{"id":1528,"date":"2023-03-28T10:17:10","date_gmt":"2023-03-28T09:17:10","guid":{"rendered":"https:\/\/uefap.org\/blog\/?p=1528"},"modified":"2025-04-15T15:33:25","modified_gmt":"2025-04-15T14:33:25","slug":"one-to-one","status":"publish","type":"post","link":"https:\/\/uefap.org\/blog\/one-to-one\/","title":{"rendered":"One-To-One Teaching"},"content":{"rendered":"

Introduction<\/h1>\n

Much ESP is taught in one-to-one situations. When I first started teaching businessmen English in Japan in 1976, the classes were mostly one-to-one. I then spent five years teaching English to adult professionals in an ESP institution in the UK mainly in a one-to-one context. More recently, I have been teaching a Syrian refugee through CARA<\/a>. in a one-to-one situation online. The participant was an agricultural engineer working as a project manager. It was then that I first started thinking seriously about one to one teaching and what it involved and I will probably continue for ever!.<\/p>\n

Some thoughts:<\/p>\n

<\/p>\n

Advantages And Disadvantages of One-To-One Teaching.<\/h1>\n

Possible Advantages<\/h2>\n

Learning can be personalised
\n<\/b>The main advantage of one-to-one teaching is probably the ability to tailor the learning experience to the individual student\u2019s needs, wants, interests and expectations. Learners are different, with their own strengths, weaknesses, interests and learning styles. One-to-one teaching allows individualised learning to take account of each student\u2019s state of mind, mood, academic needs, learning style and pace. This allows the student to focus on their personal objectives.<\/p>\n

The teacher can adapt to student’s preferred learning style
\n<\/strong>All students have their own style of communication and learning. With one-to-one teaching, the teachers – and student – can ensure that this is taken into account.<\/p>\n

The learning context can be arranged to suit the student’s preferences and ability. They can choose their own study materials, the room arrangement, the overall classroom atmosphere, timing, contributing to a conducive learning environment.<\/p>\n

Individualised attention can be paid to the student\u2019s interests and needs
\n<\/b>An import ant aspect of this personalised learning is the ability for the student to set their own pace. In a traditional classroom, the pace of the class is often set by the majority of the students, which leaves some students being left behind or other not feeling challenged at all.<\/p>\n

One-to-one teaching allows for a personalised pace, ensuring that the student understands each concept before moving on. The teacher can devote 100% of their attention to the student. So students have the constant attention of the teacher, and they can listen to and speak more English than they would in a class situation.<\/p>\n

It is possible \u2013 and always recommended – for the teacher to use student\u2019s materials and experience, to use the student as a resource and make maximum use of the student\u2019s existing knowledge and skills.<\/p>\n

Feedback can be provided immediately<\/b>
\nFeedback during one-to-one teaching can be immediate and targeted to the student, making it more effective. This can help personalise the learning process. Teachers can easily identify misunderstandings or lacks promptly, and can address them immediately. This can help students to\u00a0 build confidence in their abilities.<\/p>\n

Distractions can be reduced, ensuring that focus and attention can he heightened<\/b>
\nIn a classroom, students are often distracted by other students in the class. With one-to-one teaching, students can focus entirely on their task at hand without distractions from other class members.<\/p>\n

In a group class, teaching can go on even when the student is absent. As a result, the student may run the risk of falling behind. In a one-to-one setting both the student and teacher need to be there for the lesson to take place.<\/p>\n

Teacher-student interaction can be of high quality<\/b>
\nStudents and teachers are actively engaged in a one-to-one class. Interaction can be authentic. Students have control over the questions they ask and pace at which they study. In this way, students can take part in high-quality interactions with the teacher. For example, different roles can be taken. There can be more time for speaking. The student has more opportunities to use the teacher as a resource \u2013 to ask questions, and\u00a0 to practise skills.<\/p>\n

Teacher-student relationships can be strengthened<\/b>
\nThe close interaction inherent in one-to-one teaching allows stronger teacher-student relationships. Teachers can get to know the student and better understand their student’s personalities, learning styles, and interests.<\/p>\n

One-to-one teaching can boost confidence<\/b>
\nIndividualised attention and relevant immediate feedback can contribute to building the student’s confidence. Students are more likely to take part actively in discussions, ask questions, and take risks without fear of judgment. Students feel comfortable in their learning environment and can therefore participate more fully in learning. For students with anxiety, or diverse learning needs, classrooms are not always the most appropriate context in which to learn.<\/p>\n

One-to-one teaching can increase flexibility and adaptability<\/b\nOne-to-one teaching is flexible and allows teachers to adapt their teaching methods based on the student's progress and needs at any time. This ability to adapt is particularly useful for addressing gaps in learning, giving additional support or investigating related topics based on the student's readiness.\n\nOne-to-one teaching may be better value-for-money<\/b>
\nAlthough relatively expensive, one-to-one teaching can improve a student\u2019s progress beyond classroom teaching because of the extra time and attention invested in each student\u2019s learning.<\/p>\n

In one-to-one teaching, it may be easier to measure progress<\/b\n>When a teacher works directly with one student, the teacher can get a very strong sense of the student\u2019s progress, strengths and weaknesses. In this way, teachers can obtain a better understanding of what the student needs most to best prepare them to fulfil their objectives.<\/p>\n

Assignments can be personalised and made more relevant<\/b>
\nIndividualised teaching thus makes it possible for teachers and students to personalize their assignments to ensure they are beneficial. Their strengths and weaknesses are addressed more consistently and fully without the competition of other students for the teacher\u2019s time. Learners acquire language best through the modified input of the teacher. This means that the teacher adapts their language to the level of the student, and in one-to-one classes the amount and type of input can be maximised by the teacher to benefit the student.<\/p>\n

Behavioural and organisational issues can be reduced<\/b>
\nIn a one-to-one class, it is unlikely that the teacher would need to deal with any behavioral issues. The teacher does not have to worry about how to deal with mixed ability, group dynamics, early finishers, late arrivals etc.<\/p>\n

Possible disadvantages<\/h2>\n

There is a lack of pair\/group work<\/b>
\nThere are a limited range of activities, in an individual class, which can be monotonous for the teacher and the student and not good for learning. For example, it is not possible in a one-to-one class to make use of pair or group or work with students working together. For that reason, there is no learning from other students or different cultures. It is not good for making friends, if that is the purpose.<\/p>\n

There is a lack of practice time<\/b>
\nStudents might feel more comfortable practising new language \u2013 and making mistakes – in a group situation with peers, away from the teacher rather than in front of the teacher.<\/p>\n

Teacher-student may have a personality clash<\/b>
\nThe teacher and student might not get on well. That will make the dynamics of the relationship very artificial.\u00a0Student-teacher personality differences or different opinions can make the class difficult, as teachers might be afraid to deal with comments that they strongly disagree with.<\/p>\n

One-to-one classes can be expensive<\/b\n>One-to one classes can be expensive, despite the advantages of the extra time and attention invested in each student\u2019s learning.<\/p>\n

The teacher may be the one doing all the work<\/b>
\nIt can be hard work for the teacher as the teacher must devote 100% of their attention to the student.\u00a0 It is also true that there may be be no space for student initiatives if the teacher controls everything.<\/p>\n

One-to-one classes can be very intensive<\/b>
\nOne-to-one classes can be hard work for both the teacher and the student. There is also little time for individual study time and personal reflection and learning. The students need\u00a0 time to reflect and process input\u00a0 and the teacher might be more comfortable with silent periods in a larger class..<\/p>\n

Teachers also might find it difficult to take notes for correction and reporting without distracting the student.<\/p>\n

Momentum of the class can pull the weaker students<\/b>
\nThere can be a lack of momentum and positive class dynamics in a small class, when stronger students are useful to force the weaker students to keep up with them.<\/p>\n

Teacher\u2019s ignorance of student\u2019s subject may be an issue<\/b>
\nWhile teachers can promise to deal with the students particular specific language needs, lack of knowledge of this can cause problems.<\/p>\n

It may be difficult to measure progress.<\/b>
\nIt may be difficult to measure progress without other students to compare with and the possible lack of a syllabus.<\/p>\n

There could be al ack of interest<\/b>
\nIf the student has provided the materials, this should not be an issue. However, the lesson format can become monotonous if the teacher is not able to change the pace of the class and type of activity easily.<\/p>\n

It may difficult to do reading and writing<\/b>
\nThe teacher – and student –\u00a0 might feel bad about giving the student time to do reading and writing. They might feel that it is a waste of time.<\/p>\n

Approaches To One-To-One Teaching<\/h1>\n

I started with Jeremy Harmer’s (2007, 122-125) guidelines:<\/p>\n