Possible teacher action for Speaking issues

Please read these quotations from teachers. When you have finished go to the next activity
on the course.
Teacher 2: If this is a problem for lots of
Teacher 1: When I see this in my class, I pupils, I make a note to include an
sometimes stop the activity and give activity with input about the topic (e.g. a
instructions again in a different way. Then reading text) in the next lesson. I often
I check them carefully before restarting then repeat the speaking activity.
the activity.

Teacher 3: To avoid this problem, I always give

models of language to the whole class before a
speaking activity. I often write the target
language (the language I want pupils to use) on
the board to support less proficient pupils.
Teacher 4: I often use a communication
regulator, such as contribution cards, which
pupils ‘use’ when they say something in a
group – when all the cards are gone, they
can’t contribute any more!

Teacher 5: I try to use the pupils’ ideas as

much as possible. If there is a chance they
can choose a topic to focus on, then I always
take that opportunity!
Teacher 6: I have a traffic lights
system. When the lights are green,
they can use some L1; orange and they
use as much English as they can, but I
allow some L1. When they are red,
Teacher 7: When I see this, I note it though, they must use only English.
in my class notebook, and try to group
pupils differently next time, e.g.
pairing pupils who are friends
together.

Teacher 8: I always monitor carefully and give pupils support and plenty of
praise individually, especially to quieter pupils. Then I make sure to give
praise to the class after an activity (assuming they tried hard, of course!).

Teacher 9: I regularly ask pupils to self-assess

their speaking. The criteria can focus on both
accuracy and fluency. If there is a fluency-
focussed activity, I ask them to self-assess using
only the fluency-focussed assessment criteria.
Teacher 10: I never force a pupil to speak, especially not in
front of the class. If an individual doesn’t want to speak, I talk
to them (in L1) to find out what the problem is, then help
them gradually develop confidence to begin to speak in
English. Then support them as they do so more and more.