Any teacher, active in his profession, moves solely with the intention of satisfying the needs of students.Separate teaching strategies may become obligatory, if the targeted group belongs to the rural side. The students from villages face certain class room problems, when receiving instruction. They are positioned at a point of disadvantage, as they acquire their language skills, in a class room, comprising a mixed variety of students. The teachers are to make their pedagogic ventures, with their objectives amended suitably, so as to attain a steady improvement.
Students from the rural backdrop, pursuing the usual course of study, have a room for improvement so that they can fare well in job trials. They can all speak English slightly better than what they do. They can make a constant practice of speaking the language slowly and clearly.They can regulate the tempo of their speech, freeing it from the influence of their first language. They can increase the range of their vocabulary and learn to use a few more words. They can express one idea more and they can learn to put polite questions and other speaking etiquette.They can learn to offer in English small responses in life-like situations.They can also learn making 1-minute speeches in the Second languge.
Some strategies may not work in the institutes of the rural side and the teacher may have to moderate his enthusiasm. For instance, he can not provoke his rural flock into a Group Discussion on big social issues, as many of them may lack in previous awareness. Role Play, as a technique for practicing spoken skills, may also have to be made use of diligently and the teacher's approach can more realistic. Students can not comprehend vocabulary beyond a certain range and the teacher has to contain his spoken speed.
Students from the rural side who start with some disadvantage as far as English goes may have to practice elucidating their sounds, as they do not normally use English for their daily purposes and they can not think of expressing big ideas, as they have not aimed at practice earlier. They have a certain degree of shyness to speak in English and the teacher should motivate them to come out of their shell and ask them not to create for themselves a stumbling block.
The students have their own expectations of life and the teacher teacher can create a channel in the form of exercises and the students will one day begin making a better use of English and improve their rating in the competition for jobs. In addition to assessing the students, he should assess himself also, or else, the student goes out of the institution, without any further improvement. It is a sorrowful fact that students move from one phase to the other, and their English never shows a change for the better, in the meanwhile.
The rural student should tune himself, according to the present day needs. The solution should come from the teacher connected with him.All our academic preparation hence is a continuous process of designing and re-designing and it is an endless process, too.We have to think of new strategies to deal with a student, who in many ways may be a hopeless case. The ambition of the teacher should be understanding the student and his endeavor should be in the direction of bridging the gap between students of urban and rural areas.
About Author / Additional Info:
The Author is the Chief Academic Adviser of Khammam Institute of Technology and Sciences, Ponnekal,Khammam(R). Career counselling is his vocation.