Exercise 1: Group discussion: Could you successfully learn a foreign language at school? Why not? Discuss the mistakes of the teacher.


Exercise 2: Students receive a typical teacher’s mistake and a question, which they need to answer. Here is the exercise with the solutions.


  • Being wrong:

    • Situation: the teacher knows something wrong but believes that he/she knows it correctly. But after that a student proves, that he/she was wrong.

    • Question: How should a teacher react when students correct him/her? How not to react?

  • Know-it-all:

    • Situation: The teacher pretends to know everything and have the correct answer for everything.

    • Question: Is it good to be like that? Why (not)? If not, how not to be like that?

  • Inattentiveness:

    • Situation: The teacher doesn’t pay attention to how to divide the groups, it happens randomly.

    • Question: What are the advantages and disadvantages (if there are any), and how to solve it?

  • Senselessness:

    • Situation: The teacher acts or creates tasks without sense, e. g. makes the students play Hangman because of too much time.

    • Question: Can that be a good idea? Why (not)? Is it necessary for everything to have sense? Do students need to be aware of the sense and goal of the tasks or not? Why (not)?

  • „Bookworm”:

    • Situation: The teacher covers the book without really selecting from the tasks. He does everything according to the book. Each exercise needs to be done in the chapter before going forward.

    • Question: Why is he/she doing that? Why (not) to do that? How can we use a good course book? Should we try to do all the exercises in a chapter?

  • Speaking too much:

    • Situation: Only the teacher speaks and he does not make the students speak.

    • Question: Is that good? How to make everyone speak? What methods can be used? Is it possible?

  • The needs of the students don’t matter:

    • Situation: The teacher does not pay attention to the needs of the students. He/she teaches about family, but the students need the language for negotiations.

    • Question: Why do teachers act like this? Is it possible to teach only the things the students need? If not, how to find the balance?

  • Native speaker:

    • Situation: The teacher uses the language in a too high level (not coherent with the level of the students) and/or speaks too much not in the target language.

    • Question: Is it possible to use the target language right from the beginning in a way that students understand it? Is it possible to use only Esperanto to teach it?