E: Tutoring Tips 3

Having a good lesson plan is a starting point. How successful your lesson is will be determined by how you implement your plan. Consider using some of the suggestions below.

  • Speak at a relaxed pace, but not unnaturally slow.
  • Use the correct intonation.
  • Do not speak too loudly.
  • Do not over-articulate (unless you are teaching pronunciation and are drawing attention to a specific sound).
  • Monitor your sentence length. Try not to speak in long sentences.
  • Use complete sentences. Do not say anything to your learner that you would not say to anyone else. It is not in the learner's best interest to hear questions like, "You go movie?"
  • Use linguistic cues such as "look" and "listen" to emphasize important points.
  • Use visual aids such as objects, pictures, and maps.
  • Draw or sketch whenever appropriate.
  • Act (especially for things such as verbs).
  • Use facial expressions to help you communicate.
  • Use methods that emphasize all learner preferences.
  • Use audio aids (taped dialogues) when appropriate.
  • Try not to use too much filler when first starting with a beginner student. "Filler" refers to words that have no real meaning. (example: And, uh... let's see here... hmmm... yeah, now... this is an... uh.. apple.)
  • Paraphrase what your learner has said when you do not understand. Restating what your learner has said will give her an opportunity to clarify what she has said to you. It also allows her to see how a native speaker is interpreting her message.
  • Check to see that your learner understands what you are saying. Learners can be very polite and may not want to interrupt you while you are speaking. Ask your learner to paraphrase what you have said or ask questions to get feedback.
  • Repeat when necessary but repeat your sentence using slightly different words. Do not repeat the exact same sentence over and over again. Find other ways to express your idea. It may be one or two words in your sentence that are causing difficulties for your learner.

3 Barbara Law and Mary Eckes, The More- Than-Just- Surviving Handbook: ESL for Every Classroom Teacher. (Winnipeg, Manitoba: Portage & Main Press, 2000) p. 72. Copyright © 2000 by Barbara Law and Mark Eckes. Used by permission of Portage & Main Press.