ESL Teacher Blog: Student Attendance at School Parties and Other Social Events

Rarely do school social events attract the same turnout as regular classes throughout the year (well, maybe Christmas party excluded).

When my students ask me for advice on how best to proceed with learning English, I always tell them to try and make a friend/acquaintance with a native speaker. I encourage them to participate in social events and school outings and connect with the staff. Many are skeptical about being ever able to connect and yet they all agree that this sort of social interaction is the ultimate goal of learning the language.

So why a drop in attendance as soon as students and teachers get together in a less formal setting? Isn’t this what most students would like to experience: casual talk in an informal setting?

It’s true some people are shy by nature and avoid being the centre of attention, especially  if conversing in a foreign language. Yet, the main reasons why social events are under-attended may also be the following:

-spontaneity: the conversation topics that come up may change unexpectedly and make students grasp for words

-fear of unknown: new games or activities may deter participation (what if I don’t understand the rules and look foolish?)

-being unfamiliar with cultural routines and peculiarities: uncertainty of what’s appropriate to say and when, how behave at a table, take pictures, etc.

Prep talk with the students before a party or other social event is important. Acknowledging student fears and lack of cultural knowledge will lower inhibitions. Telling a funny story about your own “cultural failure” (e.g.: I still can’t learn how to use chopsticks properly) will help put everyone at ease. Going over the planned activities ahead of time may be a good idea for lower levels.

 

Most importantly, show support throughout - teacher attitude is often to determine student willingness to come.

ESL Teacher Blog: Does Your Employer Care About Your Students Feedback?

Margaret Wente’s article in The Globe and Mail was as usual thought-provoking. She talked about the quality of teaching being superior to the other factors in education (such as class size and school funding). Indeed I thought, throughout my school years I was in a class that neared 40 students (not to mention the 45 minute bus ride to school each way) and yet each and every parent wanted their child to be with that particular teacher. She was just known for delivering good results.

Many ESL teachers work for unionized institutions where the volume of their work is by and large determined by their seniority. Senior teachers are entitled to more hours regardless of their performance. But does seniority automatically suggest a more knowledgeable and caring teacher? So why are there closing classes and declining attendance?

Measuring results in an ESL class isn’t easy. The adult students may not show immediate progress right away. Yet, collecting and analyzing their feedback is simple and attainable. Why wouldn’t this data be considered as a pre-condition for the next assignment a teacher is given? After all, there is no equality of opportunity if our differences are not recognized and valued.

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