Confidence

People like to ask, “Are you confident” or “Do you have confidence?” For many of us, this is not an easy question to answer. By definition, confidence is to feel certain about something. However, we can have this feeling in people and within ourselves. When learning a new language, it is not always easy to feel confident. For ESL students, confidence can be a challenge when learning English for the first time. So, how can students feel confident to learn English? Here are some tips:

·         Practice and repeat: For many students this is not always fun, but it is necessary to practice your English. The more you practice, the better you will be and the more confident you will feel.

·         Think positive: Try your best not to feel discouraged. Learning any new language is hard, but if you think positive, it will give you the confidence to try.

·         Talk about it: Talking about your experience learning English to someone can be helpful. Friends, family, or classmates can give you feedback about your English. If you receive positive feedback, it will make you feel good. When you feel good, you will continue to try your best.

·         Try your best: Do not worry if your English is not perfect. Learning English takes time. When you try your best, you do your best. When you keep trying, you will do well and that will boost your confidence.

Is teacher training necessary?

I have conducted teacher trainings for new teachers and volunteers who wanted to teach English as a Second Language (ESL) classes for an adult literacy program. When asked to do a teacher training, I felt honored since I wasn’t an experienced ESL teacher. I was in my first year of teaching English classes, and didn’t feel qualified to prepare new teachers and volunteers in classroom management, lesson planning, and understanding students’ learning needs. However, I decided to take the opportunity to try and it’s been part of my career ever since. A former colleague asked me, “Is teacher training necessary?” I said yes without thinking about the question. I just thought teacher training was part of being a teacher. I learned over time that training for teachers isn’t always accessible or offered. It depends on the school or ESL program. There could be many reasons for teachers not trained to teach ESL, but I knew the need was greater than the challenge.

Teachers should be trained to know how to teach. It doesn’t matter the subject. Having a sense of how to teach, how to lesson plan, and how to communicate with students are very important. My training was through attending workshops and observing experienced teachers. This can be helpful; it was for me. However, what happens when it’s time for you to teach? I was not ready for that part. My first time teaching English to a class of 35 adult students were both scary and difficult. I froze. I even forgot how to introduce myself, because I focused on all the pairs of eyes staring at me. When I finally said, “Hello my name is…” a student interrupted me, “Where is our teacher?!” I apologized and asked who their teacher was. One student said, “We don’t want you, we want our other teacher!” The other teacher they were referring to was a volunteer who recently left the ESL program. How do you respond to students who are questioning you about something you don’t know and are angry? Despite my stomach turning upside down, I managed to introduce myself and explain why I was their new teacher. It took a while for the students to adjust to me and my teaching style (or lack of), but once they did, everything became easier.

I didn’t remember the workshops or my observations from experienced teachers. I had to think on my feet and go with the flow. I quickly learned that being able to communicate well, think outside the box, and a smile can make all the difference. Teacher training is necessary, but one shouldn’t only rely on that to be a good teacher. A good teacher is one who can incorporate what they learn and bring their personality into the classroom. Communication is key. Without it, it will be difficult to reach your students. Teacher training can help in how to plan for a lesson, and how to approach it during class. It can also help in how to manage students’ behaviors, personality traits (you can’t change this but can find a balance), and learning abilities.

In my teacher trainings, I always encourage new teachers and volunteers to be themselves. When you are yourself that is half the battle. You can work better when you are comfortable with yourself, and students will see that and go with your flow. As a result, you will learn how your students learn. As the teacher, you will be able to prepare lessons to help students learn, and the approach you will need to take to meet their needs.

Gaining trust from your online ESL students

So, how do you get online English students to trust you? This is not an easy task. To gain trust in anyone comes with patience, a willingness to show your true intentions, and by being consistent in your purpose to teach. In the online world, this is a challenge because there are millions of people saying and doing the same thing. How can students trust Teacher 1 versus Teacher 2? Majority of us online teachers have a website, a social media presence, and are offering something that will benefit our students, such as an e-book or video training series. Whether an online teacher is offering a service or a product, it is usually the same gimmick, come to me and I will help you learn English. However, to a student that sounds like, OK, sounds good but I don’t know you. How do I know you are who you say you are?

As a new online English as a Second Language (ESL) teacher, I am still trying to figure out the how in gaining students’ trust. How does any online English teacher stand out from the crowd? I have seen many websites, offers, and products that looks interesting, but it’s the same pattern…come to me and I will help you learn English. Some go as far as saying they can guarantee English fluency within a short amount of time. In my opinion, I think that’s bogus. It takes time to gain fluency in any language, and if not practiced regularly it is difficult to achieve this goal. I prefer to be honest.

I believe to gain trust from your online English students is by being yourself. Don’t be a copycat and mimic the same sales pitch as other teachers. Be unique. I work with adult students and one of the things they like is transparency. They don’t like to be treated as babies. They want teachers who take teaching English seriously, and are honest about their intentions. You don’t have to be the best teacher, but an honest teacher have a better chance to be successful than a short-lived gimmick.

Having a purpose for wanting to teach is important. That purpose should communicate to students through your website, videos, advertisements, or on social media. Students will appreciate this, and will eventually feel comfortable enough to listen to what you have to say. Once you meet your new students, you can show them the kind of teacher you are, the lessons you are offering, and the value behind your English service or product. This may not gain their trust right away, but it’s a good start. When students trust their teacher, they are more willing to learn from that teacher. Once they see the value in your offer, see your personality and your intentions, students will feel comfortable to give you (your product or service) a try.

Online Learning IS Helpful and CAN Improve Students’ English Ability

“Online learning is not real learning. It’s just an easy way out.” I have heard this statement throughout my teaching career. To many people, online learning or teaching isn’t considered “real,” but instead, “an easy way out.” Many people even question whether learning English online is effective or just a way to make quick money. I wondered why some people would feel this way. Is it because the World Wide Web is easily accessible? Is it because we can find any, if not all the answers to our questions on Google? Or, is it an easy way of learning? These are good questions with many answers. I will attempt to answer them…from my opinion and personal experience with both online learning and teaching.

It is true that the World Wide Web also known as the Internet is easy access to information. We don’t necessarily have to go to a classroom to learn something new. Thanks to search engines like Google, we can find information at our fingertips. I consider Google my companion, because I am able to find what I’m looking for at any time. However, is it just about searching for information? Does Google help us learn or teach? Online learning is just learning something online. Seems simple enough, but there is still much debate whether or not online learning is actual learning. Many even question its authenticity. I beg to differ.

From my experience, online learning is another form of learning. It is taking the traditional form of lessons and bringing it to the computer screen at the student’s convenience. You still have to read, comprehend, and study the material presented. This was the case when I completed two undergraduate programs online (I have three degrees total). Online teaching is just as challenging as teaching in a classroom. In general, a teacher still has to lesson plan, gather materials for the lesson, and know how to present it to his/her students. In the English as a Second Language (ESL) classroom, teaching or learning English is just as challenging. Students are still shy about learning a new language. They don’t feel comfortable making mistakes, or speaking to a native English speaker. Teachers have to become comfortable talking through a webcam or using software applications such as Skype or Google Hangouts. The task is the same, trying to teach a language to a learner who doesn’t speak the same language as you.

Learning English online is helpful to students, because it gives the student more freedom in how he wants to learn and can focus on specific parts of the language. For example, I had a student who wanted to prepare for the International English Language Testing System (IELTS) exam. He was an intermediate level student from Iran. His spoken language was good, but he needed more practice on how to respond to test questions. We reviewed the speaking parts of the IELTS practice test, and discussed new vocabulary. We did this through Skype, where I shared my screen (showing the practice test questions and audios) with him as we practiced. This student felt happy he was able to practice English at a convenient time (based on time difference between us), and focus on his English learning needs. I felt satisfied that I could help him with the use of Skype, the internet, and a webcam. I was able to implement my lesson without any disruption. Through practice and dedication, students can learn English online. Through preparation and interest, teacher can help their students learn online. It is a partnership between the teacher and student, how each person approaches the lesson, and showing interest in the process. In my opinion, this helps the online learning process become less stressful and more productive. Learning online is NOT an easy way out, but a CONVENIENT way of learning, especially when it comes to learning English. The possibilities are endless.

Welcome to Motivation ESL

Hello everyone! 

Welcome to my new and improved blog, Motivation ESL. On this blog, I will be sharing ways on how both English as a Second Language (ESL) teachers and students can stay motivated in learning and teaching English. As I love to tell my students, TRY YOUR BEST, because when you try your best you do your best! :)

Naysayers and Discrimination: How to cope as teachers and students

“You care too much, Dara!” “Why are you so passionate?” These are comments I’ve heard throughout my years as an ESL teacher. I’ve been accused of caring too much regarding student learning, their adjustment to American culture or general concerns. Former colleagues, auditors, or people who felt they needed to criticize me, all have accused me of being too passionate. The good news is that my students didn’t mind my caring, passionate self. In fact, they encouraged it and appreciated my love for teaching English, and helping them in the process.

Naysayers

By definition, a naysayer is a person who says negative things to another. Naysayers are people who tend to be negative towards other people, whether it is their behavior, attitude, actions, or personality. Sometimes, naysayers can be our best friends or our worst enemy. It depends on how you handle the situation. In the ESL field or inside the classroom, there will be naysayers. They can be colleagues or classmates. So how do we handle the naysayers? It’s simple. Don’t take it personal.

Sometimes a naysayer will say something that will bother you. That person may have good intentions, but their comment may upset you. Ignore it and move on. If the naysayer is saying something rude or insulting, definitely ignore it. Try not to argue with them, because it will only make the situation worse. When naysayers tell me I care too much, I simply ignore them. Always be true to yourself.

Naysayers can easily become haters. Haters are similar to naysayers except they express hate towards you. This is the worst kind of "naysaying." When confronted with a hater, ignore them as well. If you decide to confront a naysayer or hater, use caution. Again, these people may want to see you upset or start an argument. Don’t allow your blood pressure to raise over their ignorance or foolishness.

Discrimination

Discrimination is something we all face whether we are teachers or students. Sadly, it is apart of life. Teachers can be discriminated by fellow teachers, even students. Students can face discrimination from their teachers or classmates. So how does one know they are being discriminated? Discrimination is to expresses dislike or mistreats another based on how he or she looks, their culture, religion, gender, sexuality, race, disability, anything that makes you different from another person. 

For example, if you are an ESL student with a speech impediment, another student may laugh at the way he speaks. As a result, that student may not want to interact with him, or ostracize him from group activities. Another example is a Muslim student who wears a jilbab, and the teacher demands that she takes it off while in class. Lastly, a student complains to the administration of the ESL program that his teacher is too fat and wants another teacher. These are examples of discrimination. This happens both verbally and through actions. When this happens, tell the supervisor or someone who is in charge of the ESL program or school. Don’t be silent. 

Discrimination is against the law in many countries, especially here in the U.S. It is wrong. Discrimination should not be allowed inside or outside the ESL classroom.

Remember to always stand tall.

What inspires you to teach or help others?

I’ve been asked this question throughout my teaching career. Let’s start with the word, inspire. To inspire is to encourage, motivate, to empower. It is the ability to share knowledge, share love, share compassion, to share a part of you to help someone else. For me, teaching English as a Second Language (ESL) to adults is my passion. It inspires me to help people learn English, and empower them to use the language in accomplishing their personal or professional goals. I love helping people in general, and I believe through education, I am able to do just that. Helping people is a self-less act.

I wanted to get some perspective about what it takes to teach or help people from a different point-of-view. I had the pleasure of interviewing, Alisha. She is from Vancouver, Canada and is a volunteer tutor with the Vancouver School Board Reading Coach program and the Big Sisters of Canada Tutoring program. This is her story.

What kind of tutoring do you do?

The type of tutoring that I am currently involved in is the Vancouver School Board Reading Coach program and the Big Sisters of Canada Tutoring program. The VSB Reading Coach program requires me to target ESL/ELL students that are immigrants or refugees that have recently arrived to Canada with little to no English skills. The program’s main goal is to improve these kids ability to read English and comprehend what exactly they are reading, as well as to carry out a basic conversation in English. I have been trained to use games, and various ESL techniques to help the children expand their capabilities.

The Big Sisters of Canada Tutoring program targets young, at-risk girls because they are seen to be the highest at academic failure. This program’s main goal is to give a little girl (a-k-a “little sister”) an older female role model (a-k-a “big sister”) who she can look up to, and talk about her academic fears and goals at improving her education. This program has made me change how I tutor. Some days we play educational games. Other days me and my ‘little sister” do worksheets, or just draw and talk about what is going on in her life. This program is about empowering the little girl and helping build her self-confidence rather than just tutoring her. I tutor my “little sister” in areas such as math, spelling, grammar, reading, etc. The subjects I tutor her in range from week to week, as she has trouble with different things, and doesn’t like to stick to a single subject. She gets bored very fast. On days that my little sister feels like she can’t concentrate I quickly improvise and make up a game or bring something with me to pass the time with her.

What are the age group of the people you help?

The kids I currently tutor are from ages 10 to 17.

Why did you become a volunteer?

Although, I am currently doing these two types of tutoring programs I have actually been tutoring since the age of 13. I naturally had a knack for explaining things to my younger cousins and brother, and this spread to my peers especially when I was in college taking advanced physics and college math courses. One friend told me I would make a great tutor, and just decided to apply to volunteer and tutor kids.

Growing up, I did not have anyone to look up to who acted as a role model that encouraged me in my academic pursuits. Due to this lack of role model in my life, I had always failed at school. My peers, teachers, as well as some family members, labelled me as having a learning disability. I grew up in a toxic environment that belittled my self-worth and confidence. This low self-worth and lack of confidence reflected in my schoolwork, and as a result, I lacked self- efficacy in all aspects of my life.

I eventually had gotten tired of feeling bad for myself while in college. I decided that if I didn’t believe in myself, that would be the only thing that will hold me back, not the opinions of other teachers and family members around me. I got my act together and worked hard. I met teachers in college who actually cared, and saw an improvement in my mood and grades! I realized that the single reason I was failing at my academics was due to my behavior and negative mindset, and knew that I could achieve anything if I persisted and ignored those who tried to put me down. When I gained this newfound confidence, I ached to help those who were struggling in school as I was, and I wanted to help show them that anything is possible if you truly believed in yourself.  I wanted to be the change in the world that allowed a child to go to school and feel like someone cared about their progress and their ability to succeed. I craved to give others what I had lacked when I was younger.

What inspires you to teach or help others?

What inspires me to help is seeing that children in third world countries not having the same access to education and basic needs like water, food, shelter, clothing, etc. This makes me want to reach out and help in any way I can. My culture is very patriarchal and misogynistic of girls acquiring a higher education. The expectation is by a young age, females are to be married and raise a family. They are discouraged from going to school. I was lucky to be born in a first world country where I have a mother that encouraged me, and paid for me to go to school. Specifically, I want to help young girls who might be going through a misogynistic patriarchal social system. I want these girls to break free and deny stereotypes and gender roles of what a real woman should or should not do.

What inspires me to teach is seeing people not having access to education due to their biological makeup. This makes me realize that I have lived a sheltered, privileged life. It is people like me, who are privileged, who should use their efforts in places where people have had their voices taken away from them, and are being stepped on by those who wield greater power. I believe that if you are able to help anyone in need, you should always do that. You can only change the world by reaching out to another, making a connection and showing someone, you are there to support his or her journey in life. Going to school is a universal human right not only a man’s right! Thus, if I can help a young girl in a situation like this in any way or help her gain confidence in her academic ability, than I would die happy.

How can ESL teachers encourage each other?

As ESL teachers, we are faced with hectic schedules, lesson planning, teacher meetings, and helping our students learn English. It can be both a stressful and rewarding experience. Throughout this process, we encourage our students to keep practicing their English, and to try their best. Yet, how do we stay encouraged?

Avoiding burn out

We will experience this at least one time in our teaching career. Burn out is when you feel overwhelmed, exhausted, and stressed out. It can cause you to dislike or make you not want to continue teaching. This is when encouragement helps. If you are working with a staff of teachers, it’s important to encourage each other. Saying things like, “Keep up the good work,” or “You got this,” can be a boost to a teacher’s morale.  Sometimes offering assistance or advice can also be impactful. 

For example, there’s always that one thing we stumble on whether it’s explaining a grammar point, creating an in-class activity, or assigning homework. If you are a new teacher, this can be quite intimidating. Experienced teachers understand and can assist their new colleague. However, experienced teachers have the same challenges. Offering a helping hand really assures the struggling teacher that he/she can do well (even if they don’t know what they are doing)!

Teacher meetings

At most work sites, supervisors will have staff meetings. These meetings tend to be formal. However, teachers can have their own meetings where they discuss their accomplishments and frustrations. It’s informal and a way teachers can offer encouragement to each other. The best part of these informal meetings is they can happen over coffee or a place outside of work.

Honesty

Always be honest. Teaching is hard work. It is okay to be honest about your hardship in the classroom. If you feel comfortable confining in a colleague about a problem, that’s okay. Trust is important. You want to share your difficult moments with someone who is non-judgmental and expresses empathy. You never want to pretend how you feel. There are ways to express your frustrations without being unprofessional. You may be surprised that you are not alone.

Feedback

Ask your students for feedback about your teaching style. This may feel uncomfortable, but there are ways to get feedback from students without feeling embarrassed. Turn it into a lesson. For example, suppose you are talking about workplace issues and you are the supervisor. You may give a scenario where students are the employees and they must share their thoughts on a specific issue. In doing that, you can turn it around and ask, “So, just like you gave feedback to a supervisor, how would you give feedback to me as your teacher?”

This works if you are comfortable turning it into a discussion. If you don’t want to do that, you can assign students to write about their experience. This will allow you to not only check their writing skills, but learn how they feel about you and your teaching style. If you don’t receive positive feedback, try not to feel bad. You can use that to improve. I used to ask my students, “What can I do to make your learning experience better?” Students liked this question, because they told me what they wanted and in turn I learned how to improve my teaching style.  This is encouraging for both the teacher and students.

When we tell our students to try their best, apply that to yourself as a teacher. Stay encouraged and know that you ARE making a difference.

"Teacher, I want to speak fluent English" How can students increase their English fluency?

"Teacher, I want to speak fluent English." This is a statement I've heard throughout my teaching experience. It's a good statement and students have the right to express this to their teacher. However, it can be a challenge to explain how students can speak fluently. Depending on the level of the class, developing fluency will take time and depends on the student and how the teacher conducts his/her lessons.

I am no expert on how to become fluent in any language, but with practice and patience, becoming a fluent speaker is possible. Here are some tips and ways I have used to help students in their journey to becoming fluent English speakers.

Practice speaking English every day

Before I begin a lesson, I would write “chit chat” (chit-chat means conversation) or "talk time" on the board with a question or topic statement. For example, on Mondays, I would write “How was your weekend?” on the board. Instead of standing in front of the class, I would sit down or we all sit in a circle and discuss our weekend. Sometimes, the conversation would expand from the weekend to a specific topic or event. Students liked our chit-chats because it allowed them to speak freely (formally and informally) about things that interested them. For lower level classes, I would guide the students by asking specific questions like, “What did you do last weekend?” If students were shy, I would start by asking, “did you do your homework this weekend?’ From the “Um…” comments or giggles, I knew their answer. The more students talk, the more fluent they will become. The best way to do this is by including topics students like to discuss. This will also reinforce their grammar usage, vocabulary, and sentence structure.

 

Field trips

Taking your class on a field trip not only helps students practice English, but introduces them to new experiences. Visiting the library, museums, or cultural events allow students to learn about people, places, and discover new interests. In New York City, we have so many things to see and do that even taking the subway is an adventure! When my students and I would take the subway, questions about the history of our transportation system, or reading the train map became an instant discussion. 

Restaurants are also a great way to practice English. Students get to try different foods, practice placing an order, as well as enjoy a delicious meal. For teachers, this is a nice way to incorporate the experience in lessons. I used to give homework assignments where students wrote about their field trip and why they liked or didn’t like the experience. As part of the assignment, students would read their homework in front of the class. This helped them practice presentation skills. Some students would present a menu or a subway map as part of their assignment.

Encouragement

Encouragement goes a long way. Students will feel frustrated. This is part of the learning process. If you have students that feel upset about not speaking fluent English, don’t despair. Encourage them to keep practicing and assure them that they WILL become fluent speakers. Don’t make guarantees. This is a mistake I think teachers make, because no one can put a time limit on fluency. Everyone learns at their own pace. Some students can speak fluent in a short amount of time, whereas for others it may take longer. However, if students feel encouraged to keep learning and practicing their English, they will become fluent in the language.

Another thing to keep in mind is, some students will be fluent in different areas of English. I’ve had students who were fluent in English writing and reading, but not in speaking and listening. There are many reasons and factors for this, such as, previous schooling, employment, or environment. This doesn’t mean those students won’t be fluent in speaking English, it may take some time and vice versa. As long as they feel encouraged through the process, fluency is achievable.

The many ways of saying “Hello, how are you?” How to break the ice in the ESL classroom

"Hello, how are you?"

Hello, how are you? This is a greeting that is most commonly said to someone we know or meet for the first time. In English, we have the formal and informal ways of saying “Hello, how are you?”

For example, the formal way is “Hello, how are you?” versus the informal way “Hey, what’s up?” We use the informal way of saying “Hello, how are you?” when we are talking to people we know like friends. However, be careful using this with everyone. It is considered impolite to say, “Hey, what’s up?” to people you don’t know, or people in authority such as family or professionals.

As teachers when we first meet our students, sometimes getting them to talk to you is a challenge. The same happens for us native speakers. No one feels that comfortable being the first person to say hello in a group. We all feel some form of shyness when talking to someone, especially in another language. As teachers, it’s important to relate to our students. One way in doing that is by learning something in their language.

You can ask your students, “How do you say, ‘Hello how are you?’ in your language?” This is a great ice breaker, a way to get students talking. If it’s a low level class, you may want to practice saying, “Hello, how are you?” first. If you know how to say that in the students’ language (s), you can say it. This will show a connection between the two languages. Not only that, this may impress your students for being able to speak in their native language.

Here’s an example from an ESL class I taught some years ago. I taught in Chinatown, NY and majority of the students are from China.

Me: Hello class, how are you?

Class: [Silence]

Me: Hello, how are you? Lay ho mah?

Class: Lay ho mah? Lay ho mah? [Laughter]

Me: Hai (yes), I know some Cantonese. So class, how are you?

Class: Good

Me: Ho ho ah! (Good)

Class: Hai ah! (Yes) [Laughter]

The students were happy I was able to translate “Hello, how are you?” into Cantonese, “Lay ho mah?” Most of my students spoke Cantonese. A few students only spoke Mandarin. One student said, “What about Mandarin?” I said, “I don’t know Mandarin. All I know how to say is, ‘Ni hao’” (Hello). The student smiled, gave me a thumbs up and said, “Good job!”

This brief language exchange allowed the students to feel more comfortable with me. For the rest of the semester, I learned more Cantonese and some Mandarin. I loved it, because they were learning from me, and I was learning from them.

I encourage you to have a language exchange with your students. It’s not only fun, but a great way to learn from each other.

Check out the video about this topic on my ESL video series via YouTube here

“Teacher, why are you so fat?” How to cope with uncomfortable questions

“Teacher, why are you so fat?” This is a question I get asked often. It’s a question I didn’t know how to answer when I first started teaching ESL. It’s a question that can still feel uncomfortable to answer, but after years of being asked about my weight I know it's unavoidable.

The word “Fat,” is a common word around the world. In many countries and cultures, calling someone fat is socially acceptable. However in American culture, not so much. We cannot avoid the word or make people stop calling people “fat,” just because we don’t like it. It is bound to happen whether we like it or not. As teachers, we have to find a way to let our students know what the word “fat” means, and HOW it affects people when called that.

This is a difficult subject to discuss for many of us who are considered “fat.” I am considered fat based on society standards. To some people or in some cultures, I would not be considered beautiful, because I am “fat.” It is unfortunate. I experience this in my own culture and country as well. So how does one cope with being called, “fat” and how can teachers respond to uncomfortable questions from students?

Turn it into a lesson

This can be a challenge. It all depends on your approach. One way to answer a student’s question that feels uncomfortable is by turning it into a lesson. I always like to answer a question with a question. For example:

Student: “Teacher, why are you so fat?”

Teacher: “Why do you say I am fat?”

Student: “Because you look fat.”

Teacher: “What is fat?”

Sometimes asking students questions helps them to interpret and think about what they are saying. It’s also a good way to transition their question into a lesson. I like to use a bubble map to brainstorm ideas about a topic we are discussing. In this case, I would write the word “Fat” in the center bubble, and ask students what they think fat is to them. There are no right or wrong answers in this activity. This is just to get some ideas.

Then, you can tie it into a lesson about describing people, discuss adjectives, draw or show pictures of people who look different; there are many ways to turn the question, “Why are you so fat?” into a lesson. You can do a conversation practice where students describe each other.

Tip 1: When you are discussing the word, “fat,” make sure you let students know the cultural differences in using this word. For example, in American culture it is considered insulting or impolite to call someone “fat.” This is a good cultural awareness discussion, because students need to be aware that not all people take kindly to that word.

Tip 2: Make sure you give examples of the different adjectives or ways we describe people who are considered “fat.”

Some adjectives are, but not limited to:

Plus size

Heavy set

Curvy

Big boned (not commonly used)

Full-figured (more commonly used for women)

Chubby

If you are NOT comfortable talking about the word, “fat,” you don’t have to turn it into a lesson. If you feel uncomfortable being asked about your weight (it could be any weight class: fat, skinny, etc.), you can simply tell your student you don’t feel comfortable answering their question.

Tip 3:DO NOT PERSONALIZE

Try not to take uncomfortable questions personal. Sometimes students are just curious and are not trying to be rude. However, if you sense that a student is being rude or impolite in their line of questioning, let them know. Never get into any arguments with your students. Always maintain your professionalism.

Remember, you are in charge of your classroom. Use good judgment when answering uncomfortable questions. Always be honest and if you don’t feel comfortable, let your students know that. They will respect you for it.

For more tips and advice, check out my latest video from my ESL video series here.