YouTube transcript (G-kR24eSjTA) — Transcript

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1. 0:04Hello and welcome to this video where
2. 0:08we're going to be talking about onetoone
3. 0:11teaching.
4. 0:13Let me share my screen with you and
5. 0:14let's talk about the main objectives for
6. 0:16today. So the learner objective is that
7. 0:19by the end of this session you will have
8. 0:21a clear idea of how onetoone teaching
9. 0:23differs from group classes. and having
10. 0:27watched a video of a oneto-one class.
11. 0:32So onetoone teaching there are many
12. 0:35reasons why people prefer to take what
13. 0:38we call private one-to-one classes
14. 0:41instead of learning in a group. Let's
15. 0:43take a look at each of them.
16. 0:47Well, mostly uh people tend to choose
17. 0:50one-to-one classes if they want to make
18. 0:52particular progress. Um because it's
19. 0:55true that when you're teaching in a
20. 0:57group environment, it's quite common for
21. 1:00things to um go quite slowly for the
22. 1:03group because you have different
23. 1:04sometimes different levels, different
24. 1:06abilities in a group. And so a student's
25. 1:10personal needs may not happen as quickly
26. 1:12as they would like. And so if a student
27. 1:14is particularly focused on something,
28. 1:16they would prefer to um improve quicker,
29. 1:19then it's a good option for them to take
30. 1:22a one-to-one class.
31. 1:25people with a particular target. So
32. 1:28let's say uh as we say here some a new
33. 1:31job, maybe they want a new position,
34. 1:33maybe even they're going to live abroad,
35. 1:35going to work abroad. That's also a
36. 1:37possible reason. Um and with that
37. 1:40particular goal in mind, they really
38. 1:42need to focus specifically on that. Um
39. 1:44and again good choice to do that as a
40. 1:47onetoone rather than um relying on the
41. 1:50teacher and the whole group meeting that
42. 1:52particular goal.
43. 1:54Of course if they are tend to be
44. 1:56managers and executives when we are
45. 1:59talking about business English it's
46. 2:01quite common for those to have
47. 2:04one-to-one classes. uh the companies
48. 2:06usually pay um and so that makes it um a
49. 2:10big advantage for them and makes it more
50. 2:12interesting for them to take classes and
51. 2:15they often want to have those classes
52. 2:17around their busy schedules. Um and so
53. 2:19it's much easier to do that on a
54. 2:21one-to-one basis if they can actually
55. 2:23schedule um something into their own
56. 2:25agendas that suits them. Um the other
57. 2:28side of that of course is that quite
58. 2:29often English classes that are offered
59. 2:32to companies and to their employees um
60. 2:35are offered in groups for the majority
61. 2:37of employees and and quite often the
62. 2:40managers and the in executives prefer to
63. 2:42have their own classes so that they're
64. 2:44not mixing. Um that's not always the
65. 2:46case, but but quite often can be.
66. 2:50If an student is particularly shy um or
67. 2:54particularly nervous about speaking
68. 2:56English and learning English, they may
69. 2:58not wish to join a group class. Um they
70. 3:01may find that it is too stressful for
71. 3:04them. Um they get too anxious around
72. 3:06other people and in this case they might
73. 3:08prefer to do it on a one-to-one basis.
74. 3:11[snorts]
75. 3:12And um anyone that's short of time, they
76. 3:15maybe they work unusual hours and are
77. 3:17not able to attend normal kind of
78. 3:20scheduled group classes, then again this
79. 3:24is a good option for them. So it's quite
80. 3:26uh typical for for teachers like
81. 3:29ourselves to end up teaching both group
82. 3:32classes and one-to-one classes. Some of
83. 3:35those can be what we call private
84. 3:36classes which means those students come
85. 3:38to you directly and you meet with them
86. 3:41or they could be through somemies, some
87. 3:43businesses etc. as well where we're
88. 3:46talking about people who have some very
89. 3:48specific needs. Um during my years of
90. 3:51teaching, I've been very fortunate
91. 3:53enough to have a lot of one-to-one
92. 3:55classes with employees at places such as
93. 3:59Google, um lots of the big engineering
94. 4:02companies in Spain as well. And it
95. 4:05really makes for an interesting
96. 4:06conversation, really interesting class.
97. 4:08Um but it just goes to show you that
98. 4:10usually those people that come and in my
99. 4:12experience were the same where they were
100. 4:14looking to get a job promotion um they
101. 4:17were looking to improve their careers in
102. 4:20general. And the other one there is
103. 4:22mentioned in point two is about exams
104. 4:25and there's a lot of employees who feel
105. 4:28that if they want to be able to move to
106. 4:29another company or get those promotions
107. 4:32they'll need to sit an official English
108. 4:35exam. And those classes we call our exam
109. 4:38preparation classes. You can find out
110. 4:40more about those in another video on
111. 4:42assessment and exam preparation. And but
112. 4:45particularly they're interested in that
113. 4:46because they want to to move forward
114. 4:49very quickly. Um and and they have this
115. 4:51specific goal in mind. So you can get
116. 4:53involved in a lot of one-to-one classes
117. 4:55there as well.
118. 4:57and one-to-one classes is a great way to
119. 5:00fill your schedule um outside of hours
120. 5:04perhaps where you've been able to secure
121. 5:06other work. So, for example, if you're
122. 5:08very willing to work first thing in the
123. 5:10morning um and you don't have a a kind
124. 5:14of a typical schedule for that with your
125. 5:16othermies, then you're able to offer
126. 5:18private classes to people who perhaps
127. 5:19would like to do that before they go to
128. 5:21their jobs. the same in the evenings. If
129. 5:24you're prepared to work evenings, even
130. 5:25weekends, if you're up for that, um, and
131. 5:28to make some extra money with some
132. 5:30private classes, then it's a really
133. 5:32great way to top up um, with with what
134. 5:35you're doing, fill in the gaps around
135. 5:38your schedules, um, make a little bit of
136. 5:40extra money, uh, and do something
137. 5:42different because actually it it's
138. 5:44really quite cool doing one-toone
139. 5:45classes and group classes.
140. 5:49So what are the advantages to the
141. 5:52students? Uh let's have a look at those
142. 5:54and the disadvantages. So taking a look
143. 5:57first at the advantages. Um well for the
144. 6:00student we talked about faster progress.
145. 6:02We talked about being classes really
146. 6:05tailored to their specific needs. So um
147. 6:09and making everything focused on on
148. 6:11their actual strengths and weaknesses is
149. 6:14a really good point. um they you can get
150. 6:16a closer rapport with your teacher and
151. 6:19usually you can have a bit more
152. 6:21flexibility on the time of the class. So
153. 6:23you and the teacher uh sorry the student
154. 6:25and the teacher can work out the the
155. 6:28schedule that suits them. Usually as
156. 6:30well there's a bit more flexibility
157. 6:32between the teacher and the student
158. 6:34about cancellations um rescheduling.
159. 6:38Those points for you as the teacher are
160. 6:41for you to decide how you manage that.
161. 6:43But it's nice to be have a bit more
162. 6:45flexibility sometimes, I think, with a
163. 6:46one-to-one student. It can work it in
164. 6:49both favors for you and for the student.
165. 6:53Um, I know from my own experience where
166. 6:55I've had classes for Spanish. Um, and
167. 6:58and I still have classes for Spanish now
168. 7:01after 10 years in Madrid. Um uh what I
169. 7:05particularly liked about it with my
170. 7:06Spanish teacher is we really got to know
171. 7:08each other and um through that getting
172. 7:11to know each other, she was always able
173. 7:13to give me the the the really specific
174. 7:16feedback that I needed, tailor the
175. 7:18classes to my needs. Um I remember I
176. 7:21even started wanting to record videos in
177. 7:23Spanish. Um, and she helped me with that
178. 7:25and we had loads of really fun classes
179. 7:27where I was writing scripts and she was
180. 7:29videoing me and then we were getting
181. 7:31feedback and um, yeah, so it was really
182. 7:34really nice. It's just definitely
183. 7:36something you can you can do um, as a
184. 7:39student. You can really focus on that.
185. 7:41Um, and I loved having that rapport with
186. 7:42my teacher. So that was definitely a
187. 7:44bonus for me as a student of Spanish.
188. 7:48But what are the disadvantages? Oh, 100%
189. 7:51it's really tiring. okay for your
190. 7:54student because who else is going to
191. 7:55answer the questions? Who else if you
192. 7:57got a bad day? You're like, I'm so
193. 7:59tired. There's no one else to escape
194. 8:01like and do those things for you like in
195. 8:03a group class. So, you know, it's full
196. 8:07on kind of one hand that's what you
197. 8:09want, but on the other hand, it's quite
198. 8:11it's quite a lot. So, as a student, it
199. 8:12can be very tiring. Sometimes you have
200. 8:14to be able to justify the cost um
201. 8:17because it will cost the student more uh
202. 8:20which means you can charge more as a
203. 8:21teacher. um to pay for a private
204. 8:25one-to-one class. So, justifying the
205. 8:27cost, justifying the time, that could be
206. 8:29hard sometimes. Um especially if the
207. 8:32student is paying out of their own
208. 8:33money. It's not um an advantage of a
209. 8:36class that they've had with the with
210. 8:38their company paying. Um some students
211. 8:41might find it boring. So, depends on the
212. 8:44teacher, of course. And there is always
213. 8:47that pressure to perform uh not just
214. 8:49well but just perform at the end of the
215. 8:51day because it's all on the student. All
216. 8:53the focus is there on the student. So
217. 8:56there's some advantages and
218. 8:57disadvantages of from the students
219. 8:59aspect. Let's take a look at it now from
220. 9:02the teacher's aspect. Okay. So we've got
221. 9:05advantages from the teacher. Uh again
222. 9:08about building a closer relationship
223. 9:10with your student. It's so nice to do
224. 9:13that. Honestly, I think you will make
225. 9:15friends with your your private students.
226. 9:18I had uh over the years I've had
227. 9:20students who I have been teaching for
228. 9:22years and they're just like either my
229. 9:25sister or my auntie or my best friend.
230. 9:29Um some students I no longer teach but
231. 9:32now I see on a completely social basis
232. 9:34because we became nice friends over the
233. 9:36years. Um and I think that's such a
234. 9:38wonderful thing to have. Um, as the
235. 9:41teacher, you're able to go to more
236. 9:43detail
237. 9:44focused on that, what their likes are,
238. 9:46what their dislikes are, their needs,
239. 9:48etc. You can really make uh a really
240. 9:51specific class plan for them. Really
241. 9:53show that you're taking everything into
242. 9:55account. On the downside of that, of
243. 9:58course, all of that, working all of
244. 10:01those details for just one person means
245. 10:03that for you as the teacher, it could be
246. 10:05more intense as well.
247. 10:07um you need more preparation and
248. 10:09thought. There's definitely going to be
249. 10:11more content in a class. You need to
250. 10:13think more about the activities um
251. 10:15because it's only one person and you and
252. 10:19well obviously the activities can't be
253. 10:21as diverse as they can be in a group
254. 10:23setting. So uh pair work it's just you
255. 10:26and them. Um role plays it's always just
256. 10:29you and them. So there's not uh as many
257. 10:32activities that you can give them that
258. 10:34wouldn't involve you. Um, and if you
259. 10:37want them to be completely independent
260. 10:38as well with the activities, those can
261. 10:40be a bit more limited.
262. 10:46So, what I'd like you to do now is watch
263. 10:48the video that is coming, which is a
264. 10:51short class between a teacher and a
265. 10:53student. And whilst you watch, think
266. 10:55about how the setup is and the
267. 10:58environment and how do you think that
268. 11:00would differ from say a group class. Um,
269. 11:03make notes on the techniques that the
270. 11:05teacher uses and think about why the
271. 11:07teacher uses those approaches. What's
272. 11:09the actual difference?
273. 11:16>> Hello.
274. 11:17>> Hello.
275. 11:18>> My name is Andrea. I spell that A N D R
276. 11:23E A. What's your name?
277. 11:24>> My name is Rick. Nice to meet you.
278. 11:26>> Nice. Rick, how do you spell your name?
279. 11:28>> Uh, R.
280. 11:29>> Well done. Good.
281. 11:30>> Uh, I
282. 11:31>> Nice.
283. 11:32>> C. Yeah.
284. 11:33>> And uh K
285. 11:35>> K. Fantastic.
286. 11:37>> Okay, Rick, I'm going to draw a picture
287. 11:40of an object. Any object that comes to
288. 11:42mind. Okay.
289. 11:44>> Uh for example, the most easy thing to
290. 11:46draw as well is a potato.
291. 11:48>> Of course,
292. 11:49>> why not? Okay, this is my potato.
293. 11:53>> Um I want you to draw an object. Any
294. 11:55object that you want. Okay, don't think
295. 11:57too hard. Just go for it.
296. 12:00Um,
297. 12:05let me guess. Is it a car?
298. 12:07>> It is.
299. 12:08>> Well done. Very good. Looks like a
300. 12:10beetle.
301. 12:11>> A beetle.
302. 12:12>> It's a very roundyish car there. Yeah, I
303. 12:14like the beetles. Oh, you like beatles.
304. 12:15Very good. Okay. Good.
305. 12:17>> Now, I want us to imagine we are
306. 12:19stranded on an island. Okay.
307. 12:22>> Okay. And we have to talk about what our
308. 12:24object can do to help us survive on the
309. 12:27island. So, for example, um with my
310. 12:31potato, perhaps I'm going to throw it at
311. 12:34animals so that I can capture them and
312. 12:37kill them and eat them. I have to
313. 12:39survive after all. Okay,
314. 12:40>> that's true. That's true.
315. 12:41>> Um also, I can throw it at the at the
316. 12:46trees to knock down coconuts.
317. 12:48>> That's a good idea. And maybe I can draw
318. 12:52a face on it and pretend it's my friend.
319. 12:56This is always good to have a friend on
320. 12:57a on an island. All right, so that's my
321. 13:00example. Tell me about your car and
322. 13:03being stranded on an island.
323. 13:04>> I think I would use my car to sleep in
324. 13:07it because in the night it's really cold
325. 13:10outside and I also think it's cold in
326. 13:12the on the island.
327. 13:13>> Uhhuh. That's good.
328. 13:13>> So, uh yeah, you can just sleep in the
329. 13:16car and it's warmer inside of the car
330. 13:17than outside.
331. 13:19>> Uh and I think what else would I use it
332. 13:23for? Um
333. 13:25maybe to drive around the island
334. 13:28>> or let's hope it's a big island
335. 13:30otherwise it will be a very quick drive.
336. 13:32>> That's [laughter] true because then we
337. 13:33can just explore the island and then uh
338. 13:36you can see what is the best part of the
339. 13:38island and then you can maybe live
340. 13:40easier on that part than on that part.
341. 13:42>> Ah I like that. I think that's gach the
342. 13:44island.
343. 13:44>> Yeah. Um
344. 13:46yeah I think that that that's kind of is
345. 13:49>> okay. The big question is, Rick, how did
346. 13:51you get a car on an island in the first
347. 13:53place?
348. 13:54>> Yeah, that's that's another story.
349. 13:57That's another another story. Okay, that
350. 13:59was fun. I like that.
351. 14:01>> All right, I'm going to show you this
352. 14:02quote. Okay, it says, "The more minimal
353. 14:07the art, the longer the explanation."
354. 14:11Okay, I want you to tell me whether you
355. 14:13agree or disagree with this statement
356. 14:15and why. So for example, I would say I
357. 14:20disagree because the less content in a
358. 14:24in a picture, the less I have to say. So
359. 14:27for me, I I'm also think the opposite.
360. 14:30Um because it doesn't inspire me, then
361. 14:33there's nothing to say. What do you
362. 14:35think? Um I think I agree with it
363. 14:40>> because if there are not really much uh
364. 14:44like things in the art uh so it's more
365. 14:48abstract
366. 14:49>> abstract
367. 14:50>> abstract
368. 14:51>> abstract
369. 14:52>> then you can't really uh explain the the
370. 14:56painting what what they want to tell you
371. 14:59>> okay
372. 14:59>> so I think uh that is then harder to uh
373. 15:04explain the painting painting.
374. 15:06>> Okay.
375. 15:06>> So, I think then it's the story is going
376. 15:08to be longer.
377. 15:09>> Oh. All right. Oh, so we kind of have
378. 15:11different opinions there. All right. And
379. 15:14what's your opinion about art in
380. 15:16general, Rick?
381. 15:17>> I'm not really familiar with it.
382. 15:20>> Familiar.
383. 15:20>> You can say correct. I don't know much
384. 15:22about it.
385. 15:23>> Mhm. Yeah. Exactly. Uh I don't know much
386. 15:25about art.
387. 15:26>> Nice. Uh last week there was the first
388. 15:28time in my life that I went to a museum
389. 15:31and there was a lot of art
390. 15:33>> and I thought it was really fun uh to go
391. 15:35there uh for the first time. Yeah.
392. 15:38>> Nice. So you were you enjoyed the
393. 15:40experience.
394. 15:41>> Yes, I did.
395. 15:42>> Yeah. Very nice. So you said here I
396. 15:44thought it was fun. So just remember
397. 15:46with the th we have the th here. We need
398. 15:49to bring the tongue here. Ah, I thought
399. 15:51>> I thought
400. 15:52>> I thought
401. 15:53>> uh don't worry about this one. This is
402. 15:55the same as before. So, it's just the
403. 15:56change of this one. I thought
404. 15:58>> I thought I thought
405. 15:59>> Nice. I thought it was fun. Okay. Would
406. 16:01you go to another art museum?
407. 16:03>> Maybe. Maybe sometimes.
408. 16:05>> Maybe or maybe not.
409. 16:06>> Yeah.
410. 16:06>> Which which museum was it, by the way?
411. 16:08>> I can't remember the name.
412. 16:10>> Ah, in in Madrid.
413. 16:12>> Yeah, it was in Madrid. Yeah.
414. 16:14>> Okay. Okay. Very nice. All right. Let's
415. 16:16take a look at this picture.
416. 16:18>> Yeah. Um, what do you see in this
417. 16:21picture? Describe it to me.
418. 16:23>> I see really much colors.
419. 16:25>> Uhhuh.
420. 16:26>> Uh, and I see that the painting is ab
421. 16:30abstract.
422. 16:31>> Ah, you say abstract. Very nice. Okay.
423. 16:35What makes this picture abstract?
424. 16:37>> Because there is not something realistic
425. 16:41in it and it looks like it's just
426. 16:45Yeah. all over the painting a little
427. 16:47bit.
428. 16:48>> Okay. All right. Um, if we use the word
429. 16:51abstract to describe something, what
430. 16:53would you say is the description of the
431. 16:55word abstract?
432. 17:00>> That it's really much color in it.
433. 17:04>> Yeah. A lot of color. Um, and that you
434. 17:08can't see like one realistic thing in
435. 17:11it.
436. 17:12>> Okay. Very good. I really like that's a
437. 17:14great description. something that
438. 17:15doesn't have like one more one meaning
439. 17:18can can mean very things. Okay. Um
440. 17:22>> we're going to come back to this word
441. 17:23abstract in a minute but I want to have
442. 17:25another look at another word which I
443. 17:27think describes this picture differently
444. 17:29and the word is bold.
445. 17:32>> Okay.
446. 17:32>> What does bold mean?
447. 17:34>> Uh I don't know.
448. 17:37>> Okay. Do you want to have a guess? Look
449. 17:38at the picture. What do you think? Um,
450. 17:44>> no, I really don't know.
451. 17:46>> Okay, don't worry. So, if I say uh this
452. 17:49picture is bold because the colors are
453. 17:52really deep and um loud and they're
454. 17:57they're really kind of attractive
455. 17:58colors. So, it's very bold, really nice
456. 18:02colors and and deep colors. What do you
457. 18:05think now?
458. 18:06um that it's really uh attracts your
459. 18:09attention.
460. 18:11>> Very good. Very good. Wonderful.
461. 18:13>> Um in fact, your your jumper is quite
462. 18:16bold today. I think we're all in red
463. 18:19wearing bold colors. Okay.
464. 18:21>> Use bold in a sentence to describe
465. 18:24something yourself.
466. 18:27>> I think that this painting is really
467. 18:31bold.
468. 18:32>> Okay. Why?
469. 18:34>> Why? It's uh because of the colors in
470. 18:37the painting.
471. 18:38>> Okay. What colors are they that are
472. 18:40bold?
473. 18:40>> Um the colors in the painting are
474. 18:43yellow.
475. 18:43>> Mhm.
476. 18:44>> And red.
477. 18:45>> Very nice. So they're nice deep colors.
478. 18:47Okay. Very good. Very good. Okay. Let me
479. 18:51show you another picture. This one
480. 18:54perhaps uh might go with the previous
481. 18:58word that you had here, but describe the
482. 19:00picture to me.
483. 19:02Um, it's not ab abstract.
484. 19:05>> Okay.
485. 19:06>> Abstract.
486. 19:07>> Abstract.
487. 19:07>> Abstract.
488. 19:08>> Uhhuh. Why is it Why is it not abstract?
489. 19:11>> Because I can see something not like
490. 19:15literally realistic, but you can see
491. 19:17that it's a human, right?
492. 19:19>> Okay. Okay.
493. 19:20>> Um,
494. 19:22and yeah, so I think it's realistic.
495. 19:25>> Okay. Describe what you see in the
496. 19:27picture. Uh I see someone who is uh
497. 19:31standing on his toes.
498. 19:33>> Uhhuh. Good.
499. 19:34>> Uh
500. 19:35>> how many toes does he have?
501. 19:37>> I think toes I think like 12 20.
502. 19:41>> Yeah, he has he has a lot of feet.
503. 19:43>> Yeah, like four feet that I can see now.
504. 19:46And he has um
505. 19:49like you see that this is his real hand
506. 19:52and this one
507. 19:53>> and the rest of it are like
508. 19:56uh maybe a move a move thing that I that
509. 19:59he did before.
510. 20:01>> Mhm.
511. 20:01>> The Yeah, like Yeah, exactly. Maybe
512. 20:04something like that.
513. 20:05>> Oh, very good.
514. 20:06>> Uh like that you see here another pose
515. 20:08that he did. So yeah, I think uh
516. 20:11>> Okay, I like it. Good description.
517. 20:14Now you said here that he has four
518. 20:16feets.
519. 20:17>> Yeah.
520. 20:17>> Okay. Now if this was one, what do we
521. 20:21call it? One
522. 20:22>> feet.
523. 20:22>> Is it feet or
524. 20:24>> fat?
525. 20:25>> You're very close. It's a fourletter
526. 20:27word, but it has a different vowel.
527. 20:31>> There's one
528. 20:35>> one foot.
529. 20:35>> One foot. Very good. Okay. So if it's
530. 20:39one foot and we want to make it plural,
531. 20:42it is two
532. 20:44>> feet
533. 20:45>> almost
534. 20:47>> it's only got the four letters
535. 20:52>> uh two feet
536. 20:53>> feet. Brilliant. Okay.
537. 20:55>> So what do we need to do here to change
538. 20:57it? Four. We have four feets.
539. 21:00>> Four foots or just four foods.
540. 21:04>> It's good. Food is the word. Ah,
541. 21:07>> and then we make it plural
542. 21:09>> is feet. So, this is full. Exactly.
543. 21:12Okay. So, we don't need the s because
544. 21:14we're already changing the the word from
545. 21:17a singular to
546. 21:19right.
547. 21:20>> Yeah.
548. 21:20>> Very good. Okay. So, I'm going to use
549. 21:22the word here to describe this myself as
550. 21:25dramatic.
551. 21:27>> Dramatic. So, what's what does dramatic
552. 21:29mean?
553. 21:30>> Uh like something is really um
554. 21:34dramatic.
555. 21:35>> Have a look at the picture. What do you
556. 21:37think? How does it describe it?
557. 21:38>> Yeah. Like uh how do I describe that?
558. 21:42Describe that. Uh like something is
559. 21:45really
560. 21:47uh really much much a lot.
561. 21:49>> Yeah. A lot. A lot of it. Something
562. 21:51>> that you do but then really a lot of it.
563. 21:54>> Yeah. It's a lot. It's different. It's a
564. 21:56bit out there. Big change. Nice. Very
565. 21:59nice. Okay.
566. 22:01>> Very good. Can you use the word dramatic
567. 22:03in a sentence to describe a picture or
568. 22:06something else?
569. 22:07>> Uh I think how you now act that that is
570. 22:11really dramatic.
571. 22:13>> This is true. What would be a show of a
572. 22:16dramatic act?
573. 22:18>> Um
574. 22:20when someone is crying uh about
575. 22:23something that is like not that and he
576. 22:28or she doesn't have to cry about it.
577. 22:30Very good. Very dramatic about it.
578. 22:33>> Don't be so dramatic. Exactly. Very
579. 22:35good. So when we talk about art is also
580. 22:38about dramatic pictures, about something
581. 22:39quite different, quite out there, quite
582. 22:41that's quite a lot. Okay. Very good.
583. 22:44>> So great video, right? Let's have a
584. 22:47think about those things that you were
585. 22:49that you were thinking about and talk
586. 22:51about how onetoone inperson classes can
587. 22:55differ from in-person group classes.
588. 22:59Okay. So um really classes can be less
589. 23:02formal. It's very unusual for a group
590. 23:06setting to be the same as a one-to-one
591. 23:08setting. So what we'd like to see you do
592. 23:11if you're doing one-to-one classes is
593. 23:13sit at more like a a 45 degree angle and
594. 23:17in a classroom with the students. So in
595. 23:19in the video you saw there how they were
596. 23:21sat very close to each other um but not
597. 23:24kind of side by side or in front of each
598. 23:26other like an interview. Um it was much
599. 23:28more that kind of angle where you were
600. 23:31close enough but not uh too focused um
601. 23:35on each other but close enough to to
602. 23:37make it feel like you it's just the two
603. 23:39of you. Okay. Um you'll all also have
604. 23:42seen that there was no whiteboard
605. 23:44available. Um, in this case then if that
606. 23:47happens and it's very likely if you're
607. 23:50in a one-to-one situation, you could be
608. 23:52in a tiny little uh room in an office
609. 23:55somewhere, just a one of these kind of
610. 23:57really small meeting rooms that don't
611. 23:59have any equipment. Um, you could be at
612. 24:01the person's house. So don't expect to
613. 24:04have all the normal things available to
614. 24:07you that you would if you were in a
615. 24:09particular place teaching a group class.
616. 24:12Okay. So in this case um use pen and
617. 24:15paper. You can use a little mini
618. 24:17whiteboard. These are quite common these
619. 24:19days. Um but have something available to
620. 24:22you where you can write or your student
621. 24:24can write and you can show um nice and
622. 24:26closely um what they are doing.
623. 24:29As I said there'll be limitation of
624. 24:31other resources as well. You might not
625. 24:33even have a table. Um you certainly uh
626. 24:36might imagine won't have a projector.
627. 24:39So, if you're planning on using your
628. 24:40laptop or a presentation, you may need
629. 24:42to literally just show it on your
630. 24:43laptop. Okay? But again, if you're sat
631. 24:45kind of at the right angle, that'll be
632. 24:47much easier to do. So, do have a think
633. 24:50about how you will uh in an in-person
634. 24:53class kind of use those different
635. 24:55resources uh when everything's limited.
636. 25:00Already touched on this, but your
637. 25:02classes may take place at the students
638. 25:04home. Uh they may take place in your
639. 25:06home if that's what you're comfortable
640. 25:08offering. Uh it could be a cafe, could
641. 25:10be in the park, could be at the students
642. 25:13workplace.
643. 25:14So this is very different to a group
644. 25:16class. Can you imagine teaching a group
645. 25:18class in your own home? I doubt it very
646. 25:20much. Um so classes because it's just
647. 25:23the two people. You can fit around uh
648. 25:27space and you can fit around different
649. 25:29places. I used to teach a lot of
650. 25:31classes, a lot of one-to-one classes in
651. 25:33cafes. Um, but I would have to search
652. 25:36for the quiet ones. Um, particularly if
653. 25:39there was a, you know, coffee time or
654. 25:41lunchtime or something like that can get
655. 25:43very noisy. Um, I've even done
656. 25:46conversation classes in the park with
657. 25:48with students on their lunch times. So,
658. 25:50it's all very relaxed. Uh, it can be
659. 25:53anyway. All depends on the student. Um,
660. 25:55as I said, I've also been into companies
661. 25:58and taught students in the workplace.
662. 26:02But just again talking about
663. 26:04disadvantages,
664. 26:06um you'll need to think about how
665. 26:08there's going to be probably much more
666. 26:10distraction around you if your
667. 26:12one-to-one class is not in a kind of a a
668. 26:15quiet secure place. Um distractions can
669. 26:19include noise, people coming in and out,
670. 26:22your neighbors, imagine if it's your at
671. 26:25home, your flatmates coming in, and
672. 26:27maybe it's at their house, they've got
673. 26:29their pets, they've got their kids. If
674. 26:31it's at work, you've got the telephone
675. 26:33calls going on, colleagues popping in,
676. 26:35oh, can I just ask you a question and
677. 26:37they're running out for last minute
678. 26:39meetings, deadlines, etc. And to be
679. 26:42fair, a lot of this can can happen with
680. 26:44group classes as well. But given that
681. 26:46you'll probably be teaching in in less
682. 26:49formal places, you'll need to think
683. 26:51about how to kind of work around that
684. 26:54noise. Um, try to find somewhere that's
685. 26:56the least distracting as possible.
686. 27:00Now, it's not going to be unusual for
687. 27:02you to teach one-to-one online classes
688. 27:05either. And of course, that's completely
689. 27:07different to the setup of an in-person
690. 27:10class. Now, you will also have another
691. 27:14video, separate ones on managing classes
692. 27:17online and managing children's classes
693. 27:20online as well. So they're going to be
694. 27:22separate, but we're just looking here at
695. 27:24sort of the general differences between
696. 27:26a one-to-one class in person and a
697. 27:28one-to-one class online. Okay? So we're
698. 27:33going to need to make sure that the
699. 27:34student is fully engaged in those online
700. 27:37activities. They're not here. They're
701. 27:39not they're not like right next to you.
702. 27:41So uh having that kind of engagement is
703. 27:45really important to make sure they're
704. 27:46still enjoying the class. They can still
705. 27:48do the class. Um, and I think it's
706. 27:51really important that you encourage them
707. 27:54to be independent during a one-to-one
708. 27:57online class. What I tend to see with
709. 28:00one-to-one classes um especially online
710. 28:03ones when I'm observing is that teachers
711. 28:06get so involved because oh they don't
712. 28:09have a partner want to do partner class
713. 28:11and want to do role play. And that's
714. 28:13fine to some degree, but what you need
715. 28:16to realize is that it's also good for
716. 28:18the students to have independent study.
717. 28:20Okay? So, there's nothing wrong with you
718. 28:23setting up the activity, setting up the
719. 28:25questions, setting up what they need to
720. 28:26do, and then just saying to them, okay,
721. 28:28I'm going to give you a few minutes now
722. 28:30and let them have some quiet time to do
723. 28:32that. You can look at your notes, you
724. 28:34can look away, you can do things, check
725. 28:36in occasionally, etc. Okay? But I
726. 28:39encourage it. Um and yes of course if in
727. 28:42a production activity you want there to
728. 28:43be a role play then then somebody needs
729. 28:46you need to be involved some you know
730. 28:48needs two people to role play just
731. 28:50ensure that the student does the most
732. 28:52talking and they're the predominant um
733. 28:56person in the role play. Also remember
734. 28:59it's going to be very difficult for you
735. 29:01to heat up a level of um teaching and
736. 29:05preparation and everything if you have
737. 29:07lots of one-to-one classes. If imagine
738. 29:09they're backtoback, then you don't want
739. 29:12to be so involved in that because you're
740. 29:14going to find yourself exhausted at the
741. 29:16end of three or four private uh
742. 29:19one-to-one classes. So, do make sure
743. 29:21that you encourage independent practice
744. 29:24as well as other engaging activities.
745. 29:28As obviously, you're not going to be in
746. 29:30the room um so you're not going to be
747. 29:32able to share things. You're not going
748. 29:33to be able to show the piece of paper.
749. 29:35So, you're going to have to think about
750. 29:37the digital resources that you've got.
751. 29:39So, resources shared online. As I say,
752. 29:43we'll talk about these in the other
753. 29:44video, but thinking about how you're
754. 29:46going to share things, how your uh
755. 29:48students are going to interact as well
756. 29:50with any documents, etc.
757. 29:54And once again, online classes, they're
758. 29:57most likely going to be sat at home or
759. 30:00in the office. So you could still have
760. 30:02all of those issues with distractions
761. 30:04around them. Um noise, neighbors,
762. 30:07flatmates, children, pets, again work
763. 30:10meetings, work colleagues, etc. So
764. 30:13always ensuring all of you've got your
765. 30:15earphones in so that you can um kind of
766. 30:19eliminate some of the noise and be heard
767. 30:21well. Um that will be good. But the main
768. 30:24takeaway here is is to ensure that with
769. 30:27one-to-one classes, your students are
770. 30:28thoroughly engaged and try to allow some
771. 30:31independent uh practice and and
772. 30:33activities as well as as getting
773. 30:35involved yourself.
774. 30:40Now, games in the classroom. You're
775. 30:42going to have a whole video and a whole
776. 30:44session on this as well talking about
777. 30:46different types of games that you can
778. 30:48introduce into classes. But how do we
779. 30:50play games in the classroom with only
780. 30:51one person? This is quite challenging.
781. 30:54So have a think about games that you can
782. 30:58adapt. Most games can be adapted from a
783. 31:01group to a one-toone scenario. Yes, it
784. 31:04is very likely this in this occasion
785. 31:07that you'll have to get involved. Okay?
786. 31:09Whether it's that you're getting
787. 31:10involved with digital dice on screen or
788. 31:14you're filling in gaps for them or
789. 31:16filling in, I don't know, or revealing
790. 31:18pictures for them and letting them do
791. 31:20the work. For a game, you're more likely
792. 31:23to get involved, okay? Just because you
793. 31:25want it to be quite upbeat, and that's
794. 31:27fine. And that's fine. Um, but do think
795. 31:30about how you're going to develop the
796. 31:32game. Remember really importantly that
797. 31:36onetoone classes activities will go
798. 31:39quite will go quicker during those
799. 31:41because you'll have less participation.
800. 31:43So if we were playing um an activity in
801. 31:46a group clearly that would take longer
802. 31:48than if it's one or two people playing
803. 31:50it. So you'll need to develop them a bit
804. 31:52more. Think about how many rounds you're
805. 31:54going to do um to make sure that you
806. 31:56don't fly through them so fast. But
807. 31:59whatever you do, definitely use games in
808. 32:03the classroom in onetoone classes. Don't
809. 32:05shy away from them. Um, your students
810. 32:07will appreciate them just as uh they
811. 32:09were in a group. And um as long as of
812. 32:12course they're always relevant to the
813. 32:14class and what you're teaching them. Um
814. 32:16then go for it. I think that that's uh a
815. 32:20given. You should have a go.
816. 32:22And that's it. Those are some of the
817. 32:25simple differences. Um, as I say, other
818. 32:28things that are linked to this are the
819. 32:31other videos, games in the classroom,
820. 32:32managing classes online, uh, teaching
821. 32:35children online, etc. So, you'll go
822. 32:36through those as well. Um, now we're at
823. 32:39the end of this session on the
824. 32:41differences in teaching onetoone classes
825. 32:43to group classes. Please go and make
826. 32:46sure that you complete your task now and
827. 32:48get that sent in as soon as possible so
828. 32:50that we can mark that for you and get it
829. 32:52back to you. And, um, I look forward to
830. 32:55receiving it. and I'll see you soon.