As an ESL teacher, I want to express here how much I appreciate and recommend Larry's blog very much. The tips you provide here are good (though I am not one who particularly supports the idea of listing 'dos and donts' statements--syntactically monotonous and tedious for readers of any language. Where I do side with you: I am not one who hides behind a course book. I also certainly don't 'ban' L1 nor discourage L1 (in a monolingual group), though that's perhaps not entirely right. I don't speak fast in my L1, but speaking slower is done only for lower levels and when I need repeat something. There's nothing worse than listening to English-speakers (eg. poorly-done podcasts) speak so slowly that they actually change the natural sound of English, however. Teachers bear this in mind; providing authentic English is very, very important. The other interesting thing is that no matter how clearly you give instructions, for pair work or group work, some will go off and do it 'their way', which is not all that bad and you should probably let them do so, since the outcome when it's time for feedback is that (others) realise that there isn't one way to go about an essay typer task, and you actually get much more interesting feedback. Then there's even a more invigorating post-discussion from the different groups.
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As an ESL teacher, I want to express here how much I appreciate and recommend Larry's blog very much. The tips you provide here are good (though I am not one who particularly supports the idea of listing 'dos and donts' statements--syntactically monotonous and tedious for readers of any language.
Where I do side with you:
I am not one who hides behind a course book. I also certainly don't 'ban' L1 nor discourage L1 (in a monolingual group), though that's perhaps not entirely right.
I don't speak fast in my L1, but speaking slower is done only for lower levels and when I need repeat something. There's nothing worse than listening to English-speakers (eg. poorly-done podcasts) speak so slowly that they actually change the natural sound of English, however. Teachers bear this in mind; providing authentic English is very, very important.
The other interesting thing is that no matter how clearly you give instructions, for pair work or group work, some will go off and do it 'their way', which is not all that bad and you should probably let them do so, since the outcome when it's time for feedback is that (others) realise that there isn't one way to go about an essay typer task, and you actually get much more interesting feedback. Then there's even a more invigorating post-discussion from the different groups.