Teaching three students problems and solutions

Dealing with a class that consists of only three students can be a challenging task for teachers, especially those who are accustomed to pairwork activities. Even experienced educators may need to adjust their teaching strategies when faced with such a situation. This article explores the reasons why extra consideration is necessary and offers solutions to address the associated issues.

Problems with three-student classes

Some of the potential challenges that may arise in classes with only three students include:

• Difficulty adapting pairwork activities designed for pairs to accommodate three students, such as information gap tasks
• Challenges with activities that require group discussion and comparison with another group
• Significant changes in classroom dynamics when one student is absent
• Struggles to encourage students to ask questions, particularly if there are shy students or a lack of outgoing individuals in the class
• Issues with determining a suitable seating arrangement, especially in settings with one long table
• Limited options for altering classroom dynamics
• Potential exclusion of one student in discussions where two students dominate the conversation
• Difficulty involving a student in a discussion when they do not share common knowledge, interests, or background with the others
• The need to include the other students in the conversation if one student dominates the discussion

Additionally, there are general issues related to small class sizes that can impact classes with three students, such as:

• Differences in personality and willingness to participate, making it challenging to plan suitable lessons for all students
• One student’s behavior significantly influencing the overall class atmosphere

Three-student classes solutions

To address the potential challenges of teaching a class with three students, consider implementing the following solutions:

• Utilize activities that naturally lend themselves to three participants, such as simulated phone calls or small group meetings
• Introduce a Student C worksheet to provide additional engagement opportunities
• Have two students share one role to adapt activities designed for pairs
• Assign the third student a different role, such as providing feedback or ensuring equal participation
• Encourage the third student to listen and take notes for future participation
• Have the teacher participate as a student in certain activities
• Allow a student to take on the role of the teacher for specific tasks
• Occasionally separate students for unique activities
• Always have a backup plan for absences
• Incorporate activities where all students interact with the teacher
• Engage in similar activities with external participants, such as via video conferencing
• Rotate student-selected topics for discussion
• Encourage students to stand up and engage in role-playing scenarios

Among these solutions, having the teacher take on a student role can be a straightforward yet effective approach. By participating in communicative tasks, the teacher can facilitate engagement and model desired behaviors for students. However, monitoring other groups while participating may require additional attention to instructions and careful timing.

• Ensure clear instructions for activities
• Adjust the timing of group work to allow for monitoring
• Repeat similar activities to assess student progress and teacher involvement