I tutor one of the orphanage counselors regularly. We were covering a certain topic and I asked her what she does to avoid getting the flu.
Her first response was that public events and social activities should be canceled for a time. Schools, etc. should be closed to prevent sickness from spreading further.
Then I asked her about her personal approach. She went to her room and returned with a little pouch on a string and explained that one of the other counselors had sewn a bunch by hand for them all to wear.
The woman whom I teach describes herself as "Muslim," but doesn't practice, as far as I know. Meanwhile, the counselor who sewed the pouches is Russian Orthodox.
"What do you do with it?" I asked, fearing some kind of witchcraft. Even among Russian Orthodox believers, some remedies border on paganism.
"You put garlic inside," she said. That wasn't as bad as I thought. If you can eat garlic as a remedy, maybe wearing it also does something? Not something I would try, but...to each his own.
But that's with children. Adults, of course, can handle a little competition. But as far as making the lesson "fun," I find that teachers sometimes mix up relevance with entertainment. Making an assignment personal is an important step in developing conversation skills, but it doesn't have to mean letting go of rules. Just because a student is sharing about his family or participating in a "get-to-know-you" game doesn't mean a teacher should be afraid to correct errors. That's what teachers are for! There are ways to correct errors subtly so as not to interrupt the flow of conversation.
2) What to do when only one student shows up
We were told not to say "Where IS everybody?" when one student is in the classroom. It is as if you are ignoring him. Somehow, something similar often pops out of our mouths to break the silence. We want to state the obvious.
But it really is insulting from the student's point of view. My teachers this semester were pretty good at getting started and acting interested in me even when no one else showed up or if the others were really late. Of course a few times we stalled or switched to an alternate topic for class, but they never made me feel like they had wasted their time to show up just for one student.
I think it's important not only for teaching but for any kind of gathering, to thank the people who HAVE come and to make them feel welcome. It's usually not necessarily to draw attention to the empty seats or to make an announcement about needing to change plans since so few people have come. If you are concerned about the others' health or whereabouts, you could ask someone who knows them, AFTER the class...rather than taking away from the class time.
3) Grading and expectations
I don't know about you, but I'm more motivated to work harder when the teacher expects more of me. If I know she isn't going to collect or check the homework, why bother to do it? If I know she's an easy-grader, why should I give 100% effort? I could work just a little bit and get a satisfactory result.
Students need honest feedback about how they are doing. It isn't just the donkey-carrot theory about getting them to work hard. If you want them to succeed, they need motivation to work hard, and they need to know what they can do differently. And as far as respect, they need to know that their effort doesn't go unnoticed.
4) Giving clear instructions
We practiced and practiced phrasing instructions so that they would be understandable to learners of English. We practiced checking for comprehension before beginning the activity. But I have to admit that I usually get lazy and give instructions in Russian, or just start the activity without any explanation and see if any questions come up.
But as a student, with all other factors being in order, I found that I felt a little panicky when we started an exercise without complete instructions. Or without a simple question from the teacher about whether or not we understood.
As a student, it's important for me to know:
-how to know when it will be my turn, or how to express that I want to answer the question
-how exactly to answer the question (i.e. a model)
-what resources are available to me (new vocabulary, a grammar chart, etc.)