What do I do if I am not sure what to say when someone is speaking to me?
If you don't know what to say, just say this: "I am still learning English, please say that again." If people know that you are still learning, then they will try to help you. They will say something in a different way to help you understand.
What is the difference between stationery and stationary? How will I know which one to use?
We use 'stationary' to refer to something that is not moving. The car is stationary. We use 'stationery' to refer to writing and drawing materials or tools. Remember to bring your stationery to school. If you struggle to remember this, then use simple drawings as a reminder. Extend the line of the 'a' in 'stationary' to draw a little car. Remember that the car is stationary. Think of the 'e' in 'stationery' as a paintbrush (color in the body of the 'e' to make it look like bristles covered in paint) with a bent handle. Remember to bring your stationery to school.
How do I engage and support students who show little or no interest in the lessons that I prepare for the rest of the class?
Each student is different and has different reasons for their behavior. The solution to this challenge is partly dependent on how well you know your students; there is no single solution that would suit every child that the above questions could be referring to. Generally speaking, students usually show what appears to be lack of interest for one of two reasons; either they have perceived what has been taught as (a) too difficult, or (b) too simple/unappealing. The best way to attempt to address this challenge is to prepare a dynamic lesson, taking your specific student into consideration. A dynamic lesson (even if prepared for a specific learner in mind) will appeal to most learners and will never be a waste of time. When preparing your lesson, try to plan elements of your lesson that will appeal to different learning styles. Include movement within your lesson, and gradually build your concept from a very concrete, hands-on, simple stage, to a more abstract level. Start simple, so that every child feels completely capable and confident. Have additional extra activities/challenges available for confident students to try, if they wish to do so. Remove the element of pressure from the lesson and plan your activities to focus on the process, rather than the outcome. End your lesson in such a way that it will leave your students feeling confident, so that you can raise the level in your next lesson. Do not focus on right/wrong. Allow students to play with the concept you are teaching.