Every English teacher has taught a learner who seems difficult to engage, frequently interrupts, avoids participation, struggles to concentrate, refuses to complete activities, or progresses more slowly than other students.
These situations can be challenging, but the behaviour is often a sign that the learner has an unmet need rather than simply being "difficult".
The reason may be related to language level, confidence, learning preferences, motivation, previous educational experiences, classroom dynamics, task difficulty, or personal circumstances.
Effective teachers therefore try to move beyond the question:
"How can I control this learner?"
and ask:
"What is causing the difficulty, and what can I change in my teaching?"
This article presents practical strategies for teachers working with learners who are difficult to engage, frequently make mistakes, lack confidence, or create classroom-management challenges.
What Makes an English Learner Challenging?
Learners may present challenges in different ways.
A learner may:
-
refuse to speak English
-
dominate discussions
-
interrupt other students
-
arrive late or miss lessons
-
avoid doing homework
-
lose concentration quickly
-
repeatedly use their first language
-
become frustrated easily
-
make very slow progress
-
appear unmotivated
-
challenge classroom rules
-
feel anxious about making mistakes
Importantly, these behaviours can have very different causes.
For example, a student who does not participate may not be lazy. They may be:
-
afraid of making mistakes
-
unsure of the vocabulary
-
unable to understand the task
-
uncomfortable speaking in front of the class
-
significantly lower-level than their classmates
The teacher should diagnose the problem before deciding on a solution.
Step 1: Identify the Real Problem
Before changing your classroom-management strategy, observe what is actually happening.
Ask:
When does the problem occur?
What happens immediately before it?
Does the learner behave differently during different activities?
Is the problem related to language difficulty, motivation, behaviour, or confidence?
For example, imagine a student never speaks during whole-class discussions but participates actively during pairwork.
This suggests that the problem may not be a lack of motivation. The learner may simply feel uncomfortable speaking publicly.
The appropriate response would therefore be different from the response to deliberate disruptive behaviour.
Step 2: Build a Positive Relationship
A strong teacher-learner relationship can have a significant effect on classroom participation.
Learn something about your students:
"What do you enjoy doing?"
"What English do you need outside class?"
"Which activities do you find easiest?"
"Which activities are difficult for you?"
Using learners' interests can make lessons more relevant.
For example, if a learner is interested in football, a speaking lesson can include:
"Which team do you think will win?"
"What makes a good footballer?"
The aim is not to teach every lesson through the student's favourite topic. Rather, occasional personalisation can help build engagement.
Step 3: Set Clear Expectations
Students need to know exactly what is expected of them.
Instead of:
"Behave yourself."
give a clear expectation:
"During pairwork, speak English as much as possible."
or:
"One person speaks at a time."
or:
"You have five minutes to complete the task."
Rules should be:
Clear
Consistent
Reasonable
Applied fairly
The same expectations should generally apply to all learners.
Step 4: Make Instructions Simple and Clear
Sometimes students appear uncooperative because they do not understand the task.
Avoid giving complicated instructions such as:
"Discuss the different options with your partner and then decide which one you think would be the most appropriate based on the information provided."
Break the task into stages:
"Work with your partner."
"Read the three options."
"Choose one."
"Give two reasons."
Then check understanding:
"How many options do you choose?"
"How many reasons do you give?"
This is especially important with lower-level learners.
Step 5: Reduce the Difficulty When Necessary
A learner who repeatedly fails may eventually stop trying.
For example, suppose the class is asked to give a two-minute presentation, but one student cannot produce more than a few sentences.
Provide support:
"My name is..."
"I like..."
"My favourite..."
"I think..."
The learner can first produce a short, successful response.
Later, remove the sentence frames.
This creates:
Support → Success → Confidence → Greater independence
Step 6: Use Scaffolding
Scaffolding means providing temporary support that helps learners perform a task they cannot yet complete independently.
For a speaking task, the teacher might provide:
Vocabulary
expensive
affordable
convenient
dangerous
Useful language
I think...
In my opinion...
I agree because...
Sentence frame
"I would choose ______ because ______."
The teacher gradually removes these supports as learners become more capable.
Step 7: Give Learners an Appropriate Level of Challenge
A task that is too easy can produce boredom.
A task that is too difficult can produce frustration.
Effective teaching aims for a challenge that is achievable with reasonable support.
For example:
Too easy
"What is your name?"
for an advanced learner.
Too difficult
"Give a five-minute academic presentation on climate policy."
for an A2 learner.
More appropriate
"Do you think your city should have more green spaces? Give two reasons."
The teacher can then adjust the language support according to the learner's level.
Step 8: Use Pairwork Before Whole-Class Speaking
Some learners are reluctant to speak in front of a large group.
Instead of immediately asking:
"Who wants to answer?"
give students preparation time.
Stage 1
Think individually.
Stage 2
Discuss with a partner.
Stage 3
Share with the class.
This reduces pressure.
For example:
"Think of three things you would take on a holiday."
Then:
"Tell your partner."
Finally:
"Let's hear some ideas."
A learner who would not volunteer immediately may feel much more prepared after pairwork.
Step 9: Give Specific Feedback
Vague feedback is less useful.
Instead of:
"Good job."
say:
"You used three new vocabulary items correctly."
or:
"Your explanation was clear because you gave an example."
When correcting errors, focus on the most important problems rather than correcting every sentence.
For example:
Student: "Yesterday I go to London."
Teacher:
"Yesterday I...?"
Student:
"Yesterday I went to London."
This encourages self-correction.
Step 10: Do Not Confuse Low Ability with Poor Behaviour
A learner who produces very little English may appear disengaged.
However, the real problem may be that the task is beyond their current ability.
Compare:
"He doesn't participate."
with:
"He speaks very little because he cannot access the vocabulary required by the task."
The second observation gives the teacher something actionable.
The solution may involve:
-
vocabulary preparation
-
sentence frames
-
modelling
-
more planning time
-
smaller groups
-
simpler language
Step 11: Manage Dominant Learners
Some learners create difficulty because they speak too much.
For example, one student answers every question before others have an opportunity.
Instead of simply saying:
"Stop talking."
establish participation structures.
Try:
"Everyone has one minute to think."
or:
"You need to hear from every member of the group."
Or assign roles:
Student A: asks the question
Student B: answers
Student C: asks a follow-up question
Student D: reports the group's answer
This gives everyone a reason to participate.
Step 12: Support Quiet Learners
Quiet learners should not automatically be considered unmotivated.
Some may need preparation time or prefer smaller-group interaction.
Useful techniques include:
-
think-pair-share
-
written preparation
-
pairwork
-
small groups
-
structured turn-taking
-
giving students questions in advance
For example:
"Write two ideas before we discuss."
The learner now has something prepared to say.
Step 13: Handle Excessive Use of the First Language
Using the first language is not necessarily a sign of poor motivation.
It can sometimes help learners understand difficult concepts or organise ideas.
However, if the objective is English communication, excessive first-language use can reduce opportunities for English practice.
Instead of saying:
"English only!"
all lesson, create a clear communicative reason to use English.
For example:
"Your partner has information you need. Ask them in English."
The first language may also be allowed during preparation but restricted during the final speaking task.
The appropriate balance depends on the learners and learning objective.
Step 14: Deal with Repeated Disruption Calmly
When a learner repeatedly disrupts the class, the teacher should remain calm and professional.
Avoid turning the situation into a public argument.
A useful sequence is:
Reminder → Private conversation → Clear consequence → Follow-up
For example:
"Please stop interrupting while your partner is speaking."
If the behaviour continues, speak privately:
"I've noticed that you're interrupting frequently. Is there a problem with the activity?"
This creates an opportunity to identify the cause.
Where serious or persistent behavioural issues continue, teachers should follow the institution's established policies rather than attempting to manage significant problems alone.
Step 15: Use Interesting and Relevant Tasks
Low motivation can sometimes be a lesson-design problem.
Compare:
"Discuss the advantages and disadvantages of television."
with:
"You have one week to plan a holiday with £1,000. Decide where you will go, where you will stay, and what you will do."
The second task has:
-
a goal
-
a problem
-
choices
-
interaction
-
an outcome
Meaningful tasks can make language practice more engaging.
Step 16: Use Interests Without Losing the Learning Objective
Personalisation can increase engagement.
For a learner interested in business:
"You are opening a small café. What will you sell and how will you advertise it?"
For a learner interested in travel:
"Plan a seven-day trip around Europe."
For a learner interested in sport:
"Choose the best sports centre for teenagers."
The topic changes, but the language objective remains clear.
Step 17: Give Students Responsibility
Responsibility can improve engagement and learner autonomy.
Students can:
-
choose a discussion topic
-
lead a vocabulary review
-
present their group's ideas
-
create questions for classmates
-
design a quiz
-
select between two tasks
For example:
"Choose five words from this week's vocabulary and create a quiz for another group."
The learner becomes a participant in the learning process rather than simply a recipient of instructions.
Step 18: Use Small, Visible Goals
Large goals can seem overwhelming.
Instead of:
"Improve your speaking."
set a specific goal:
"Today, use three expressions for giving opinions."
or:
"Today, ask at least two follow-up questions."
At the end of the lesson, the student can evaluate:
"Did I achieve my goal?"
This creates a clearer sense of progress.
A Complete Classroom Example
Situation
An adult B1 learner rarely participates, frequently uses their first language, and says:
"I don't know."
when asked to speak.
Teacher response
Step 1: Diagnose
The teacher notices that the learner performs better when given preparation time.
Step 2: Provide vocabulary
Before the speaking task, teach:
affordable
convenient
crowded
relaxing
Step 3: Model
The teacher demonstrates:
"I would choose the train because it is more convenient."
Step 4: Provide a sentence frame
"I would choose ______ because ______."
Step 5: Pairwork
The learner discusses the topic with one partner.
Step 6: Increase independence
The teacher removes the sentence frame and gives a new situation.
Step 7: Feedback
The teacher praises specific progress:
"Today you gave two reasons and used four new words."
The learner has now experienced success without being singled out negatively.
A Practical Framework for Challenging Learners
Teachers can use this sequence:
Observe → Diagnose → Adapt → Support → Practise → Encourage → Gradually reduce support
Observe
What is actually happening?
Diagnose
Why might it be happening?
Adapt
Can the task, grouping, timing, or instructions be changed?
Support
What language or scaffolding does the learner need?
Practise
Give the learner achievable opportunities to use English.
Encourage
Recognise specific improvement.
Gradually reduce support
Move the learner towards greater independence.
Common Teacher Mistakes
Labelling students too quickly
Calling a learner "lazy", "difficult", or "weak" does not identify the underlying problem.
Describe the behaviour instead.
"The learner avoids speaking during whole-class activities."
This is more useful than:
"The learner is difficult."
Public confrontation
Correcting behaviour publicly can create unnecessary conflict.
Use calm, private conversations when appropriate.
Giving easier work permanently
Differentiation should support progress, not permanently lower expectations.
The aim is to provide temporary support and gradually increase independence.
Correcting every mistake
Too much correction can reduce willingness to communicate.
Prioritise errors according to the lesson objective.
Using one strategy for everyone
Learners differ.
What motivates one student may have little effect on another.
Final Thoughts
Teaching learners who are difficult to engage requires patience, observation, flexibility, and clear expectations.
The most important principle is to distinguish the learner from the behaviour.
Instead of asking:
"Why is this student difficult?"
ask:
"What is happening, why might it be happening, and what can I change?"
Effective teachers combine classroom management with good pedagogy. They provide clear instructions, appropriate challenge, scaffolding, meaningful communication, supportive feedback, and opportunities for learners to experience success.
A practical framework is:
Observe → Diagnose → Adapt → Support → Practise → Encourage → Empower
The ultimate goal is not simply to make a challenging learner behave better for one lesson. It is to help the learner become more confident, more engaged, more independent, and more capable of using English successfully.
Westminster College London supports teachers in developing practical classroom-management and learner-support strategies that help educators respond professionally to different learner needs and create inclusive, effective English-language classrooms.