| Introduction | | | | Teaching Strategy: This is where having those |
| In a study of the learning style of adult ESL students, | | | | prepared extra assignments and activities really pays |
| Willing (1985) found four different learner types:o | | | | off. The Teacher's Pet will finish the normally-provided |
| Concrete learners - who prefer the use of games, | | | | exercises and activities fairly quickly and frequently |
| audio-visuals and pair worko Analytical learners - who | | | | well ahead of the other students. So enjoy and whip |
| prefer structured study methods and texts, | | | | those "extras" on them -they'll love you for it. |
| verbal-linguistic activities and self-correctiono | | | | 4. The "Unteachable" Student |
| Communicative learners - who prefer the use of role | | | | The bane of nearly all educators, they don't even want |
| plays, simulations and realiao Authority-oriented | | | | to be present in class, let alone actually learn anything. |
| learners - who need detailed explanations, take | | | | They're often a constant distraction; inattentive, |
| copious notes and frequently use manipulatives | | | | boisterous, disturbing all around them. No books, |
| In addition to the citing of these four types (J.C. | | | | participation or homework proceeds from anywhere in |
| Richards, 2004) there are these five "typical" | | | | their direction. Seemingly responding to neither carrot |
| classroom types that I think teachers should be familiar | | | | nor stick, the "unteachable" student can make strong |
| with. Here they are with some suggestions on | | | | teachers weak and weak teachers "throw in the |
| strategies to teach them. | | | | towel" and become accountants. |
| 1. The Learning Disabled Student | | | | Teaching Strategy: What's needed here are some |
| Poorly prepared since primary school with highly | | | | insights into the intrinsic and extrinsic motivations of |
| underdeveloped basic skills, this type of learner may | | | | these students. Only then do you have a shot at |
| even be deficient in their L1, or first language. | | | | motivating or interesting them in their didactic |
| Teaching Strategy: A healthy dose of patience and | | | | surroundings. Find out - quickly - if there's a way to |
| adapting materials to their preferred learning | | | | reach them an act on it pronto or the both of you will |
| characteristics are an absolute must. | | | | lose out. |
| 2. The LEP Student | | | | 5. The Extremist |
| The Limited English Proficiency (LEP) learner has likely | | | | Whether they're Musical - Rhythmic, Visual - Spatial or |
| "progressed" through earlier or lower levels solely by | | | | another overly dominant Multiple Intelligence to the |
| means of "piggy-backing" off the abilities of a more | | | | extreme, these learners could tax the patience of Job |
| proficient classmate or partner. You, as the teacher, | | | | himself. They might whistle, hum, chat, talk on their cell |
| are now faced with a beginning level student in an | | | | phone, scribble or doodle incessantly. Take note of it |
| intermediate or higher level class. | | | | and learn to use it to draw them into the class and |
| Teaching Strategy: Remedial work outside of class | | | | teach them |
| contact hours is going to be required here. Reinforce | | | | Teaching Strategy: Don't fight against them. Turn the |
| work from lower levels through tutoring sessions, | | | | tables on the situation and use their overwhelmingly |
| workshops or even "extra" classes outside the | | | | dominant traits to teach them. Even if they're the only |
| required norms to help this learner to "catch up" to | | | | one with that particular learning characteristic in your |
| where they should be. | | | | class group - use it to your - and their advantage. |
| 3. The Teacher's Pet | | | | Get to know these learner types and familiarize |
| Their homework is always done, practice activities are | | | | yourself with techniques and didactics to manage |
| nearly perfect, their notes immaculate and useful, their | | | | them effectively in class before they get to you. It will |
| hands go up instantly in response to a question or | | | | make your teaching experiences all the richer, more |
| activity. The Teacher's Pet is a teacher's dream. Yes, | | | | memorable and aid you in developing as a first-rate |
| they're out there and the experience of teaching them | | | | educator. Please feel free to contact me at with any |
| is a truly memorable one. | | | | questions, comments or for more information. |