Evaluating the One-to-One Teaching Model: Design & Implementation

This essay provides a comprehensive analysis of the one-to-one teaching model, examining its basic characteristics such as autonomy, flexible structure, and innovation. It discusses the role of teaching materials in enhancing the learning experience, highlighting the importance of quality content and various teaching aids. The essay outlines the advantages of one-to-one teaching for both students and teachers, including individualized attention, customized education, and flexibility. It also addresses the disadvantages, such as limited group learning and potential monotony. The essay concludes with recommendations for effective implementation of the one-to-one teaching model, emphasizing clear expectations, adaptability, feedback, quality materials, and discipline. It also explores the implications for course design, particularly for a "Functional English" course, focusing on appropriate goals, content, teaching rubrics, learning outcomes, and evaluation methods, referencing Bloom's Taxonomy to ensure comprehensive coverage.

One-to-One Teaching
THE ONE-TO-ONE TEACHING MODEL
Basic Characteristics of One-to-One teaching
One-to-One education is a model where the student teacher ratio is 1:1, resulting in
the student receiving the teachers’ undivided attention. The One-to-One education model is
both appreciated and criticized by many people in the pedagogy. The model tends to bring
out the best of the child as he/she can become better learners easily, but a few others say that
the model makes the children lonely, and that educating in a group would enhance the holistic
nature of education (Meldrum & Clandfield, 2008, para 1&2). The On-to-One teaching
model is designed to provide both the learner and the teacher the best platform to showcase
their abilities (Wisniewska, 2010, 25). A few major characteristics unique to this model are:
Autonomy – Here, in some places, the teacher can control what is needed to be taught,
and in others, the student can control what is needed to be learnt.
Flexible Structure - On-to-One teaching is not as rigid as the traditional classroom
teaching where a set time is defined for education learning, it can be a continuous process.
For example, in On-to-One teaching, a real-time experience of conversing in English with a
complete non-English stranger at the marketplace could constitute as a teaching lesson.
Innovation – Within the scope of the syllabus, the teacher is at his/her liberty to use
any content or material for the teaching. It can be tailor-made to fit the teacher’s teaching
convenience, as well as the learner’s learning capacity. A lot of teaching aids can be
implemented in On-to-One teaching, which might not be possible in the traditional classroom
teaching.
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One-to-One Teaching
The Role of Teaching Material
Teaching aids and materials are always an effective tool in teaching, as they help
enhance the teaching-learning experience (Osborne, 2005, 74) For example; preschoolers
tend to understand the germination capacity of a plant easier if they plant a seed and watch it
grow, rather than reading it up or watching a visual of it. In today’s world, there is no dearth
of data and content, and almost all content can be accessed by almost everyone. However, it
must be ensured that quality material after a meticulous search is sourced for the learning
process. A lesson on English conversation can be augmented by a video; activities can be
given via pictograms games such as Pictionary, crosswords`, questionnaires, flash cards, etc.
It is important to note that the material is just a teaching aid, and not the teacher itself, and in
no way must the teacher let the material overshadow his/her teaching.
Advantages
One-to-One teaching is widely appreciated to be the model of the future. A few
advantages of this model to the student are that the student gets undivided attention of the
teacher, customized education and training can be provided, and better student-teacher
interaction is possible. A few advantages to the teacher are that there is great flexibility in the
structure, there is a better teaching experience with financial benefits to the teacher, and that
here is only one level of teaching, and so is easy to manage.
Disadvantages
One-to-One teaching is also criticized to be an unsustainable model. A few disadvantages
of this model to the student are that the students tend to miss out on group learning and peer
feedback, with high level of customization, the student might miss out on variations, the
student will lose the ability to observe from his/her surroundings, and that the progress of the
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One-to-One Teaching
student will not be objectively measured and compared, tending to be disadvantageous to the
student. A few disadvantages to the teacher are that there is a limited activity range, with only
one person to train at a time and that there is a high risk of monotony.
Recommendations
Any model or format can sustain only if the limitations are dealt with, and the necessary
adaptations are made. A few of the recommendations for the One-to-One teaching model are
1. A clear picture of the expectations of the student and the teacher during the course
shall be made beforehand (Bowen, 2008, para 4).
2. Both the teacher and the student must be willing to try out new methods when the
current method adopted is found to be less effective.
3. Proper student-teacher feedback must be shared
4. Quality and validated material must be used
5. Discipline must not be compromised in the quest of flexibility
A linguistic course set in the One-to-One teaching model must focus on engaging the student
effectively, as the learning of a language cannot be done without constant cues and inputs. If
the model is used judiciously, there is no denying of its success in the education system.
Implications for course design
A course named “Functional English” for non English speakers designed in the One-
to-One teaching model would require focusing on appropriate goals, course content, teaching
rubrics, learning outcomes, and the evaluation methods. The teachers setting the goals for
each part of this course must ensure that non-English speakers are empowered to integrate
with the English speaking society, with the knowledge of English at a functional level. While
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One-to-One Teaching
setting the course content and the topics, the teachers can make use of Blooms Taxonomy,
which has six levels viz. Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. In each level, the corresponding component of One-to-One teaching model must
be used. For example, for the topic “Reading”, using Blooms taxonomy, it must be ensured
that for that particular level, all areas are covered.
The linguistic content of this said course can be decided as per the need of the student.
For example, a non English speaker requires more listening, speaking, communication, and
basic reading and writing. For an entry level student in the One-to-One teaching model, focus
must be made on simple discussions, reading simple words and phrases, etc gradually
progressing to longer discussions and books with a greater difficulty level. Any course
designed in the One-to-One teaching model; if the priority is given on the methodology after
carefully weighing the advantages and disadvantages, with a reasonable use of materials, will
achieve its goal effectively
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One-to-One Teaching
REFERENCES
Bowen, T. (2008, November 25). One-to-one: 10 practical teaching tips. Retrieved
November 25, 2008, from One Stop English.:
http://www.onestopenglish.com/section.asp?catid=58054&docid=144647
Meldrum, N., & Clandfield, L. (2008, June 22). One-to-one: Methodology. Retrieved June
22, 2008, from One Stop English: http://www.onestopenglish.com/business/teaching-
approaches/teaching-one-to-one/methodology/
Murphey, T. (1991). Teaching One on One: A Language Teacher's Guide to Private
Lessons : Principles, Case Histories, and Practical Tips. Longman.
Osborne, P. (2005). Teaching English one-to-one. Modern English Publishing.
Wilberg, P. (1987). One to one: a teacher's handbook. Language Teaching Publications.
Wisniewska, I. (2010). Learning One-to-One. Ernst Klett Sprachen.
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