The Joy of Teaching Advanced Students
(Not just students aiming to be)
“I could correct this, but what if I hurt their feelings?”
Surely, every teacher has wrestled with that dilemma.
Throughout my career, I’ve had lessons that left me “dancing” around errors. When working with learners still building confidence, I often diluted my feedback, offered vague praise, or posed corrections as gentle suggestions. But suggestions and corrections aren’t the same thing, right? The truth is, my red pen became shy over the years. That began to shift when I started working exclusively with advanced students.
With truly advanced students—those who are near proficiency rather than just approaching it—I feel the red pen returns, not out of cruelty, but out of respect. I know I can go all in. I can dissect a word choice (funny thing, I once had a student call me the “surgeon of language”). I can question sentence rhythm and push for more refined phrasings. And instead of feeling deflated, these students light up at the challenge.
They want to know.
They want to get it right, not just be told they’re doing fine. They have the skills, the stamina, and the obsession with precision. In fact, half the time, they see the issue before I open my mouth.
See, this isn’t a reflection on “finally getting to correct someone.” It’s about the deep joy of working with someone who has the foundations in place and, what’s more, wants you to challenge them. Someone who knows how to ask for nuance, and how to receive it. Someone who isn’t exactly climbing the mountain anymore, but refining their technique.
And that’s what I mean when I say “advanced.” Not “studying for C2.” Not “really motivated.” Not “she understands everything I say.” I mean: the student whose language system is robust enough, so much so that feedback is welcome, even thrilling. The student who doesn’t just want to sound fluent, but precise, natural, elegant.
The truth is, truly advanced students bring a very particular kind of joy—one I don’t quite experience with those still on their way there. Don’t get me wrong: I love teaching aspiring advanced learners too; the rewards are just different. But this reflection is about the former—not just high scorers, but students who are genuinely ready for deep, focused feedback.
Are you lucky enough to teach really advanced students? I'd love to hear from you and your experience. :)
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True. It’s remarkable how much advanced learners value precision. When I openly share my own “oops” moments with them, like using a clunky phrase or slipping up on a collocation, I find that it helps break down barriers. Feedback then becomes a joint mission: we’re all on the lookout for ways to sharpen our language!