8 first lesson problems and solutions for young learner classes

Joanna Wiseman
Two young girls sat at a school desk reading a book

The first class with a new group of young learners can be a nerve-wracking experience for teachers, old and new. Many of us spend the night before thinking about how to make a positive start to the year, with a mixture of nerves, excitement, and a desire to get started. However, sometimes things don’t always go as expected, and it is important to set a few ground rules in those early lessons to ensure a positive classroom experience for all throughout the academic year.

Let’s look at a few common problems that can come up and how best to deal with them at the start of the school year.

First lesson problems and solutions for young learner classes
Play
Privacy and cookies

By watching, you agree ɫèAV can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

1. Students are not ready to start the class

How the first few minutes of the class are spent can greatly influence how the lesson goes. Students can be slow to get out their equipment and this can cause a lot of time wasting. To discourage this, start lessons with atimed challenge.

  • Tell students what you want them to do when they come into class, e.g., sit down, take out their books and pencil cases, and sit quietly, ready for the lesson to start.
  • Time how long it takes for everyone to do this and make a note. Each day, do the same.
  • Challenge students to do thisfasterevery day. You could provide a goal and offer a prize at the end of the trimester if they reach it, e.g., be ready in less than a minute every day.

2. Students speak first language (L1) in class

One of the most common classroom management issues primary teachers face is getting them to speak English. However, young learners may need to speak their mother tongue occasionally, and a complete ban on L1 is often not the best solution. But how can we encourage students touse English wherever possible?

  • Tell students they have toask permissionto speak in L1 if they really need to.
  • 3-word rule — Tell students that they can use a maximum ofthree wordsin L1 if they don’t know them in English.
  • WriteENGLISHon the board in large letters. Each time someone speaks in L1, erase a letter. Tell students that each letter represents time (e.g., 1 minute) to play a game or do another fun activity at the end of the lesson. If the whole word remains, they can choose a game.

3. Students don’t get on with each other

It is only natural that students will want to sit with their friends, but it is important that students learn to work with different people. Most students will react reasonably if asked to work with someone new, but occasionally conflicts can arise. To help avoid uncomfortable situations doteam building activities, such as those below, at the beginning of the school year, and do them again throughout the year whenever you feel that they would be beneficial.

  • Give students an icebreaker activity, such asFind a Friend bingoto help students find out more about each other.
  • Help students learn more about each other by finding out aboutwhat they have in common.
  • Balloon race. Have two or more teams with an equal number of students stand in lines. Give each team a balloon, which they have to pass to the next student without using their hands. The first team to pass the balloon to the end of the line wins.
  • Team letter/word building. Call out a letter of the alphabet and have pairs of students form it with their bodies, lying on the floor. When students can do this easily, call out short words, e.g.cat,and have the pairs join up (e.g. three pairs = group of six) and form the letters to make the word.

4. Students don’t know what to do

When the instructions are given in English, there will inevitably be a few students who don’t understand what they have to do. It is essential to giveclear, concise instructionsand tomodel the activitybefore you ask students to start. To check students know what to do and clarify any problems:

  • Have one or more studentsdemonstrateusing an example.
  • Have one studentexplainthe task in L1.
  • Monitorthe task closely in the first few minutes and check individual students are on the right track.

5. A student refuses to participate/do the task

This is a frequent problem that can have many different causes. In the first few lessons, this may be shyness, but it is important to identify the cause early on to devise an effective strategy. A few other causes might include:

  • Lack of language required to respond or do the task. Provide differentiation tasks or scaffolding to help students with a lower level complete the task or have them respond in a non-oral way.
  • Low self-confidence in their ability to speak English. Again, differentiation and scaffolding can help here. Have students work in small groups or pairs first, before being asked to speak in front of the whole class.
  • Lack of interest or engagement in the topic.If students aren’t interested, they won’t have anything to say. Adapt the topic or task, or move on.
  • External issues e.g., a bad day, a fight with a friend, physical problems (tiredness/hunger/thirst). Talk to the student privately to find out if they are experiencing any problems. Allow them to “pass” on a task if necessary, and give them something less challenging.

It is importantnot to forcestudents to do something they don’t want to do, as this will cause a negative atmosphere and can affect the whole class. At the end of the day, if a student skips one or two tasks, it won’t affect their achievement in the long run.

6. Students ask for repeated restroom/water breaks

It only takes one student to ask to go to the restroom before the whole class suddenly needs to go. This can cause disruption and stop the flow of the lesson. To avoid this, make sure you have rules in place concerning restroom breaks.

  • Make sure students know to go to the restroombefore the lesson.
  • Have students bring in their ownwater bottles. You can provide a space for them to keep their bottles (label them with student names) in the classroom and have students fill them daily at the drinking fountain or faucet.
  • Find out if anyone has anyspecial requirementsthat may require going to the restroom.
  • Provide “brain breaks” at strategic points in the lesson when students become restless.

7. Students don’t have the required materials

  • Provide parents witha list of materialsstudents need on the first day.
  • Ifspecial materialsare required in a lesson, give students a note to take home or post a message on the school platformseveral days before.
  • Don’t blame the student—whether they have a good reason or not for turning up to class empty-handed, making a child feel guilty will not help. Write a note for parents explaining why bringing materials to class is important.

8. Students are not listening/talking

If you have a boisterous class, it can be challenging to get their attention. Set up asignalthat you will use when you want them to pay attention to you. When they hear or see the signal, students should stop what they are doing and look at you. Some common signals are:

  • Raising your hand. When students see you raise your hand, they should raise their hands and stop talking. Wait until everyone is sitting in silence with their hands raised. This works well with older children and teenagers.
  • Call and responseattention-getters. These are short phrases that prompt students to respond in a certain way, e.g.

Teacher: 1 2 3, eyes on me.

Students: 1 2 3, eyes on you.

Introduce a new attention-getter every few weeks to keep it fun. You can even have your students think up their own phrases to use.

  • Countdowns. Tell students what you want them to do and count backwards from ten to zero, e.g.

When I get to zero, I need you all to be quiet and look at me. 10, 9, 8 …

Keep your voice low and speak calmly. This will encourage students to stop talking and bring down excitement levels.

  • A short song or clapping rhythm. With younger children, it is effective to use music or songs for transitions between lesson stages so they know what to do at each stage. For primary-aged children, clap out a rhythm and have them repeat it. Start with a simple rhythm, then gradually make it longer, faster, or more complex.

Explore our courses

More blogs from ɫèAV

  • A group of friends smiling

    How language learning can improve your life for the better

    By Samantha Ball
    Reading time: 7 minutes

    Language learning is more than just something you study—it's a strategic move that integrates into every aspect of your life—socially, professionally and mentally. With English often being the common ground for global business, communicating effectively in this language has never been more important.
    In this post, we uncover the benefits of language proficiency, particularly in English, backed by relevant statistics and insights from ɫèAV's recentground-breaking new research.

  • A group of business people sat on a sofa together

    The ultimate guide to English tests for business: Everything HR professionals need to know

    By Samantha Ball
    Reading time: 8 minutes

    No matter what industry you work in, effective communication is key. For many companies, this means ensuring their employees have strong English language skills. As an HR professional, you have the power to play a pivotal role in this process. English tests can be invaluable tools for improving hiring processes, assessing communication skills, and enhancing overall team productivity. This guide will provide you with everything you need to know about using English tests in your business.

    For more guidance on hiring with confidence, also take a look at our simpleguide to language skill assessment.

    Part 1: Understanding English tests

    Types of business English tests commonly used in business

    When it comes to English tests, there are several types commonly used in the corporate world:

    • General proficiency tests: These assess overall English skills, including reading, writing, speaking, and listening. Examples include the TOEIC (Test of English for International Communication), PTE (ɫèAV Test of English) and IELTS (International English Language Testing System).
    • Business English tests: These focus specifically on business-related language skills. Versant by ɫèAV and the BEC (Business English Certificate) are some main examples.
    • Skills-specific tests: These assessments evaluate specific skills, such as writing or speaking, in a business setting. Proficiency in English vocabulary is particularly important in these tests, especially for business English. It involves understanding and using business-specific terminology effectively and measures proficiency across listening, speaking, reading, and writing skills on the GSE or CEFR scale.

    How these tests are designed and scored

    English tests are usually created by language experts and psychometricians to ensure their reliability and validity. These tests include different types of questions, such as multiple-choice, essays, and spoken responses. Objective questions can be scored by a computer, while essays and spoken responses are typically graded by trained examiners.

    Differences between various English proficiency tests

    Each English proficiency test has its unique characteristics. For instance, the TOEIC focuses on everyday workplace language, making it better suited for general office environments. On the other hand, the BEC is tailored for more specific business interactions, such as negotiations and presentations. Versant by ɫèAV tests offer a distinctive approach to assessing English proficiency with a focus on communication skills that are critical in a business context. Unlike traditional tests, Versant by ɫèAV assessments assess various aspects of speech, such as pronunciation, fluency, vocabulary, and syntax for a more rounded overview. Understanding these differences can help you choose the right test for your needs.

  • A group of business people clapping their hands

    3 ways to boost employee retention with language learning

    By Samantha Ball
    Reading time: 4 minutes

    Did you know? According to our research, employees who work for a company that provides English language training are more thantwice as likelyto say they are very satisfied at work, compared to those working in companies that do not.

    To retain top talent in an increasingly competitive marketplace, all evidence points to developing communication and language skills.

    Communication: the most in-demand business skill

    showed that communication skills including English language skills are the most in-demand power skills across the board. PwC’s agrees: the top five predictors for employee turnover all had the same themes in common – communication, empathy and listening skills.

    According to , a focus on developing employees’ strengths (as opposed to focusing on fixing weaknesses) can lead to a 20-73% reduction in employee attrition. That’s a startling statistic and one that has the potential to transform your business.

    So, the message is clear: by investing in your employees’ existing communication and language strengths, you’re helping them refine a comprehensive range of business power skills. In turn, this will make them feel more engaged and therefore far more likely to stay with you.

    3 ways to implement English training to retain top talent

    Let’s explore three ways to implement an English language skills learning and development plan that underpins communication skills, refines business soft skills and makes your employees want to stay.

    1. Find out what training employees want

    To tailor a culture of learning that supports the development of your employees’ language and communication skills, you’ll find it helpful to get their input first. Survey and interview your team to better understand current barriers to language-specific learning, skills gaps, preferred learning styles and current frustrations.

    For example, is it speaking, listening or reading English that they currently struggle with the most? The better you understand your employees’ needs, the more consulted and engaged with the process they’ll feel.

    2. Reward those who commit to language learning

    In 2023, Forbes outlined , and perhaps unsurprisingly, reward featured strongly. Your performance management system should include a structure that acknowledges employees who are committing to achieving their objectives and developing their skills, and demonstrates the career trajectory that might be possible with improved communication and language skills.

    What that looks like will differ from organization to organization, but it’s important that employees understand the potential opportunities that come with refining their language skills.

    3. Promote the link between language skills and career progression

    Your employees may not naturally make the link between developing language skills and career progression, so help them understand how better language skills can help them move forward in their role and how you will support them in this.

    When they see that language skills have been built into their development plans, they’ll feel invested in staying with your organization and developing their skills with you.

    In a world where communication-based soft skills are more valuable than ever before, the ability to confidently converse in different languages within a business context is an impressive skill that’s transferable to a multitude of other business soft skills, such as teamwork, leadership and problem-solving.

    Once they understand the full range of benefits that come with developing their language skills, they’ll be grateful that you’re committed to helping them do that and will be more likely to stay.

    Boost your workforce’s English language skills and reap the business benefits

    It’s clear that when employees feel that their communication skills are improving, they feel a sense of continued progression and engagement – not only in their language abilities but also across a range of other business power skills.

    The key to retaining talent lies in increasing engagement, and since higher engagement rates are linked to , according to Gallup, there really is no better way to retain a happy workforce.

    Start building your team’s English language skills

    Learn how Mondly by ɫèAV can help you reinforce a culture of learning and retain top talent within your organization, with flexible English language learning solutions for your business.

    If you liked this blog post and want to learn more,download the PDF report here.

    Find out more about how language training and assessment can drive your business forward by checking out our resources for HR professionals, including articles, whitepapers and research.