The Big Game
Private institutes of the English language pay a close attention to the student need that may affect the influx of tuition. In simple terms, if students are happy, they will continue to study and if not, they will stop coming to the school. So will the tuition.

Some educators may question the statement, by citing the number of good teaching methods that will stimulate the interests of students. My response is that genuine interests are valid among very young learners, but less so among adults. Adult learners will skip the class when they work over-time, or even when they have social engagements. In fact, when study is not forced, adult learners are free to give a priority to distractions.

In the world of private institutes of the English language, students are typically adult learners who are usually vocal about their wishes. An example is a wish for pleasant classes, not demanding classes. Another example is a preference on teachers who are native speakers of the target language, to teachers who are nonnative speakers of the target language. This preference is known as the native speaker fallacy, which is perhaps normal for second language learners. The native speaker fallacy is abnormal and discriminatory when it is given to nonnative speakers of the target language, while their qualifications are intentionally ignored.

Some private schools of the English language practice unethical pedagogy for the sake of business success but they many deny such a malpractice: a big game they play. - NS

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