Disadvantage and Advantages 
of One to One (1:1) Learning
           Advantages
  • The learner has the undivided attention of the Consultant. This means more opportunity to engage in real communication, more feedback and better understanding of the learner’s needs.
  • The learner often has more control over the aims of the class, the pace and the materials.
  • The learner has more opportunities to use the teacher as a resource – to ask questions, to see models of language, and to practice skills.
  • The learner can develop a real and productive relationship with the Consultant
  • The learner’s needs can be addressed more fully because there is more flexibility in timing and structure
  • The Consultant has a greater opportunity to engage in real interaction and to learn
  • The Consultant does not need to worry about the problems of large groups – mixed ability, group dynamics, early finishers, late arrivals etc
  • The Consultant can make more money and work independently of an institution
         Disadvantages
  • Many learners feel more comfortable making mistakes - in a group dynamic rather than in front of a Consultant
  • Class sessions can be physically and mentally exhausting for learner and Consultant
  • The class session may become boring if the Consultant does not find new approaches or the learner does not respond to the lesson
  • There are no opportunities to interact with other learners, develop a group dynamic and to receive support
  • There may not be enough time given for the learner to do silent study – important in the processing of new language
  • The learner and teacher may not get on
  • The Consultant may feel pressurized to achieve results because of a greater degree of responsibility
  • The Consultant may find it difficult to find suitable materials and activities, and to structure an effective syllabus
  • The learner may exploit the opportunity given and a captive audience – to check work not related to the aims of the class, to have a shoulder to cry on, or to merely chat. This can of course also apply to the Consultant
  • The teacher may find it difficult to measure the learner’s progress or level without the framework of a syllabus or other learners to compare with
  • The Consultant may feel that they do not have the experience, training or resources necessary for this kind of class session and that they are only effective working with large groups