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No matter which group one is teaching, it is always important: to be aware of the students' needs; to keep things simple; to praise often; to be patient and calm; to foster a relaxed and supportive atmosphere; to encourage students to speak as much English as possible, and to notice and appreciate each student in the class. Should disciplinary problems arise, take the time to find out the cause and deal with it personally if possible. Always remember to be a shining example to the students and to be consistent and fair. Teachers should at all times act and dress in a professional manner. Teaching individual students can be challenging due to the loss of classroom dynamics and tiredness on the part of the student. Using a combination of suitable activities helps to keep lessons stimulating and productive. When teaching Business English, a teacher should follow the process of: researching the clients and finding out what their jobs entail; gather material from the company to use in lessons, e.g. letters, reports, publishing material, etc.; test the clients to establish a level; have the students fill in a \"Needs Analysis\" form; have a \"Needs Negotiation\" session to establish the syllabus; plan evaluation tests at various stages of the course and re-establish teaching requirements periodically, and complete a post-course evaluation for the company which includes course content, student evaluations, test/attendance percentages, plus suggestions for further study. Monolingual and multilingual classes differ in the following ways: monolingual students share common language difficulties, have a similar culture, can help each other in their first language, but have less exposure to English, while multilingual students share only English as a common language, have no common language difficulties, bring a range of cultural experiences to the class, and have more exposure to English as they typically live in an English speaking country.
