Ooops, my Fortnightly Focus skipped a week there! My plan had been to get involved in #ELTwhiteboard on twitter which is (more than) a hashtag originally started by Matthew Noble (@tesolmatthew). For more information on what it is, I really recommend checking out Matthew’s blogpost following on from a talk he presented on #ELTwhiteboard – he shares his slides from the session which are full of #ELTwhiteboard images to get you thinking about how you use and could use your board.
And that’s what I’ve done in the end. I haven’t actually taken any photos of my whiteboard over the past three weeks as I had originally intended, but even just thinking about taking photos has made me reflect on my use of the whiteboard.
For example, I know I predominantly use the black pen in my teen and adult classes: green for me is always phonology and I find it weird to use it for anything else, blue is trickier to rub off for some reason and so I tend to use it sparingly to save my arm a workout and red is a bit fierce to over-use. Incredibly though, there are other colours available! I gave a session at a school a couple of weeks ago and there was a yellow pen and then last week on our part-time CertTESOL course, one of the trainees had a purple pen – and because I was so amazed by it (little things and all), he gave it to me!!! Quick aside, does anyone else get so incredibly excited by board pens or should I get checked out?!
I’m generally happy with my board organisation – the left-hand side tends to be kept free for emergent language and the right-hand side for me to write up discussion questions…that’s purely because I think that the learners can more easily see things written on that side of the board and so can start chatting about the first question whilst I’m writing up the others. And, going back to phonology, I’m quite happy writing up words phonetically, but I think maybe I need to change the way I mark stress – I’ve got into the habit of doing it as a dictionary does, but I think it might be more effective to use circles as I’ve seen others do as that not only shows more clearly which syllable is stressed, but also the number of syllables which will be useful for my Spanish learners who often add in extra syllables (for example in comfortable). Also, I think I use the board more for emergent language with my adults than my teens as they are all so keen to write new language down. However, I feel I should write up more emergent language with my teen group too as I know a couple of them would write it down and make an effort to use it.
Interestingly, the topic of how we use the whiteboard came up during the CertTESOL observations last week and we talked about when it’s necessary to write on the board as I noticed a couple of trainees were unnecessarily writing on the board – for example, writing up the answers to an exercise which they shouldn’t need to do if oral feedback was clear. I rarely use the board to write up answers, unless I think that learners may have made mistakes – perhaps because they may mishear an answer due to features of connected speech or they may misspell a difficult word or a tricky cognate. With my very younger learners, I tend to use it more to model the task rather than post-task but I think this can be due to the way which VYLs are used to being corrected as well.
One thing which I think could be useful is a laser pointer! Do you ever have moments when you’re monitoring and a learner asks a query and you’re trying to point out where the answer is on the board without walking all the way to the board? That makes me think that sometimes my boardwork needs to be a little clearer for my weaker YL group – although it doesn’t help that one of them seems to be as blind as a bat even with his glasses on and sitting directly in front of the board (audible sigh of exasperation). But as well quite a few members of that group struggle to link the written and spoken word, so being able to point things out would save a lot of frustration…oooh, quick to trip to amazon!
We’ve got peer observations coming up this month and so I’d like to think again about routines for my Fortnightly Focus – it’s getting to that point in the year where the learners are bored of the same games, songs and activities so I’d like to mix up my repetoire a little. Watching a colleague and being watched by another will give me some fresh ideas.