Mansoor

My students should speak more than I do. Of course, I teach grammar, correct mistakes, and focus on vocabulary, but my primary goal is to help students break out of their shells, build confidence, and actually use the language. I actively encourage my students to communicate through one-on-one interactions, to answer questions or repeat statements, and to read passages aloud. I also encourage improvisational conversations, to help build confidence. Mistakes are normal—they are expected and an essential part of the learning process. Speaking local languages other than English is strictly forbidden, even at the beginner level. We learn English in English! Grammar is integrated into every lesson because it is essential for speaking the language. However, I prioritize listening and speaking first. Students may read or listen to conversations they do not fully understand, then repeat them multiple times. Their level of comprehension is then checked with pre-prepared questions. Only after this do we analyze the grammar within the context of the passage, using thoroughly explained lessons and slides that correspond with student-issued books. Writing and reading exercises come next. The directions for each exercise are not read by me; they are read by you, the student. Afterwards, I may repeat the directions and explain them in simpler terms. Then you should explain the directions back to me. This encourages active listening, focus in class, and, of course, more speaking. My approach is simple: grammar exercises come after the taught grammar lessons, which come after conversational practice (i.e., listening to and repeating or speaking pre-prepared passages). I use these teaching techniques to ensure that grammar supports communication rather than limits it. Grammar can and must be essential to ESL lessons, so long as it does not take away from the prioritization of conversational speaking. I have developed complete books and structured lesson plans to support this method. Over the past three years, I have worked with a wide range of students—from advanced learners to those who can hardly speak a word of English. I have worked with motivated students and those who require a bit of a push—and I have consistently seen the same principle hold true: the more students speak, the faster they improve.