Tag Archives: teaching

A little bit of pressure does you good?

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Speaking in English is something that many students find stressful or anxiety provoking. They can fear making mistakes, failing to understand the person they’re speaking too, or simply drying up. So shouldn’t we try to make speaking activities as stress free as possible?

There are certainly benefits to making sure students are well prepared, that they have the necessary language, that they have a clear idea of what the task demands. However, there are also some good arguments for not trying to remove all stress, and even adding some pressure at times

Read the rest of the article here

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Filed under classroom management, motivation, neuroscience, Speaking, Teaching methodology

Motivating your students to go beyond the intermediate plateau

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Every teacher recognises the concept of the intermediate plateau.

Students at intermediate, or upper intermediate level start to feel that they aren’t making real progress anymore. They just don’t feel as if they’re getting significantly better, despite putting in plenty of hard work.

Feeling this way can be pretty de-motivating and it’s one of the key reasons why learners often give up at this stage.

In this post for the British Council Teaching English site, I explore how recent findings in neuroscience can help us motivate our learners to go beyond the plateau.

Click here to read more.

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Filed under classroom management, motivation, neuroscience, Uncategorized

36 questions to fall in love

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A free downloadable lesson, particularly suitable for Valentine’s Day, but usable at any time of the year, about 36 questions which might make you fall in love.

The lesson starts by discussing different views of love, before the students read a short text, giving the background to an experiment where strangers asked these questions to see if they would fall in love.

The students then watch a video of two strangers getting to know each other by asking these questions, and see how they become closer as the interview progresses.

There is then a focus on question forms, looking at some slightly more complex questions. This would be suitable from B1 upwards.

Finally the students choose some of the questions that they are happy to answer, and discuss them in pairs (falling in love definitely not obligatory!)

[NB. Be aware that at around 4.19, Cam gives a couple of examples of swear words.]

Download lesson plan PDF here: elt-resourceful-36-questions-to-fall-in-love

Look here for more lessons suitable for Valentine’s Day: 

https://elt-resourceful.com/2013/02/10/to-r-p-salazar-with-love-free-downloadable-lesson/

https://elt-resourceful.com/2013/06/19/secrets-of-a-long-and-happy-marriage-free-downloadable-lesson/

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Filed under classroom ideas, Downloadable lesson materials, Exploiting authentic recordings and videos, Grammar, Materials development

Motivating adults with truly grown-up content

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Our approach to adult learners needs to be quite different from teaching younger learners, and even teenagers. In my post for OUPELTGlobalblog.com, here, I look at how we can use the life experience of adults to provide more motivating and engaging lessons.

I also recently presented at BESIG in Munich on how the principles of adult learning, or andragogy, can be applied to teaching Business English, especially as the skills required in the workplace change so rapidly.

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Filed under motivation, Uncategorized, Working with groups

Mindfulness and Classroom Management

A link has been doing the rounds on Facebook, entitled ‘This school replaced detention with meditation- the results are stunning’. According to the article, there have been zero suspensions since they started the programme. There’s no hard proof the two things are connected of course, but I strongly suspect they are.

Meditation is a form of mindfulness, and being mindful makes it pretty much impossible for situations to escalate and get out of hand. This video does a very good job, I think, of explaining exactly what mindfulness is.(Also see my post here https://wordpress.com/post/elt-resourceful.com/1361)

Mindfulness is not about not feeling emotions, but about being aware of what we’re feeling, and noticing it, rather than being dragged along by our emotions. I’d suggest that the students described in the article above became more aware of their emotions and thus less likely to get into situations which would ultimately lead to suspensions. And it’s just as important for teachers to develop mindfulness if they want to avoid problems and confrontations in the classroom.

Don’t sleepwalk into trouble.

The opposite of mindfulness is a kind of sleepwalking. We’re not really awake to what is happening, pre-occupied with other concerns. Sometimes we set ourselves up for classroom management problems by sleepwalking our way through the planning process. (This is understandable when many of us are planning at 9pm the night before!). But it is important to be mindful about certain key aspects of planning:

1 How are you going to group the students? Are there students that you think would work better (not) in particular groups? Think about how to re-arrange them quickly and easily.

2 What are you going to do to grab the students’ attention right from the start?

3 What will you do about early finishers? Will you stop everyone once the first few have finished, or do you have some extra activities up your sleeve? (These can usually be simple variations on the task, rather than having to plan lots of extra things to do)

4 If you have any complicated, multi-step activities, think about how you are going to set them up in advance.

Once you are teaching the lesson, you also need to stay ‘awake’. Good teachers (or at least teachers that don’t have chaotic stressful classes) are fully conscious and aware of what is going on in all corners of the classroom. As soon as you sense that some students are starting to lose concentration (perhaps the noise level is starting to rise), you need to change something. You might, for example, move onto the next activity if appropriate, or change partners, or get students to compare their answers.

Mindfulness traditions sometimes talk about the ‘monkey mind’. This is the part of our mind which chatters away non-stop. Try to notice and catch yourself when you start thinking about what to cook for dinner, or what the head teacher said to you before the lesson, or how worried you are that the students aren’t learning anything/are finding it boring etc. You don’t need to try and get the monkey to shut up (it won’t), but just notice it and detach from it so that you can focus on what is happening in your class right now.

This is particularly important when a student does or says something that upsets you, and you start to feel angry or panicked.  Just as in the video above, our first instinct is probably to go with the emotion, and start shouting, or throw the student out of class. But if a student makes us angry, it has to be because what they are saying or doing is hooking into something deep down inside ourselves. For example, that we aren’t good enough.

Some incidents of misbehaviour will just make us roll our eyes, or even laugh (inwardly), while others will really upset us. And even quite serious misbehaviour won’t necessarily make us angry, though we might well respond with a punishment.  But when our emotions are triggered, that’s a clear sign that this is setting off something negative that we believe about ourselves. Once you’ve recognised that, it’s easier to let the emotion go, and deal with the situation rationally and mindfully. You don’t have a choice about what emotions you feel, they just happen, like sneezing or blushing, but you do have a choice about what you do or say when you feel an emotion.

Reams have been written about classroom management, and good tips are always useful, but the very best overall advice we can all take, I think, is to ‘wake up’ and be more mindful.

 

Other posts about mindfulness:

Mindfulness for students (with no tibetan bells or yoga)

Mindfulness for teachers

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Feedback: the most important part of any exercise?

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When you’re preparing a lesson you probably give a lot of thought to the tasks and exercises you plan to include. But how much thought do you give to what happens (or should happen) between the exercises? In my latest post for the British Council Teaching English blog, I consider the importance of feedback and look at some different ways to do it.

Read the post here.

Photo Credit: <a href=”https://www.flickr.com/photos/61914949@N00/23755361233/”>Sean Davis</a> via <a href=”http://compfight.com”>Compfight</a&gt; <a href=”https://creativecommons.org/licenses/by-nc/2.0/”>cc</a&gt;

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Filed under classroom ideas, Differentiation, Planning, Teaching methodology, Working with groups

More ice breakers for the ELT classroom

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For many of us it’s that time of year again when we are about to start new classes. Learning a foreign language can be stressful, so we want our students to feel at ease with each other, and with us. But how to break the ice? As a follow up to a previous post, Breaking the Ice, I’ve collected together even more ideas.

Activities for students to find out more about each other

As I mentioned in my previous post, it is important to be sensitive about these kinds of activities, because with a new class, some students may not want to share too much. One way round this is to always let them select what topics they are happy to talk about.
Perhaps the best known ice breaker in ELT is Find Someone Who (described in my previous blog post). A variation on this, which gives the students more topic control, is to give each student a card and ask them to write 5 facts about themselves that they think others in the class will probably not know. For example, my Grandfather was born in Estonia, my favourite ice cream flavour is pistachio etc. Divide the class into two teams, and then collect in the cards. Pick a card from Team A, and read out the clues, one by one. Team B try to guess the person in as few clues as possible.

Or let students choose the questions they want to answer. Start the activity by getting students to write at least two getting to know you type questions onto post it notes. For example, What is your favourite way to waste time? What are you going to do this weekend? What’s the best/worst thing about your job/school? Put all the post it notes onto the board, and let students come up and select one they would like to answer. They then stick the post it note to themselves and mingle asking and answering. Answering the same question more than once is likely to encourage fuller and more fluent answers each time, but whenever they are tired of answering the same question they can come back and choose a different question, or even write their own if nothing appeals.

Or let students find out about you instead. There are some ideas in the previous post, here, but you can also just give them, say, ten minutes, to ask anything they want to (you don’t have to answer). When the ten minutes is up, they have to write down what they found out. This gives you a good idea of how strong their listening and writing skills are.

Activities to just have fun

I would probably avoid anything too individually competitive with a new class, to avoid potential embarrassment, but co-operative activities can work extremely well to start the bonding process.

A simple activity is to give each student a piece of a jigsaw as they come into the room (you can easily make your own simple jigsaw with an image stuck onto card). Once they are seated, explain that they need to work together to complete the jigsaw. There are just two rules- all discussion must be in English, and only the person holding each piece can put it in the jigsaw. Once they have finished, you can then do something with the completed image- perhaps they write a description of the scene, or roleplay a discussion between two characters in the image.

Another fun activity is to put students into groups of about four and give each group the same newspaper (free newspapers from public transport are good for this). Then ask the students to find and give you different bits of the newspaper, which you have previously selected. For example, an advert for shampoo, an article about a new shopping centre. They should take in in turns to find the section (with help from their team-mates) and then rip it out and bring it to you. (Make sure that nothing you ask for is printed on the back of something else you listed).

Or you could try a teacherless task. All these ideas would work well with adults or upper secondary students. For further ideas try this post from Svetlana Kandybovich and Walton Burn’s new e-book, 50 activities for the first day of school.

 

 

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Filed under classroom ideas, ice-breakers, Planning, Speaking, Working with groups