and writing to name but a few - especially on social media.

The learning process is not brought to our attention as often as the result, and the results are often digitally altered to look more impressive. We need to remind our children of this and make them feel good about their efforts, however small and halting.

Peer pressure often contributes to a lack of self-confidence; you only need one mocking ‘friend’ to put you off. So, we must be vigilant in noticing little glances or whispered asides and praise the majority of the students who are quietly accepting or encouraging.

Space to flourish

Finally, confidence in our language learning abilities will soar when we know we can make the language our own and use it however we want.

This goes beyond personalizing activities, which can be done at any level ("What’s your favorite food?" "Do you like tomatoes?") and is dependent on the teacher noticing and accepting what individual children are really interested in. So, for example, if we continue with the example of food, a sporty child might be interested in what famous sports people have for breakfast or which foods give us stamina.

A child who is interested in nature might want to know what birds and animals eat. For this to happen, first we need to notice their interests, show enthusiasm for what they are finding out and encourage them to share what they have learnt with the class.

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    Grammar: how to tame the unruly beast

    By Simon Buckland

    “Grammar, which knows how to control even kings”- ѴDZè

    When you think of grammar, “rule” is probably the first word that pops into your mind. Certainly the traditional view of grammar is that it’s about the “rules of language”. Indeed, not so long ago, teaching a language meant just teaching grammatical rules, plus perhaps a few vocabulary lists. However, I’m going to suggest that there’s actually no such thing as a grammatical rule.

    To show you what I mean, let’s take the comparative of adjectives: “bigger”, “smaller”, “more useful”, “more interesting”, etc. We might start with a simple rule: for adjectives with one syllable, add -er, and for adjectives with two or more syllables, use more + adjective.

    But this doesn’t quite work: yes, we say “more useful”, but we also say “cleverer”, and “prettier”. OK then, suppose we modify the rule. Let’s also say that for two-syllable adjectives ending in -y or -er you add -er.

    Unfortunately, this doesn’t quite work either: we do say “cleverer”, but we also say “more sober” and “more proper”. And there are problems with some of the one-syllable adjectives too: we say “more real” and “more whole” rather than “realer” or “wholer”. If we modify the rule to fit these exceptions, it will be half a page long, and anyway, if we keep looking we’ll find yet more exceptions. This happens repeatedly in English grammar. Very often, rules seem so full of exceptions that they’re just not all that helpful.

    And there’s another big problem with the “rule approach”: it doesn’t tell you what the structure is actually used for, even with something as obvious as the comparative of adjectives. You might assume that it’s used for comparing things: “My house is smaller than Mary’s”; “John is more attractive than Stephen”. But look at this: “The harder you work, the more money you make.” Or this: “London is getting more and more crowded.” Both sentences use comparative adjectives, but they’re not directly comparing two things.

    What we’re actually looking at here is not a rule but several overlapping patterns, or paradigms to use the correct technical term:

    1. adjective + -er + than
    2. more + adjective + than
    3. parallel comparative adjectives: the + comparative adjective 1 … the + comparative adjective 2
    4. repeated comparative adjective: adjective + -er + and + adjective + -er/more and more + adjective

    This picture is more accurate, but it looks abstract and technical. It’s a long way from what we actually teach these days and the way we teach it, which tends to be organized around learning objectives and measurable outcomes, such as: “By the end of this lesson (or module) my students should be able to compare their own possessions with someone else’s possessions”. So we’re not teaching our students to memorize a rule or even to manipulate a pattern; we’re teaching them to actually do something in the real world. And, of course, we’re teaching it at a level appropriate for the student’s level.

    So, to come back to grammar, once we’ve established our overall lesson or module objective, here are some of the things we’re going to need to know.

    • What grammatical forms (patterns) can be used to express this objective?
    • Which ones are appropriate for the level of my students? Are there some that they should already know, or should I teach them in this lesson?
    • What do the forms look like in practice? What would be some good examples?

    Existing grammar textbooks generally don’t provide all this information; in particular, they’re very vague about level. Often they don’t even put grammar structures into specific CEFR levels but into a range, e.g. A1/A2 or A2/B1, and none fully integrates grammar with overall learning objectives.

    At app, we’ve set ourselves the goal of addressing these issues by developing a new type of grammar resource for English teachers and learners that:

    • Is based on the Global Scale of English with its precise gradation of developing learner proficiency
    • Is built on the Council of Europe language syllabuses, linking grammar to CEFR level and to language functions
    • Uses international teams of language experts to review the structures and assess their levels

    We include grammar in the GSE Teacher Toolkit, and you can use it to:

    • Search for grammar structures either by GSE or CEFR level
    • Search for grammar structures by keyword or grammatical category/part of speech
    • Find out at which level a given grammar structure should be taught
    • Find out which grammar structures support a given learning objective
    • Find out which learning objectives are related to a given grammar structure
    • Get examples for any given grammar structure
    • Get free teaching materials for many of the grammar structures

    Think of it as an open-access resource for anyone teaching English and designing a curriculum.