Teaching in Saudi Arabia Part Six: Additional Advice and Concluding Comments

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We ended our survey with an open question asking for additional comments and suggestions and received a number of revealing and informative comments:

“As much as my professional self would prefer to shy away from this practice, the students I taught responded to me the best when the lines of teacher and friend were slightly blurred. We don't need to, nor should we, ingratiate ourselves to them, but they will generally work harder when they feel a great deal of support and appreciation for their efforts, as well as a general concern for their personal and scholastic happiness.’’

 “Always teach and treat, all of your students with respect be firm but fair - the same rules apply in Saudi Arabia as elsewhere. Be realistic about their levels of motivation and don't expect their levels of participation to be as high as in other countries continuously try to ensure you have their interest by developing as many fun activities as the curriculum allows!’’

“Always have an open-mind. It can be very difficult, but students know when you are rejecting their ideals. Once they see you don't accept them, they will be difficult. That applies to all students around the world.’’

Concluding Comments

We found it a very useful and informative exercise to poll teachers at the end of a semester about their successes and suggestions for effective teaching strategies. We hope you feel the same. In summary, the responses indicate that standard TESOL and CELTA techniques for teaching and class management work well in Saudi Arabia, as they do elsewhere (kinesthetic and interactive activities, using additional realia and material in addition to the text, using a constant variety of activities and formats: group work, pair work, individual work, open class work). Some specific differences lie in the increased amount of time spent engaged in classroom management activities in Saudi Arabia compared to other countries (dealing with cell phone usage, attendance policies, chatting in class, participation issues) and the need for a wide variety of management tactics applied on a constant and ongoing basis. Another difference is the need for relationship building with students on an individual level. Other, universally accepted, professional teaching practices work well here too, including staying positive and enthusiastic, smiling and not losing your temper and treating the students and their culture(s) with respect. It is important to be friendly, professional and approachable. It is useful to be organized, use interactive activities and constantly changing types of activities and delivery methods for lessons.

Teaching in Saudi Arabia Part Five: Student motivation strategies

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We asked teachers what they had found worked well to motivate their students, and here is what they suggested:

Tips on how to get your students motivated:

“Find out the students reason for studying and what they enjoy then work from there. But some girls here really don't want to be motivated so don't take it personally when everything you know doesn't work.’’

“Be strict. These girls are not attending university because they want to. They are attending because of social pressure and because they get paid to come. Some even come because they have nothing better to do. Its important to make the class entertaining and be very strict with discipline. These girls lack punctuality, classroom respect, and ability to be consistent in their work and submission. Its important to start off the in classroom strict and clear of expectations.’’

“Your personal relationship with your students first and foremost - I personally have found that when you make 'contact ' with your students - ie you've got to know them and have 'got through' to them - ie effective communication - you will have got their attention, and respect - you're halfway there........this helps you to continue giving them examples of how improved their lives can be it they learn English!

“Examples of how much easier job-hunting will be - how much more enjoyable travelling abroad would be reminders of how proud their parents and family will be of them.... etc’’

“Marks - real or imaginary. If you want them to do it, hang a mark on it. Sadly, I haven't found anything else - not fun, food, or anything overly English related. They do enjoy sharing info about Saudi - places to go, things to see, animals and such, and doing make-up and nails.’’

“Using realia. They get bored easily and their classes are long. It is also a new form of education to them where they have to work for themselves and think for themselves. So putting things into context and using reali life situations, makes it more interesting for them.’’

¨I have found that if students were not already motivated, there was nothing I could do. Wish there was a magic wand for this one!´´

“Being enthusiastic and persistent, consistent and not taking everything too seriously. Fun and passion in what you're talking about are infectious.’’

“Talk to students about future goals and aspirations, help them to envisage this and how English can be incorporated in their dreams. A lot of the students' want to be translators and doctors, so the teacher could demonstrate a day in the life of one of these people (via interviews on youtube etc.) and ask questions about why English is important to learn and the benefits etc. If students can see tangible results, they are more likely to feel motivated and want it for themselves. Also showing strong female role models from the Arab world. My students were inspired by a Qatari Shaykha who did a lot of humanitarian work and supported womens' rights.’’