Arsenio’s ESL Podcast | Speaking Class | S1 E1 | Developing Ideas | Leadership

BOOM! We’ve got ourselves a new series! As promised, I told you guys in July that I would have another new series, and here it is! In today’s podcast, I’m featuring a wonderful student from Tibet and a teacher from India in a developing ideas type of segment which they speak about leadership and talk about historical figures who have left a lasting legacy on humanity — as well as developing their ideas in terms of a task towards the end.

Unfortunately, it was cut short because of myself, but know that this is just the beginning! Many more to come! Full notes down below!

Leadership Qualities

  • The ability to listen properly and consider the views of others
  • The use of persuasion and encouragement to achieve end goals
  • The strength to be honest and open when tackling sensitive issues
  • The willingness to take responsibility for failure
  • The ability to delegate

Have you demonstrated any of the qualities above? Tell us about it in a specific instance.

You’re going to listen to a student attempting to lead a team as the try to construct a raft made of tires, planks, and ropes. Do you think the student is an effective leader who commands respect? Why/why not?

Are you cut out to be a leader?

  1. You are taking part in a team-building activity.  The activity involves using old tires, planks of wood and piece of rope to construct a raft, which your team will then use to cross a river.  Do you….
  1. Give the different members of your team specific tasks to carry out?
  2. Wait and see what everyone else starts to do with the equipment?
  3. Observe and make suggestions as and when you think necessary?
  • You are collaborating on a group presentation with three other students.  The others have nominated you as leader.  When it comes to delivering the presentation, the slides created by one of the team members contain numerous inaccuracies, which the teacher and observing students remark on.  Do you….
  1. Talk the errors down and insist that they are only minor ones?
  2. Admit that you should have checked on the team member’s progress?
  3. Explain why you think the team member made those errors?
  4. You are a member of the student committee at school.  The committee is looking at ways to encourage other students to become more ‘green’ as consumers.  Do you start by….
  1. Checking that any clothes or products you buy come from companies with sustainable business practices?
  2. Putting up notices telling everyone how they could reduce paper and food waste during school time?
  3. Organizing an inter-class competition, getting classes to design posters illustrating environmental issues and solutions?
  • Your coach has made you their assistant for this season.  One of the players on your team has come to you, complaining that she/he never gets a turn at the more important positions and often feels sidelined.  You are aware that the coach is concerned about this player’s skills and level of fitness.  DO you….
  1. Try to placate the player and say there will be plenty more opportunities in the future?
  2. Say that you are never directly involved in choosing player positions, but you’ll find out more about it?
  3. Explain why the player is not regarded as suitable at the moment suggest what practice steps they could take next?
  • You have been asked to create some artwork to cover the walls of the rooms at your local club.  A team of six other people were assigned to help you in the beginning, they all seemed enthusiastic, but now some of them are no longer turning up at the scheduled times.  Do you….
  1. Text them and order that they show up when they’re supposed to, according to the original agreement?
  2. Use social media to highlight the problems in a light-hearted way and see if you can find some other volunteers?
  3. Email the rest of the team, asking what ideas they have for the artwork and when it would suit them to have a meeting.
  • You are on a school committee which is hoping to get a well0known and popular figure to come and give a talk.  However, that person is known to be reticent about taking part in public engagements.  Do you…
  1. Come up with a list of alternative potential speakers and compare the level of interest they might generate amongst students?
  2. Express your concerns about the likelihood of the figure agreeing to take part, but offer to help out with advertising should the event actually take place?
  3. Contact the figure’s PA, email a list of potential topics they could choose from and offer to meet them at a time and place of their choosing to discuss things further.


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