4 key challenges in secondary education

Anna Roslaniec
Anna Roslaniec
A teacher standing over a desk where a student is sat, helping them. Students are also sat at desks in the background

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.

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    The importance of teachers professional development

    Por Richard Cleeve

    There’s the saying, “There are two types of teachers with 20 years of teaching experience: the first are those with 20 years of experience and the second are those with one year’s experience repeated 20 times.”

    Some believe most teachers want to be the first kind of teacher – constantly evolving throughout their careers – rather than repeating the same classes. Additionally, taking professional development courses can help us reach these new heights.

    Doctors, engineers, lawyers and other professionals regularly have to seek training opportunities. This enables them to keep up to date with the latest technologies, innovations and changes in the wider world. It could be argued that teachers are no different.

    Benefits of professional development training

    There are several benefits to continued professional training for teachers. For instance, there’s always something new to learn as developments are happening regularly in the world of ELT. Whether it’s innovations in ed-tech, new research into how we learn languages or a new pedagogy, certain courses can help bring you up to speed with these!

    Undertaking further training will help you to deepen your knowledge and widen your expertise. So rather than simply repeating the same method of teaching a grammar point over again, you’ll learn new approaches. In turn, you’ll be better equipped to find the tools that work to help your students reach their learning goals.

    Another great thing about professional development is that it can lead to career progression and promotion. There are a number of courses that you can take to develop not only skills for teaching, but other roles in the ELT industry.
    For example, you can train to become a director of studies, specialize in business or academic English, or enter ELT publishing or management. There are many options to explore through further education!

    New trends in English language teaching

    To be the best teachers we can be, it's important to be aware of new trends in the field of ELT. Some of the latest ones include:

    Hybrid learning

    Gaining popularity in recent years, hybrid learning is an approach to teaching. Specifically, it involves some students attending class in person, while others join the class virtually from home. This means that teachers must be prepared to simultaneously teach both students in person and online.

    Flipped classroom

    A flipped classroom means students are introduced to content at home. Often teachers introduce this via videos and then practice working through the new knowledge in class. This is the opposite of the more traditional method where they are given new content at school, and complete assignments independently at home.

    Bite-sized learning

    One method of teaching that has become more common is bite-sized learning. For example, breaking down information into smaller chunks instead of having learners listen to long, uninterrupted sessions, and this helps students absorb information and keeps them engaged.

    If you’re not already familiar with these, there are lots of professional development courses that teach you how to use them in your classroom.

    Formal qualifications in ELT

    So what courses can you take? Here are some of the most common courses you can take for English language teaching.

    • CELTA (Certificate in Teaching English to Speakers of Other Languages) - Cambridge’s Level 5 qualification is an internationally recognized ELT course. While this certificate focuses on teaching adults, language academies accept it for both adults and young learners.
    • Trinity CertTESOL (Certificate in Teaching English to Speakers of Other Languages) - Like the CELTA, the Level 5 course is designed for people with little or no English teaching experience.
    • Trinity CertPT (Certificate for Practising Teachers) - Trinity’s Level 6 is designed for teachers who have already been teaching for a minimum of six months. It aims to support teachers' further development and help them improve their teaching practice.
    • DELTA (Diploma in Teaching English to Speakers of Other Languages) - Cambridge’s provides professional development for teachers with at least one year’s experience. This level 7 qualification is also designed for those who want to progress into more senior roles such as head of English and teacher training.
    • Trinity DipTESOL (Diploma in Teaching English to Speakers of Other Languages) - Trinity’s is designed for teachers who have reached a stage in their career where they’d like to progress to a more senior level. Like the DELTA, it’s an internationally respected level 7 qualification for experienced TEFL teachers.
    • Master’s degree - Master’s studies in English Language Teaching, TESOL, or applied linguistics, are great options to reach a more senior level in your career. Most people take them to become a director of studies or reach a management position.
    • Specialized courses - If there’s an area of teaching that you’d like to specialize in, plenty of short courses cover a range of topics. These include teaching online, teaching with technology, teaching business English and teaching very young children. Check out , or to see what they offer.

    If you’re unable to take a formal course, sharing ideas with colleagues is a great way to create professional development opportunities. You could exchange lesson plans and ask for feedback or input. There are plenty of podcasts, webinars and social media groups for teachers where you can find great tips and ideas from fellow teachers worldwide.

    Whichever route you decide, remember that learning is a lifelong journey – not only for your students but for yourself too! There are always new things to discover that will help you develop as a teacher.

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    Lesson tips for Special Educational Needs

    Por Richard Cleeve

    In this blog, James Laidler talks about his insights into how to plan lessons for neurodiverse students. James is a teacher and has been a Special Educational Needs (SEN) Coordinator for the past 18 years. He also discusses how important it is to consider your terminology, using phrases like ‘special learning powers’ or ‘neurodiversity’ to break down negative stereotypes. On top of this, he wants to help teachers and students recognize the strengths SEN students can bring to the classroom.

    James explores special needs education and what teachers can do to ensure their lessons are inclusive for all. A lot of these lesson tips are also great to apply to keep all students engaged, SEN or otherwise.

    Defining Special Educational Needs

    To define what Special Educational Needs (SEN) is, a child has SEN if they have a learning difficulty or disability that calls for special educational provision. Learners with such as autistic spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia or anxiety disorders come under this framework.

    Inclusive lesson tips for neurodiverse students

    Although teachers want to create inclusive lessons, many feel ill-equipped to support neurodiverse students.To help, James offers some tips for lesson planning which aim to turn learning diversities into strengths:

    Attention Deficit Hyperactivity Disorder (ADHD)

    ADHD is a condition that can include symptoms such as inattentiveness, hyperactivity and impulsiveness. Students with this disorder may have a short attention span, constantly fidget, or act without thinking.

    Lesson tips for ADHD students:

    • Movement breaks – Students with ADHD may struggle to sit still for extended periods of time. Include short breaks in your lessons that offer them the opportunity to get up and move around at regular intervals.
    • Group work – To keep learners active and engaged, include group work in class. This means they don’t have to focus on the board for too long.
    • Dramatise lessons – A really effective activity is to . For example, students can act out role plays or other fun . It keeps them motivated, holds their attention and can be fun for all of the class.

    Dyslexia

    Dyslexia primarily affects the skills involved in accurate and fluent reading and spelling. It may affect a person’s phonological awareness, verbal memory and verbal processing speed. Lesson tips for dyslexic students include:

    • visual aids – Learners with dyslexia tend to have . Try bringing in pictures to illustrate ideas or add them to lengthy texts to help students when doing reading comprehension exercises.
    • font and spacing – When setting reading tasks, simply , enlarging font size, and double spacing is hugely beneficial to dyslexic students. Simply adapting the text can make their learning experience much easier.
    • text-to-speech software – Using a text-to-speech specialized software often provides significant support to those who struggle with reading or digesting text on computer screens – try or .

    Autism spectrum disorder (ASD)

    ASD is a developmental condition that involves challenges in social interaction, speech and nonverbal communication, and restricted or repetitive behaviors. The severity of symptoms is different in each person. Lesson tips for ASD students:

    • Encourage systematic skills – Often students with ASD may be more systematic than other students. This means they favor routines, regular processes, and predictable activities. Try bringing out these skills by asking students to spot patterns, analyze numbers or evaluate data.
    • Talk about interests – Autistic students may have specific interests they love to research. Engage them by getting them to or ask students to create projects on a topic they choose that they can present to the class.
    • Teaching online/blended learning – If you have a learner who is struggling socially at school, it may be an option to include hybrid or blended learning. This takes away the social and emotional challenges of school and people interaction, which can benefit ASD students.

    Anxiety disorders

    Anxiety disorders differ from normal feelings of nervousness or anxiousness, but rather involve intense fear or anxiety. in young people and greatly affects their ability to learn.

    Lesson tips for anxiety disorder students:

    • Changing language and terminology – Our education system is very exam driven, which can cause students to experience much stress. By simply offering reassurance, guidance, and motivation, you can help to reduce their feelings of anxiety.
    • Talk openly – Encourage learners to discuss their feelings if they struggle. They can do this with you, a classmate, or a support worker at the school. If they open up to you, focus on .
    • Mindfulness techniques – Try adding five minutes at the start of the day for guided meditation or breathing exercises. It may help students to begin the day in a calm and relaxed manner.
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    The coding mindset: Benefits and activities

    Por Richard Cleeve

    What is the coding mindset?

    Over the past decade, the ELT industry has placed more emphasis on soft skills. The focus has been on developing personal leadership qualities, creativity, problem-solving, teamwork and communication and collaboration skills. These are all essential skills for the future of work – and especially useful when students need to work better together and solve unexpected issues.

    A coding mindset encourages students to develop these essential soft skills – and practice them as a coder would. Teachers can use activities and tasks in the classroom that are based on this mindset to help students develop strategies to analyze, understand and solve problems.

    This is integral to computational thinking and is how computer programmers think when coding. Yes, the coding mindset is a way of thinking, but it does not directly relate to computer science. Instead, it follows the skills and mentality that coders and programmers use in their work. Following this mindset can and savvy when faced with challenges in their learning or daily lives.

    Four benefits of the coding mindset

    There are several benefits to developing this mindset:

    1. Gain creativity skills

    One significant benefit of this way of thinking is that students learn that not everything they try will work out just as they expect. In fact, it’s normal to fail several times when trying to solve problems.

    In working to find new strategies to work through challenges, students are also .

    Creativity was once synonymous with art, such as drawing or painting. However, this now means coming up with new ideas and is a skill that is .

    2. Learn how to cope in difficult times

    We live in a world where we experience constant change – and we need to be able to find ways of managing. A coding mindset teaches learners how to build resilience.

    By openly communicating with others, evaluating ideas and discussing a range of options, students will be able to work through uncertainties and confront challenges.

    Not only will this help students when coming up against stumbling blocks in their learning, but it will also benefit their day-to-day lives.

    3. Create risk takers

    We can all recognize that learning English isn’t easy and that students are bound to make mistakes.

    However, a coding mindset encourages students to take risks when approaching difficulties. It also helps language learners spot their mistakes and experiment with different options to find solutions.

    Ultimately, learners become more willing to take risks which they need to do to reach a higher level of proficiency.

    4. Develop the ability to overcome obstacles

    When approaching a task with a coding mindset, students will learn how to focus on the important information. They will filter out any irrelevant details and find ways around barriers.

    For example, if learners have to write a text about their last holiday in class, they could hit a wall if they don’t know how to use the third conditional to explain something. Rather than giving up, students with a coding mindset would use the grammar they do know to complete the task. For instance, they can continue with the past simple or past continuous, explaining their story in a different way.

    This encourages learners to focus on their strengths rather than weaknesses to overcome obstacles and keep going.

    Practical activities for use in the classroom

    There are several activities that teachers can use in the classroom to develop the coding mindset for their students. These include:

    Recognizing patterns

    If you teach in a classroom with a whiteboard, you can draw a series of colored circles on the board. The colors should follow a pattern that students must work out in small groups and then continue on the board.

    This simple exercise can be adapted for all levels and ages. You may even want to use flashcards with vocabulary, letters or number combinations.

    Giving instructions

    A great way to develop troubleshooting and problem-solving skills is by asking students to direct one another across the classroom. Put the learners into pairs and ask one of them to give directions and the other to follow.

    They can practice imperatives and language for directions, while they break down problems into smaller, more manageable parts.

    Treasure hunts

    Creating treasure hunts works particularly well with young learners. If you have access to an outside space, you can hide classroom objects or flashcards around the space and give students clues as to where to find them.

    You can also do this around the classroom or school if you cannot access the outdoors. This will help them to think systematically and follow instructions.

    Pixilation of pictures

    If you have access to an interactive whiteboard, another way to develop problem-solving skills is by selecting some pictures from the internet and blurring them with a pixilation tool.

    Choose vocabulary you’ve been working on in class, so students are already familiar with the topic. Show the pictures on the whiteboard and ask students to work in groups to guess what the pictures are.