Starting out as an English language teacher is exciting, but it can also feel overwhelming. Many new teachers, whether fresh from CELTA, another training course, or stepping into the classroom for the first time find themselves repeating the same mistakes. The good news? These mistakes are common, and with awareness (and a bit of practice), they can be avoided.
Below are some of the most frequent pitfalls new ELT teachers face, along with practical advice on how to overcome them.
1. Talking Too Much
The mistake: New teachers often feel responsible for filling the silence, leading to long explanations or overuse of Teacher Talking Time (TTT).
Why it matters: If you’re doing most of the talking, your learners aren’t. Studies show that student-centered classrooms improve learning outcomes because they maximize opportunities for practice (Scrivener, Learning Teaching, 2011).
How to avoid it:
- Plan short, clear instructions.
- Use concept checking questions (CCQs) to confirm understanding instead of re-explaining.
- Set up pair and group work to let students do the talking.
2. Rushing Through Instructions
The mistake: Giving directions quickly, assuming students will “get it,” only to find them confused once the activity starts.
Why it matters: Confusion wastes time and reduces confidence. Clear instructions are crucial for smooth classroom management.
How to avoid it:
- Break instructions into steps and demonstrate the activity when possible.
- Check instructions by asking a student to repeat them back.
- Keep your language simple and supported with gestures or visuals.
3. Overloading Students with Grammar
The mistake: Teachers sometimes over-explain grammar, giving learners long lectures instead of manageable chunks.
Why it matters: Research suggests that learners benefit more from noticing and guided discovery than from lengthy explanations (Thornbury, How to Teach Grammar, 1999).
How to avoid it:
- Focus on meaning, form, and pronunciation (MFP) of a target structure.
- Focus on the meaning that students need ‘now’. You don’t have to cover all meanings and uses of the same item in one lesson.
- Elicit examples from learners rather than “telling.”
- Provide plenty of controlled and freer practice to reinforce learning.
4. Ignoring Pronunciation
The mistake: Skipping pronunciation work because “it will take too much time” or because the focus is on grammar or vocabulary.
Why it matters: Pronunciation is central to intelligibility and communication (Gilbert, Teaching Pronunciation, 2010). Learners who never practice sound and stress patterns may struggle to make themselves understood.
How to avoid it:
- Include brief drilling stages when introducing new language.
- Highlight word stress, sentence stress, and intonation.
- Use visual aids (phonemic charts, gestures, stress marks) to raise awareness.
5. Forgetting to Grade Language
The mistake: Using natural, but fast-paced, idiomatic English when giving instructions or explaining tasks.
Why it matters: Learners need exposure to authentic English, but when the goal is understanding the task, unclear teacher language can block learning.
How to avoid it:
- Slow down and simplify instructions without “baby talk.”
- Use shorter sentences and familiar vocabulary.
- Check comprehension instead of asking, “Do you understand?”
6. Skipping Reflection
The mistake: Jumping from one lesson to the next without taking time to reflect on what worked and what didn’t.
Why it matters: Professional growth comes from noticing your own teaching patterns. Reflection helps you adjust and improve.
How to avoid it:
- Keep a short teaching journal after each class.
- Ask peers or mentors for feedback.
- Record a lesson (with permission) and analyze your classroom interaction.
Final Thoughts
Every new teacher makes mistakes—it’s part of the learning process. The key is not to avoid mistakes entirely, but to notice them, reflect, and adjust. As Scrivener reminds us, good teaching isn’t about delivering perfect lessons, but about creating conditions for learning to take place.
Takeaway:
If you’re just starting your ELT career, focus on talking less, giving clear instructions, balancing grammar with practice, including pronunciation, grading your language, and reflecting regularly. These small changes can make a big difference in your teaching and your students’ learning.
