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  • Reluctant Students

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    Asia Jaroszkiewicz
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    The document discusses strategies for teachers to help reluctant students overcome their fear of speaking and encourage their desire to participate. It recommends that teachers create a relaxing environment, match tasks to students' levels, use pair and group work to lower pressure, allow time for preparation and fluency practice, and adopt roles like prompting and feedback to build students' confidence and participation.

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    The document discusses strategies for teachers to help reluctant students overcome their fear of speaking and encourage their desire to participate. It recommends that teachers create a relaxing environment, match tasks to students' levels, use pair and group work to lower pressure, allow time for preparation and fluency practice, and adopt roles like prompting and feedback to build students' confidence and participation.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    10 views1 page

    Reluctant Students

    Uploaded by

    Asia Jaroszkiewicz
    The document discusses strategies for teachers to help reluctant students overcome their fear of speaking and encourage their desire to participate. It recommends that teachers create a relaxing environment, match tasks to students' levels, use pair and group work to lower pressure, allow time for preparation and fluency practice, and adopt roles like prompting and feedback to build students' confidence and participation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 1

    RELUCTANT STUDENTS

    Desire to speak vs fear of being foolish and losing face

    The role of the teacher is to overcome the feeling of student’s shyness and support the student’s
    desire to speak

    What can the teacher do?

    - create a relaxing environment when we ask them to speak (lower the barrier

    - match level of the student to the task (we give them too difficult tasks)

    - using pairwork and groupwork – everyone has a chance to speak and also it is less pressurised

    - presentation – some students need time to prepare and collect their thoughts

    - including fluency activities  include quick ‘instant’ fluency activities in every lesson

    - adopting appropriate teacher roles – prompting the students (give them courage, feed them with
    words); participants; feedback providers

    - mandatory participation – students work in groups and each of them has a number(they are
    ‘numbered heads’)

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