I have noticed that on my second lesson with a teacher, they always remark about how much I have improved since my first lesson. I really doubt it is much true progress-- I think in my first lesson with a new teacher social anxiety usually affects my performance and my fluidity more than in later lessons. I have noticed that I make a lot more slips (errors where things slip out of my mouth wrong that are not related to not knowing how to say something), my speed of speech varies considerably (alternating between speaking rapidly out of nervousness and hesitating as my mind freezes up ) and overall having more difficulty expressing myself in the language I am learning when I talk to someone new.
This thread https://www.italki.com/discussion/159266 has made me think more about what I really want in corrections. I have been asking my new teachers to correct me immediately, but now I am wondering if I will warn them that until I am able to be more relaxed I will make a lot of errors that do not need correction and they should be selective about correcting me until we get to know each other better and they understand what kinds of things I do not know and which errors correct themselves when I am more relaxed.
I have previously thought I wanted as many corrections as possible, but I am starting to re-think this. I am noticing that I gain more fluidity with fewer corrections-- corrections that are sometimes reminders of repeated errors and are sometimes more like suggestions when I get stuck.
My approach to overcome social anxiety has been primarily to put myself in the situation of having a lot of new teachers, assuming that I will gradually desensitize and increasingly learn to speak inspite of the anxiety.
I am wondering what other students do who recognize that social anxiety affects their ability to speak and also what teachers do to help if they recognize that social anxiety is impairing the fluency of a student on a particular lesson.
Do teachers change their teaching style and corrections if they suspect someone´s anxiety is reducing their fluency? Or perhaps joke more, self disclose more, or use other techniques--- or simply always teach the same way?
What technique have you used to overcome the problem of losing fluency when you are nervous?

