CPD 1

Which of the following topic areas do you think might be inappropriate for an ESL/EFL classroom?
a) Religion
b) Dating
c) History
d) Work
e) Food
f) Gender Roles
g) Home Town or City
h) School

Topics for classroom discussion should always be carefully chosen because of various reasons –
students’ age and level of English, their main interests and goals we’ve set and we have to achieve
and so on. That’s why all textbooks follow these principles and offer wisely selected and interesting
topics. However, there are some which can be very touchy and we should avoid them. Practically,
even the most “innocent” topic can become problematic if handled the wrong way. Let’s take
“School” for example. There are schools all over the world – some are similar, others are quite
different. I was a teacher in the Middle East where education is separated since nursery school and
there are no mixed schools. So, to talk “how wonderful a mixed school is” would not only put a
teacher into a big trouble but may also insult the students. Discussing school issues should be based
only on a neutral level. Topics like “Dating”, “Gender Roles” and “Religion” must be avoided in a lot
of countries due to traditions, customs and culture. In this aspect, I think cultural awareness is
extremely important. And I don’t mean incidents as the one we heard of a few years ago when an
English teacher in Sudan was threatened to be sent to court just for letting a student name his toy
with an inappropriate name. It is very difficult in a country where religion is a state policy and
teachers must always act wisely. In Saudi Arabia I’ve talked with my students on such “forbidden
topics” – religion, dating and marriage, gender roles- and nobody was ever hurt. Students’ curiosity
provokes them ask their teacher and it is her/his unique wisdom and responsibility to do both –
satisfy the curiosity and use suitable words in order not to hurt the students’ feelings and beliefs.
Other topics which should be avoided are “Politics” and “Racism” because they can easily turn into
anger-inspiring issues. If something of the kind appears or an unpleasant topic springs up, a teacher
should always emphasize on the good side of the issue and lead the students towards universal
human feelings, thoughts or deeds.

CPD 2
“I have discipline problems in these classes; I find students in large classes difficult to control."
How to cope with all these?

I must admit that teaching a large multi-level class is not an easy task and that’s why it is a real
challenge for a teacher. Even when the students from one class are supposed to be at the same level,
they aren’t and one can hardly expect the lower ones to advance so fast so that they can reach the
level of the better students. When a class consists of more than 25 people, the teacher’s task
becomes extremely difficult. The first problem usually appears to be discipline. So I agree with the
quotation of the teacher to some extent. You need to put a lot of effort, persistence and skills to
cope with the most serious problems and the most difficult students.
We shouldn’t ignore a discipline problem, no matter how small it is, or shout and threat students.
Instead we should try to deal with it as quietly and swiftly as possible. In my opinion the first thing a
teacher should do is to find out the possible reason(s) form is behaving. Because if you know the
reason, you can try to find the most suitable way for your lessons to run smoothly. The unit gives
ideas which a teacher could use to mitigate discipline issues and I myself have already tried some of
them. It always give results. When I was in Saudi Arabia all teachers had class managing problems
because we had to teach 32-35 students, having different level of English. And we had to be really
imaginative and creative to draw and keep their attention for 50 minutes. What’s more, some of
them didn’t know why they were studying English – they just lacked enough motivation if any at all.
So, our first task was to explain, motivate and persuade them how useful English could be for their
future. To be honest, not an easy task, since very few women in Saudi work. The key way is to find
what students are keen on doing and to incorporate it in the lessons with a lot of tact and good
intention. Also the students must be sure a teacher really cares for them and wants to help and
support them, not only to find their mistakes.

QUESTIONS
1. What time is it when an elephant sits on your car?
2. How do you know if there’s an elephant under your bed?
3. What’s yours but other people use it more than you?
4. What’s the first thing you put in a room?
5. What two things can’t you have for breakfast?
6. What has got four legs and a back but no body?
7. What did the big hand clock say to the small hand clock?
8. When is it bad luck if a black cat is behind you?
9. Why do birds fly south in the winter?
10. What did Napoleon become after his 39th year?

QUESTIONS
1. What time is it when an elephant sits on your car?
2. How do you know if there’s an elephant under your bed?
3. What’s yours but other people use it more than you?
4. What’s the first thing you put in a room?
5. What two things can’t you have for breakfast?
6. What has got four legs and a back but no body?
7. What did the big hand clock say to the small hand clock?
8. When is it bad luck if a black cat is behind you?
9. Why do birds fly south in the winter?
10. What did Napoleon become after his 39th year?

ANSWERS
a. Because it’s too far to walk.
b. Your name.
c. When you’re a mouse.
d. Forty.
e. Time to get a new one.
f. Your feet.
g. Have you got a minute?
h. Lunch and dinner.
i. Your nose is against the ceiling.
j. A chair.