What follows is a series of posts that summarize the findings of an anonymous online
survey conducted by Sarah Dubois and Marianne Graff in June 2012.
We surveyed
teachers working in Saudi Arabia and received 22 responses from women and 4
responses from men working in a university preparatory program (like grade 13,
with an intensive English course component).
We have broken it into 6 posts, filled with direct quotes (anonymous) from the participants, for easier navigation and
discovery.
Part One includes a general summary and advice based on the overall findings. Part Two, Three, Four, Five, and Six include direct quotes gathered anonymously from participants with more in-depth and personal advice and suggestions.
1.
Part One: Introduction and Summary Of Overall Findings
2.
Part Two:
Teaching strategies that have worked well for other teachers teaching in Saudi
Arabia
3.
Part Three:
Activities that work well to keep students on task
4. Part Four: classroom management tips
for new teachers
5.
Part Five: Student motivation strategies
6. Part Six: Additional advice
SUMMARY OF OVERALL FINDINGS:
TEACHING STRATEGIES FOR SAUDI ARABIA
Here are some strategies for teaching in Saudi Arabia
suggested by the 22 teachers who participated in an anonymous online survey
conducted in June 2012 by Sarah Dubois and Marianne Graff.
The questions asked were about teaching strategies that
worked well in Saudi Arabia based on personal experience, what worked and what
did not, lessons learned, and questions about specific strategies for getting a
class back on track, classroom management tips and student motivational
suggestions. We also asked for general comments.
What follows is a summary of responses grouped into three general
areas for easier reading.
TEACHER ATTITUDE
Don’t lose your cool
Teachers overwhelmingly said that the students reacted
poorly to approaches that the students perceived as authoritarian and punitive.
Students responded well to praise and encouragement and poorly to raised voices
and power struggles (e.g. over cell phone usage). Specific comments made
included: don`t yell, don’t embarrass or single out students in front of others
for punishment, and always remain calm. Many warned against treating the
students like children. Giving respect as a way to get it back was suggested by
a number of respondents.
Be open minded
A significant number of teachers remarked that it was
important to keep open-minded and enthusiastic. Students seem to quickly pick
up on a teachers’ negative feelings and
thoughts and if their culture is being rejected. Some responded that it helped
to admit you were new to Saudi Arabia, and ask that students to tell you if you
do something that is not culturally sensitive, and to be willing to learn new
things along with them.
Be open and personal
It was striking how often teachers mentioned the importance
of building relationships on a one to one, individual basis. Many suggested that
it worked well for them to share some personal details with the students to
help build rapport, and let the line between teacher and student blur more than
perhaps is necessary in other places in the world.
Interestingly, we noticed two opposite trends in the survey
results on this point: while many suggested that teachers should develop a personal,
caring and supportive relationship with students, a significant number were
adamant that you had to be their teacher and not their friend, indicating that
being firm and strict was the best way to maintain respect and control in the
classroom. It seems to us (the authors) that striking a balance between these
two extremes, by maintaining a friendly, kind, and approachable attitude, while
staying professional, calm and consistently firm, is perhaps the key to successful
teaching in Saudi Arabia.
Be flexible
Getting to know students on a personal basis was suggested
as a useful strategy for motivating students. Tailoring lessons to meet their
needs and interests with extra materials such as video clips, realia like
newspaper articles, and website content (with approval) was mentioned as very
helpful. Changing the flow of the lesson as needed depending on the reaction of
the students was strongly encouraged.
Don’t take it personally
Since English is a required course and students are paid
according to their attendance, many students may not like English or be
motivated to learn it, no matter how much or how often the lessons are modified
to interest and suit them. It was suggested to accept that everything you try
may not work, and what worked one day may not work the next. Continually trying
new tactics and activity ideas and helping the students see how learning
English fits into their larger education and career plans may help. It was
noted by some that if the students were not intrinsically motivated, there was
nothing you could do. Don’t take it personally. Focus on the students who are
wiling to learn and move on.
CLASSROOM MANAGEMENT
Be Firm but Kind
It was noteworthy how many respondents said that it was
important to set ground rules the first day of class, and stick to them. Being
understanding, but firm, and calmly repeating the ground-rules daily and applying
them consistently until learned was a tactic reported by many of the teachers
surveyed.
Constantly Mix It Up
It works well to make activities as interactive as possible
according to the many teachers polled. A large number of teachers noted that it
worked well to constantly mix the students up and do a variety of activities
including pair-work, group work, and changing the seating plan on a regular
basis such as once a week. The students may not like it, preferring to sit with
their friends, but it keeps chatting down and helps keep the whole class
focused and actively participating.
Roll with it
A significant number of teachers reported that it worked
best to quietly wait during a rowdy spell for it to pass naturally, rather than
shout over top. One noted that if you
try to stop an animated conversation going on in Arabic, they will just whisper
and continue. Staying rock still, turning off the lights, and letting students
police themselves to quiet the loud ones were suggested as effective techniques
to regain focus and control of a class without losing dignity and respect.
Be Realistic
Closely related to the ideas of being flexible and reacting
to student needs as they arise was the suggestion to resist the urge to do
‘’just one more thing’’ because it was in your lesson plan, and there is time
to squeeze it in. It was recommended to always remember where the students are
at in their day, the week and term overall to reduce your stress when things
don`t go according to plan. A number of teachers recommended using activities
that require movement, especially in the afternoons, and taking a 5 minute
break in class, using this time to do exercises or letting students take
bathroom breaks.
Avoid complicated instructions
A handful of teachers commented that some of their lessons
flopped due to complicated instructions or the fact that instructions were not
clearly delivered at the beginning. One respondent noted that it was very
important to consolidate instructions at the start of an activity especially if
critical thinking was involved.
Make it into a Game With Points or Hang a Mark on It
A large number of teachers noted that the students here
thrive on team work, and that points-based activities worked well. Others suggested assigning marks in order to
motivate students to complete a task.
GENERAL ADVICE
Many mentioned
abandoning your preconceived ideas about teaching since the students here have had a very different
learning environment than anything in the west. Specifically, the students here
have not had the same style or degree of critical thinking and analysis worked
into their education, and have learned by repetition and rote.
While one respondent commented that perhaps the TESOL and
CELTA techniques were too soft and perhaps ineffective given the cultural and
educational background of these students, a significant number reported that
the TESOL and CELTA techniques they had learned in other places in the world worked
well here too.
Overall, respondents reported that being kind but firm, setting
ground rules and sticking to them in a calm, persistent yet kind way, getting
to know the students personally and continually trying new activities and management
strategies worked well, based on their teaching experience in Saudi Arabia.
END OF SUMMARY
If you have additional comments, please feel free to add a
comment at the bottom.
