to them and ask, in a non-threatening way, what the problem is. Listen
genuinely, but always move on to ask them what they can do about their
behaviour. Sometimes, even the least cooperative learner can respond well
to an approach that treats them like an adult and acknowledges that they may
be having difficulties.
8 Get the majority of the class on your side. Even very ‘difficult’ classes
usually contain just a few particularly disruptive individuals. If you can get
the majority of the class to share your disapproval of the behaviour of such
people, then the troublemakers will have little motivation to continue. One
good technique is simply to stop the class until the disruption ceases. Most
learners soon get bored with this and start to exert pressure on their
disruptive classmates to behave.
9 Talk to colleagues. Compare notes with other teachers who teach your
difficult classes, or who have done so in the past. They may be able to throw
some light on what is going on, or give you some useful tips to improve
things. Sometimes just to share experiences is useful, as it can help you to
remember that you are not ‘to blame’ for a difficult situation that develops.
10 Work with the institution. If serious problems persist with a particular
class or individual, then you should look to your institution for support.
Exactly what can be done will vary considerably across institutions and
cultures—but, one way or another, institutions have a final say about
whether learners are allowed to attend, use facilities and graduate from one
class to another. Institutional sanctions are, of course, a last resort, but you
should remember that they are there if you need them.10 Mature learners
It is important that we treat mature learners appropriately, and that they feel
comfortable even when in groups or classes where they are working alongside
much younger learners. The following suggestions may alert you to some of the
principal issues which arise when working with mature learners, particularly
when doing so in the context of courses that also include younger learners.
1 Be aware of the anxieties that mature learners often have when first
returning to studying. They may have negative memories of their last
experiences in education, and things may have changed a great deal since
they were last students. Try not to allow them to feel vulnerable or exposed
until they have had sufficient time to gain confidence.
2 Remember that mature learners may know a lot! They have probably
studied English in a variety of situations and they may be particularly aware
of what they are studying for now. It’s worth giving them the chance to
share their experience with the class. This can do a lot to increase their
confidence in the group, especially in contexts where their younger500 TIPS FOR TESOL 19