My Teacher's Strict, But I Need It

This piece is about using discipline when teaching English to adults. Examples given are from real experiences in the Netherlands. The title above is a loose translation of a comment a student left on a midway evaluation for her English course.

If it doesn’t kill you, it makes you stronger

One explanation why some adults need discipline in classroom situations is perhaps that they lack self-discipline. Or they may need a gentle push in the right direction, which could point towards a lack of self-motivation. Then there is the good old leaders vs followers distinction, and there is always someone who owns up to be the latter. Though there are many different elements to strictness, which will be explored in a subsequent paragraph. One student may be easily distracted and another may lack structure. The attitude or mentality they bring to the table when they turn up for the lesson impacts their learning. Let’s say student A furiously takes notes, asks plenty of questions, actively participates in all discussions and always does his/ her homework compared to student B who does none of the above; the difference on their learning outcomes will likely be considerable.

Whip you into Shape

Although the teacher is not a Sergeant Major and needn’t be cruel to be kind, in this line of work, one school of thought is that the teacher should always clearly represent the authority figure. Further, there shouldn’t be any breakdown in the teacher vs student dynamic. In other words, the teacher should always be in charge. This will hold him/ her in good stead as a rule of thumb. Of course, there are exceptions. It could be that the culture of the country where a teacher teaches has a very different approach to discipline. Namely, in the Netherlands, it is quite common for companies and their employees to have a more laissez-faire outlook on life; at one such organisation, one student mentioned how managers at the company do not tell the staff what to do, but ask them for their opinions, which is in keeping with the Dutch polder model meaning a consensus approach is propagated. Otherwise, with one and one lessons a bond could be formed between the two parties or/ and, somewhere down the line, the teacher thinks the student can be given more trust. Thus, putting his/ her guard down.

An Authoritarian Author?

Strictness is in the eye of the beholder. It could well be that setting boundaries gives the impression that the educator is strict. By way of illustration, a principled purist would practice what they preach. So maximum exposure to the target language at all times without fail will pay dividends. Or that missing homework will result in a message being sent to the Project Coordinator, for instance. To another, it may be attention to detail or the extent to which corrections will be made. Yet another perception would be issuing warnings, i.e. what happens if you don’t practice, if you don’t do self-study between lessons, if you speak in the L1 or if you don’t take notes and so on and so forth. Not to mention learner expectations, which can also extend to cultural differences. A learner may be used to a more draconian approach so expects it. Or their own cultural norms may dictate how they perceive education and the manner in which languages should be taught.

Lead By Example

Some of us are determined, disciplined and driven individuals whose characteristics spill over into our role as a teacher. This personal element is also largely dependent upon the way that individuals control themselves. Using humour in the right places can help to break the ice and show that the course leader is human and has a sense of humour. Furthermore, the students should know they are in a safe learning environment and can speak freely but within the boundaries. To name but a few, not speaking when instructions are given could be construed as a rule or keeping to a deadline, i.e. submitting a writing assignment as time is set aside to write an overview of mistakes, which the class can go through together. Lastly, making it clear that questions should be asked when a matter first arises and not left to fester as this can cause problems further down the line. One point to bear in mind is whether there is back up from the institution or not, as, even with the best will in the world, without support from the organisation in question, the rules cannot be enforced and then you could potentially be left powerless. With this last point in mind, a careful balancing act may be called for in reasoning with members of the class who cross boundaries and who may even be considered as troublemakers. To end on a positive note, most adults tend to behave themselves and do what they need to do; although, if you are a tad cynical you may concur that it’s the exceptions to the rule you have to watch out for.