A real-world example:
In a mixed class, you might have a visual learner who struggles with listening exercises but excels when you use flashcards or videos. Meanwhile, a kinesthetic learner might find it hard to sit still during a lecture but shine in a group activity where they can move around.

The different roles of a teacher

As teachers, we wear many hats depending on the needs of our students and the context of the lesson. Here are some roles you might adopt:

The Assessor

In this role, you evaluate students’ language progress and provide constructive feedback to help them improve. Assessment can be formal or informal and helps identify both strengths and areas for development.

ESL Examples:

• After a pair speaking activity, you might listen closely and note down examples of correct usage as well as errors in pronunciation or grammar, then give targeted feedback.
• During a writing lesson, you might use a checklist to assess learners’ use of paragraphing, coherence, and appropriate vocabulary.
• You could also design a short end-of-unit quiz to check understanding of key vocabulary and grammar points.

The Instructor

This is the more traditional, directive role where you teach by explaining, demonstrating, and guiding practice. You are the main source of input and clarification.

ESL Examples:

• When teaching the past continuous tense, you might draw a timeline on the board and explain when and how the tense is used, followed by example sentences.
• During pronunciation practice, you might model individual sounds or stress patterns, and ask students to repeat after you.
• You might also demonstrate how to write a formal email, pointing out structure, register, and useful phrases.

The Facilitator

Here, you shift the focus from yourself to the learners, providing the resources, environment, and support they need to explore, discover, and use the language actively and autonomously.

ESL Examples:

• In a vocabulary lesson, you might give students a reading passage and ask them to deduce the meaning of new words from context, instead of pre-teaching the vocabulary.
• During a speaking activity such as a role-play or debate, you may observe quietly while students interact, only stepping in if they ask for help or go off-task.
• You might set up a jigsaw reading task where each group reads a different part of a text, then shares information with others to complete the full picture.

The Mentor

In this supportive role, you focus on students’ emotional and motivational needs. You offer guidance, encouragement, and personal support to help them grow as learners.

ESL Examples:

• During class, you may praise a shy student for participating, reinforcing their confidence and encouraging continued effort.
• When a student feels discouraged about their speaking ability, you might share your own experiences of learning a language and suggest small achievable goals, like starting conversations with classmates.
• You might meet with a student individually to help them plan strategies for passing an English exam or managing study time effectively.

A real-world example:
During a lesson on business English, you might start as an instructor by teaching formal email etiquette, then switch to a facilitator role as students practice writing emails in pairs. Later, you might act as a mentor by giving personalized tips to a student who’s nervous about presenting in English.

How to use the awareness of
preferences in planning and teaching

Use Real-Life Materials focusing on Their Preferences

Connect lessons to your learners’ backgrounds, goals, and real-world needs to make learning meaningful and relevant.

Examples:

• If your students are working professionals, include role-plays of workplace scenarios, such as job interviews, meetings, or giving presentations.
• For young adults or teenagers, use social media posts, YouTube videos, or song lyrics to teach vocabulary and grammar in context.
• If your learners are preparing for immigration or travel, use authentic materials like airport signs, menus, or forms to develop functional language skills.

Mix It Up of Preferences and Learning Styles

Incorporate a variety of tasks and materials to address different learning preferences and keep students engaged.

Examples:

• Begin with a visual stimulus like a short video or infographic to introduce a topic.
• Move on to an auditory activity like listening to a dialogue and identifying key expressions.
• Include a reading/writing task where students fill in a worksheet or summarize what they’ve learned.
• Add a kinesthetic task such as moving around the room to match vocabulary cards or acting out a scene.
• Use group work for interpersonal learners and allow individual reflection time for intrapersonal learners.
• Incorporate a discovery task, like finding grammar patterns in a dialogue, for analytical or discovery-oriented learners.

Be Flexible

Switch roles as needed based on student performance, the activity type, and lesson objectives.

Examples:

• If your students are confused about verb tenses, step into the instructor role to clearly explain and model usage with timelines and examples.
• When they’re ready to apply the language, become a facilitator, letting them work in pairs or groups while you monitor and provide gentle correction as needed.
• Adopt the mentor role when students express frustration or doubt—help them set goals and remind them of their progress.
• Play the assessor role periodically, through short quizzes, peer feedback, or informal observation, to track learning and adjust future lessons.

Get Feedback

Make feedback a two-way process by involving students in evaluating the learning experience.

Examples:

• Let students co-create classroom routines or vote on project topics to increase engagement and sense of ownership.
• After a new activity, ask students which part they found most useful and which was challenging.
• Use exit slips where learners write one thing they learned and one question they still have.
• Have regular check-ins (especially in small classes) to ask about their learning preferences—Do they prefer group or solo work? Do visuals help them? Would they like more listening practice?

A real-world example:
Imagine teaching a class of adult learners who are preparing for the IELTS exam. You could start with a visual presentation of the test format (for visual learners), follow it with a listening practice (for auditory learners), and then have students work in pairs to simulate the speaking test (for kinesthetic learners).

Keeping students engaged and
motivated while maintaining their preferences

Show Progress

Help students reflect on how far they’ve come and recognize their own growth. This reinforces the idea that effort leads to improvement, which is a powerful motivator.

Examples:

• Keep a learning portfolio where students collect samples of their work (e.g., written assignments, speaking recordings) and periodically review them to notice improvement.
• Use “can-do” checklists based on lesson outcomes. For example, after a unit on giving directions, let students tick off “I can give and understand directions in English.”
• Begin lessons with a quick recap of what students have already mastered—this reinforces prior learning and gives a sense of achievement.

Celebrate Strengths

When students feel capable in certain areas, they’re more likely to take risks and engage with new challenges. Public and private recognition can go a long way.

Examples:

• If a student is especially articulate in speaking tasks, acknowledge this in front of the class and ask them to model an answer.
• If a student has a talent for writing, assign them as a “peer reviewer” during a writing workshop.
• Create a “skills wall” in the classroom where you post examples of student work that demonstrate various abilities—writing, creativity, teamwork, pronunciation, etc.

Challenge Weaknesses

Growth happens when students stretch beyond their comfort zones—but this needs to be done in a supportive and strategic way.

Examples:

• For a student who excels at grammar exercises but avoids speaking, design a safe environment for practice—such as a prepared dialogue with a partner, or voice recordings instead of live speaking.
• Use role-play or drama activities to help shy students become more comfortable speaking in front of others.
• Set personalized mini-goals. For instance, “This week, try to ask at least one question in class,” or “Participate in one group discussion.”

Make It Fun

Enjoyable learning experiences are more memorable and reduce anxiety—especially important for language learners. Fun activities also create a positive emotional connection to the language.

Examples:

• Rotate roles in pair and group work to ensure everyone gets a chance to lead, support, and participate in different ways.
• Use games like vocabulary bingo, charades, or “Find someone who…” to review content while promoting movement and interaction.
• Include creative tasks, like making posters, writing a class poem, or designing comic strips to practise grammar in context.
• Organize friendly competitions, such as team quizzes or speaking challenges, to energize students and build team spirit.

A real-world example:
A student who’s shy about speaking might feel more comfortable in a small group activity rather than a whole-class discussion. By gradually increasing the size of the audience, you can help them build confidence over time.

A CELTA trainee’s perspective

What would you want to find out about a group of learners that you had to teach so that you could plan your lessons?

Level of English

As a CELTA trainee, I believe that getting to know my learners is essential for planning effective, engaging lessons. There are several things I would want to find out before I start teaching a group. First, I’d want to know their level of English—not just generally (like A2 or B1), but specifically which skills they’re stronger or weaker in, such as speaking fluency, listening comprehension, grammar accuracy, or vocabulary range.

Learning goals and motivations

I’d also want to know about their learning goals and motivations. Are they learning English for work, study, travel, or just for fun? This would help me make sure my lessons are meaningful and relevant to them. For example, a learner who needs English for an office job might benefit from practicing emails and formal language, while someone preparing for travel might need more functional phrases for everyday situations.

Learning preferences and personalities

Another important thing I’d want to find out is their learning preferences and personalities. Some learners might enjoy pair work and group discussions, while others may feel more comfortable with individual tasks. Knowing this would help me plan varied activities that cater to different types of learners.

First language (L1) and special educational needs

In addition, I’d try to find out about their first language (L1) background and whether they’ve learned other languages before. This might help me anticipate potential errors or pronunciation issues. Lastly, I’d want to be aware of any special educational needs or personal circumstances that might affect their learning so I can be sensitive and inclusive in my approach.

How would you find out?

There are a few ways I would go about finding out this information. One of the first things I’d do is look at any placement test results or needs analysis forms provided by the school or centre. These can give a general idea of learners’ levels and goals.

An informal needs analysis

At the beginning of the course, I’d also try to conduct some informal needs analysis activities, such as short questionnaires or getting learners to share their reasons for learning English in pairs or groups. These could be done as speaking or writing tasks, which would also help me observe their language use in a natural context.

Close observation

I’d pay close attention to learners during the first few lessons, observing how they respond to different tasks and interact with each other. I think this kind of observation can tell me a lot about their confidence levels, participation style, and any particular strengths or difficulties they have.

One-on-one conversations

If possible, I’d also have brief, friendly conversations with learners one-on-one, especially if someone seems shy or reluctant to participate. I’d want to create a supportive environment where they feel safe to express themselves, both in terms of language and personal preferences.

Overall, I think it’s important to see this process as ongoing. I wouldn’t expect to know everything about my learners right away, but rather continue learning about them as we go through the course together, adjusting my lessons as needed to better suit their needs.

Final thoughts

Teaching English to adults is a dynamic and rewarding process. By understanding their learning preferences, adapting your role, and planning lessons that cater to their needs, you can create a classroom where every student feels supported and motivated.

Remember, the best teachers are those who are flexible, empathetic, and willing to learn from their students. So, embrace the diversity in your classroom, and enjoy the journey of helping your students achieve their goals!

To your CELTA journal

What’s your experience with different learning preferences?
Reflect on your experience with different learning preferences. Write in your CELTA journal about how adult learners in your classroom prefer to learn (e.g., visual, auditory, kinesthetic, reflective). Share examples of strategies you have used to support these preferences and keep learners engaged. Include any tips or insights on adapting lessons to meet diverse learning needs.

• Next lesson: Context for learning and teaching English
• Previous lesson: Motivations for learning English as an adult