Teach English in Qifeng Cangzu XiAng - Zhangye Shi

The use of \"rewarding\" is a very vague buzz word. I think this unit loses focus at times, as it goes above the 'beginner' level at times within the 'beginners' section of the unit. I thought the ideas regarding managing attention seeking students, were great. I'm curious why it was recommended that teachers give students \"extra work\" to catch up with their peers in a beginners class. In an earlier chapter it was discussed to NOT teach at the level of the more capable students. It was suggested that potential instructors first attain classroom rules, particular to the classroom they may be teaching in, prior to accepting the job to teach there. From this, I gather that the writer has never actually applied to/worked abroad before. In the majority of cases, this is absolutely impossible, as ESL instructors usually accept the job/placement (city/town/rural), and receive no additional information until after the job has been accepted. After this, it can still be very difficult to attain particular classroom specifics prior to departure. Additionally, the majority who work abroad work within multiple classrooms in multiple schools. I 100% disagree with the statement, \"Do not have favourites\". This statement negates the human element to teaching. Favourites within classes will naturally occur. I think it's important for instructors to accept that this can/will happen, as this fosters self-awareness instead of self-denial. From this awareness, one can better regulate themselves to better encompass everyone, and to not give preferential treatment to one or a few favourited students. I think it's important to use the students' mother tongue at times to assist in understanding within beginners' classes. It also helps the instructor to know if the students understand something. I simply teach in English, and when teaching a new word/phrase I ask the students to translate it for me. I appreciate the recurring suggestion to do a needs assessment. However, I think they ought to be anonymous. This means, no details whatsoever, besides their learning needs, and instead of handing it into the instructor, they write their needs on strips of paper, and place them into a box with a small hole on top. I personally allow them to use their native tongue, and I get someone else (not connected to the students/institution, and speaks both languages fluently) to translate them into English. I also think a prepared form can produce flawed results, and some students may not understand all the English but circle/write a response anyway, so their peers think they understood. So, although it may not have been intended, the form supplied within this unit actually DOES test the students' reading/writing levels, but the results are not reliable. I like the suggestion to use \"ignorance\" as an advantage to elicit communication/rapport building within business English classes. I personally disagree with giving homework, as it could foster hatred for the language. I don't want to add to the pressure that many already deal with within their culture. Nor do I want to come off as a neo-colonialist. I also think this unit ought to discuss mental health. Many countries abroad don't have similar perspectives on mental health, as western societies do. So, teachers WILL have these students with unique needs in their classes.