This week I've been busy writing my teenage students' reports for their parents to read about their children's performance and progress in their learning of the English language. It's still a challenge for me to create mental parameters as to the areas I teach: oral language, reading comprehension and grammar. Without doubt the most complicated area is oral expression as I deal with teenagers who feel reluctanct to speak English in front of their peers for fear of looking ridiculous, who instinctively speak their native language and I need to react quickly and insist in their using English in the English class. I've found out that I can break a Guinness Record in the number of times I say "in English, please!" in the classes any time free conversation is developed.
I've shared my experience with a colleague and friend of mine who told me that after assessing her students the school where she works organised a parents' meeting to exchange ideas and solve queries parents may have as to their children's progress in learning English. During the meeting, that friend of mine, who had taken tests to her students to measure their performance, felt that some parents were using the test results to assess her performance as a teacher.
I'd like to know about other teachers´experience so I've created a WallWisher I'd like to share with you so as to exchange views on this issue:
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