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.           How can I (or should I) address socially and emotionally charged topics in the ESL classroom?

.           Why aren’t my students remembering to use the correct language after repeated introduction, practice and                  production?

          How can I create class community with a small multi-level group, including some quarrelsome students?

           What are student-learning outcomes in the context of my non-credit ESL class?

           How can I develop my listening and negotiation skills to foster cooperation among my  colleagues?

           What can I do with the constant stream of new students coming to my low-level class through out the 

               semester?

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         Importance of oral/aural skills when promoting students

          Effective group presentations in non-credit speak/list class, or how to make them commit to coming

         ‘Needy’ disruptive students

.         Problems of teaching a multi-level, multi-linguistic literacy class

         Student learning outcomes (SLOs). What differences (if any) from traditional non-credit assessment

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          How do I respond to a group of students that consistently come but are non-responsive to questions,

              activities, etc.?.        

                 How do I choose new materials when the old ones have proven successful for years and the new ones seem

              iinappropriate?

         How do I teach a multi-level class?

        Do I choose to promote or not promote students who are consistent attendees and struggling valiantly while

               others come mid semester and whose attendance is poor yet perform well?

         How do I handle a student that is eager to learn, but doesn’t “get it” and no other students want to

              group/pair work with her?

         How do I teach students who have been placed in the wrong level and refuse to transfer?

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       Dealing with students who have crushes on you.

         How to balance answering an inquisitive student’s questions without losing the rest of the group or letting

              group dynamic fizzle.

         How to handle a disruptive student who makes excessive tangential comments, blurts out opinions, hijacks

              the topic and argues?

         Getting students to use English when most of them share the same L1.

         What to do with a dead, disengaged class.

         Dealing with three older women who are disruptive, cling together, speak Russian at inappropriate times,

              claim they’re unable to do tasks, and cheat.

         What approach to take with a large block of Russian seniors who function autonomously, are oblivious to

              the rest of the class, shout, speak while the teacher is speaking, and prevent more serious students from  

               learning

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        How can I introduce and teach vocabulary and then get students to “use it properly”?

         What can I do with Generation 1.5 students in a multi-level VESL class who are not engaged and lack  

               motivation?

        What cooperative learning activities can the group suggest?

         What methods and techniques should be used to overcome the barrier of level difference during the class in

               order to facilitate the learning process?

         Are testing/assessment different in a Literacy class, and if so, what is the relationship between the two?

        How can I better meet the learning needs of students who are reluctant to participate in paired conversation 

               practice.