Suggestion one
Assuming that you share a common L1 with this
student, the first step has to be to speak to him in his own language in order
to ascertain what the problem is and if he is always shy. In other words is he
shy when using his native language or does this shyness only occur when he is
trying to speak English?
Secondly, it
would be very useful to spend some time talking to him about various aspects
connected to his one-to-one classes and in particular how he would like to be
taught and what his aims are. You could emphasize the value of trying things
out in English and learning from mistakes rather than being afraid of them. You
could also clarify your role and make sure that he understands that you are there to help and to give
him constructive feedback on his English.
Suggestion two
You say that
the student is unable to utter a word. Many students find one-to-one quite
intimidating. They feel they are expected to speak at length and answer
numerous questions and if they are unable to do so, they feel inadequate. The
natural response to this feeling is to be reticent and, in some cases, to react
negatively and pretend it’s the teacher’s fault. The first thing this learner
appears to need is space. If he is pressurized by constant questions (and
especially questions repeated several times), he is likely to clam up still
further.
Suggestion three
You could
start by turning things round and getting him to prepare a list of questions to
ask you. Depending on his level, these questions could range from ‘How old are
you?’ to ‘How long have you been working here?’ and ‘What did you do before you
became a language teacher’. The point here is to give the student unpressurised
time to prepare the questions and also, crucially, to give him something to
say. He may be the kind of person who finds it difficult to come up with
spontaneous ideas and to express them immediately. If he has something written down
to fall back on, he is far more likely to find the confidence to start
speaking. You might consider leaving the room while he is preparing the
questions, as having a teacher looming over you or watching what you are doing
can also be intimidating.
Suggestion four
You could
also use homework as the basis for speaking. If he has prepared a homework
exercise (a grammar exercise or similar), go through it in the next class with
him reading out the answers. It’s important that he gets used to hearing
himself speaking this strange foreign language and feels comfortable with it.
Suggestion five
Another
factor could be the dynamic in the classroom. Sitting next to the student
rather than standing or sitting opposite can create a feeling of co-operation
and may help the student to overcome his shyness. Writing on sheets of paper on
the table rather than the whiteboard could also help as could the use of visual
aids on the desk such as maps, photographs, magazine pictures and so on. All of
these can help to shift the focus away from the student. The important thing
here is for you to experiment and find the style and approach that best suits
your student.
Suggestion six
Finally, it
is important not to expect too much too soon. Some learners are by their very
nature quiet and prefer to listen, read and take notes for a considerable
length of time before they are ready to speak. In your discussion with the
student in his native language you could suggest that perhaps he is not ready
for a one-to-one class at this particular stage. Maybe he would benefit from a
group course to begin with, where he would be able to adopt a more passive
learning role and then move on to a one-to-one when he has more confidence in
the language.
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any suggestion on my side