Teaching 1-1: The first class

The first class can be crucial for how the rest of the course pans out. It will set the tone. Especially in a 1-1 setting. After all, there's just the two of you. So the first set of aims to bear in mind is affective:

• build rapport (break the ice, get to know each other)
• motivate the student
• set the tone for the future classes (learner-centred, relevant, enjoyable, useful)

The next set of aims concerns generating the course content, as well as the objectives and goals. The key principle of 1–1 teaching is that “the student is the syllabus” (Osborne 2005: 3). So as much as possible, the content/topic of the class should be based on students preferences, or even generated by the learner. So ideally what you want to establish in the first class is:

• what the learner wants to know (wants)
• what the learner doesn't know (lacks)
• what the learner needs to use their English for (needs)
• what topics and activity types the learner enjoys (preferences)

All this should ensure that the course aims will be relevant, realistic and achievable.

Uff! Seems like a hell lot of work for one class. So how the heck do I go about it then?

As you can imagine, bringing and using a course book in the first class, even if one has been assigned one by the Academic department, is probably not the best solution, albeit a very tempting one. After all, you might not feel at ease coming in with nothing to the first class. Something which can prompt and focus the discussion may come in handy.

Below are some ideas for activities which involve very little prep and materials, and which can help you go about achieving the two sets of aims discussed above in a communicative way:

1. Spidergram – write down key words or phrases which are answers to some questions about you (e.g. hobby, favourite dish, etc.). Afterwards the student writes down the phrases connected to their lives. This can be done on small separate cards which are turned one by one or all on one piece of paper/whiteboard. Student tries to guess the question. NOTE: It helps to a) identify student’s lacks b) upgrade their lg c) it is also a great ice–breaker and stimulus for further discussion. Modify the content according to the student’s level (i.e. only present simple questions) 
2. Topic cards – cards with everyday topics face down. You/student turn the first card around and use it as a stimulus for discussion. NOTE: a) encourage the student to ask you questions (apart from the obvious communicative purpose, it also can serve as a diagnostic) b) if you already know something about the student, you can tailor the topics to match their interests, knowledge, job, etc. 
3. Life Circles – divide the whiteboard/piece of paper into three parts: past, present and future. Put some ideas in each part related to your life. The learner does the same. Apart from being a good ice–breaker and GTKY, the activity helps elicit varied lg, which can serve to identify student’s lacks. As above, it's a good idea to encourage the student to ask you follow up questions. 
4. True/False – write some facts about yourself on pieces of paper. Try to make them as interesting as possible. Write at least one false sentence. The learner does the same. Turn the cards one by one. Ask questions to identify the false one. You both try to pretend all sentences are true. See who’s a better liar. It serves well to check question formation. 
5. Needs analysis – a questionnaire which prompts the learner to express their course needs and expectations can be of excellent use for the first lesson.
6. Meaningful objects - often 1-1 teaching takes place at student's workplace, their or the teacher's house. Use this as an opportunity to select some objects that are meaningful for the student, or can be used as springboard for discussion.

NOTE: all of the above, apart from their affective and communicative purposes, can be used diagnostically, i.e. identifying student’s language lacks for immediate or subsequent remedial work (you can find some ideas on how to deal with emerging language and offer on-the-spot practice here). They can and should be adjusted to the student’s level. Ease the student into the idea that they should ask questions as well as you. After all, the above are all discussion activities.

Have you got any favourite activities for the first class? Looking forward to your comments.

Teaching 1-1 - the advantages.

Since I started freelancing in the Netherlands four months ago, I've been almost exclusively teaching 1-1. Of course, I'd taught it before, but never so much in such a short time. And the more I've taught it, the more I've liked it. Of course, I there are definitely quite a few things about teaching groups, such as being able to pair students up, do mingles and ladders, that I miss, but I've started to realise more and more that teaching 1-1 can be not only fun, but also very challenging and rewarding.

For a teacher just fresh off the CELTA course the perspective of doing 90 minutes 1-1 can be a really daunting one (at least it was for me). You're simply not prepared for it! You're taught how to do all those fun pair and group work activities, but interacting with only one student is a different kettle of fish altogether.

But with time you find out that in many ways 1-1s can be as fun (or even more) as group classes. They can also be much easier to teach. After all, you only have to discipline one student ;). Of course there's always the challenge of individually planning the course, choosing the right materials and living up to student's expectations which are usually much higher than in a group courses. I'll talk about these challenges and the ways in which we can tackle them in the future posts on 1-1.

In my first post on 1-1, however, I wanted to share with you my enthusiasm and show you the bright side of things. Because I really think that despite the initial challenges, teaching 1-1 offers teachers and students some undeniable benefits.

So why do I like teaching 1-1?

Because it's easier for the teacher to:

1. Respond to the student's mood and be flexible about your lesson plan

2. Be more natural and spontaneous

3. Respond to and upgrade the emerging language on the spot

4. Give very personalised and detailed feedback

5. Tailor-make the materials to fit your student's interests and needs, thereby increasing their motivation and engagement

6. Monitor student's progress more closely and include regular feedback sessions

7. Involve the student in the process of creating the course and setting the objectives, making them much more relevant and motivating

8. Give the student more responsibility for their learning

9. Do field trips

10. Be flexible about the course objectives and goals, and revise them as the student progresses

11. Avoid covering material which is demotivating or irrelevant for the student

12. Go at the student's pace rather than following the deadlines set by a generic syllabus

13. Focus extensively on a particular task which is relevant to the student, e.g. giving presentations, without worrying about other students snoring in class

14. Offer the student choices and flexibility about what and how they are taught

15. Get the student to bring materials to class (e.g. an article they need help with or would like to tell you about)

16. Work intensively on particular language difficulties even over several classes

17. Train the student to become a better learner.

    Of course, this is by no means an exhaustive list. So if you have any comments or things you'd like to add to the list, please let me know. I'd love to hear what you love (or hate) about teaching 1-1.
    
    
    And if you're keen to read up a bit on 1-1 teaching, take a look at:
    • Osborne, P. 2005. Teaching English One to One. Keyways Publishing.
    • Wilberg, P. 1987. One to One: A Teacher’s Handbook. LTP.