September 10

Factors aiding good classroom management

In yet another change of direction, it looks as though I won’t be teaching any YLs this year.  However, these ideas, from a professional development session last year, are still valid when we think about our adult classes.  Although we often assume there will be less discipline and classroom management issues with adults, this may not always be true.  In fact, it can sometimes be more difficult to deal with such issues as you don’t want to patronise or embarrass your adult learners by responding to issues in the same way you would with younger learners.

So, in a bid to minimise classroom management problems, here are some factors to consider, in no particular order:

  • planning
  • consistency
  • clear boundaries
  • variety
  • realistic expectations
  • flexibility
  • seating arrangements and classroom layout
  • clear inx and targets for tasks
  • knowing how to motivate learners
  • roles or tasks for fast finishers
  • L1/L2 control
  • monitoring
  • routines
  • interaction patterns
  • teacher’s energy
  • giving responsibility to learners
  • positive approach to content and learners
  • resources
  • rapport and classroom relationships

 

March 1

An alternative to a board rush

For a recent trainee’s lesson, the TP points originally said to do a board rush to activate schema around the topic of jobs.  Unfortunately, between writing the TP points and talking them through as a group, we decided to change rooms and the new room’s layout meant that a board rush would have been a little tricky.  So, when we talked through the lesson, we discussed alternatives and settled on the learners writing down jobs starting with each letter in pairs and then a bit of feedback on some interesting jobs which they came up with.

In the end, the teacher decided to do feedback on all the letters of the alphabet which in many ways was fabulous as it gave the learners a chance to share their previous knowledge and allowed them to introduce new lexis to classmates.  However, it did make for a slightly longer engage stage which meant the teacher was left with less time for later tasks – this wasn’t a problem in terms of aims achievement, but he had prepared a wonderful picture dictation which there unfortunately wasn’t time for.

In feedback on the lesson, which is done online as it’s a part-time CertTESOL course, I asked the trainees what they would have done differently in order to maximise time and materials.  They came up with some good ideas and one trainee mentioned an alternative way of doing a board rush which I’m going to steal for this blogpost (thanks, Val!).

She suggested having the alphabet stuck up around the room, either with alphabet flashcards or on pieces of paper.  Learners could then move around the room and add jobs to each letter, either by writing them directly on the paper or sticking post-its on.  I think this is a great way to do an alternative board rush as it means that everyone is involved, rather than the two or three people who can squeeze up at the board on a good day, and still involves the kinaesthetic element of getting up and about.  You could still have the competitive element too – either assign certain pen colours to individuals on a team as you probably would in a normal board rush, or use differnt coloured post-its (though be careful of cheats who may remove words!).  Another bonus is that the lexis can be kept much more easily – often board work is fleeting, rubbed off in preparation for the next task – unless of course you’re a die-hard #ELTwhiteboard fan and take a photo of it!

February 24

More questions

So, I’ve been thinking a lot about questions recently and in my adolescent B1 group yesterday the grammar point was indirect questions.  The book we’re using this year, Gold Experience, is strong on controlled practice activities (which unfortunately aren’t particularly challenging for my group) but I find that the language the book covers, both grammatical and lexical, needs much more dynamic and personalised activities to make it enjoyable and memorable.

After presenting the grammar and doing a quick controlled practice, I gave the learners small pieces of paper like this:

They had to draw themselves on the top left and a classmate on the bottom right (there was also a space to put names in case the drawings weren’t clear!).  They had to think of a question to ask each person in the class – nothing too personal or rude, but something interesting that they would like to know.  There’s a wonderful vibe in this group so I wasn’t worried about them asking anything impolite or distasteful – but it’s worth laying out the ground rules just in case.

We then put all the papers in a pile on the table and then did a mingle: each person took a card and had to approach the person drawn on the bottom right and ask the question indirectly, then write their answer in the speech bubble.

Jaime, Nacho would like to know why you only come to class once a year.

Belén, Inma wants to know what your boyfriend’s name is.

They were really enjoying the mingle and the end of the lesson crept up on us, but the next logical stage will be to do a quick review of reported speech and feedback.

 

February 19

What’s up with WhatsApp? – an #ELTchat summary

Slightly belated #ELTchat summary here – it was a really interesting chat back at the end of January and I offered to write the summary in full knowledge that I wouldn’t get around to it for a couple of weeks.

cecilianobreelt is a huge fan of using WhatsApp with her learners and she kicked off the chat sharing this thought and an image which she had shared with her learners to spark discussion:

I find it crucial that students immerse in the language outside lesson’s times. Due to that, I have created ( with their authorization) a Whatsapp group to share tips, interact, ask questions and challenge them. I have chosen Whatsapp because all my students use it often and we usually communicate through it.

In order to build good rapport and encourage them to use English, I try to use humour to get them motivated and willing to participate in the group. In this activity, I sang a few seconds of a song I was listening to on the radio and challenged them to tell me the name of the song. It was fun and interactive, they took part and mocked me, which was my original idea.

There were mixed experiences among the chatters of using WhatsApp – some had no experience, others had used it to varying degrees, for example to send messages or share information.  I’ve found it to be a useful tool for practising Cambridge Main Suite picture descriptions – learners google images and then send you the one-minute recording.  You can then respond with audio feedback which gives them good listening practice too.   Another option for using images is “phrasal verb photos” – nominate a learner to send an image and sentence to the group showing a phrasal verb.  Marisa_C said she liked the idea of “selfie” tasks – something which a learner could do individually and send for feedback (taking a photo – either a selfie or of something else and commenting on it, reciting a poem, etc).  Sue_Annan added that they could take photos of logos to kick off a debate about  business design – great for a business English class; cecilianobreelt suggested a caption-writing competition for a crazy photo and naomishema said that she’s sending learners superlatives and they need to respond with a picture for each.

Also, it’s great for sharing audio files – learners can listen at their own pace either during the class or at home; or for sharing tasks and/or audio with those who were absent.  And, on the topic of audio, it’s great for learners to send you snippets so you can correct their pronunciation, which is one thing DavinnaArtibey does.  teachingright shared an idea for learners to construct sentences from emojis – one person send four emojis and the others try to write a sentence with them.  You can also read about eltjam‘s Amé app via which learners can ask questions about English.

We talked about the ease of BYOD – learners can easily use their own devices for webquests and you can easily share links on WhatsApp which means you cut out the awkward moment of trying to copy a URL from the board or other source.  jorgeguillen also said that it can be useful for promoting learner autonomy if we send them answer keys and encourage self- or peer-correction and error analysis.  Furthermore, any platform like WhatsApp has the benefit of encouraging learning outside the classroom and it can be used to send daily tips for further development.

There were questions raised as to whether WhatsApp was any better than alternatives such as email, edmodo, padlet, Google Hangouts, GoogleKeep or facebook and we discussed how in some countires WhatsApp may be used more frequently and so it’s seen as less of a bother for learners to use a platform they are already familiar with, rather than asking them to sign up to another learning platform.  There were also queries over privacy and boundaries, with some teachers sharing stories of the platform being abused or the dangers a teacher could face having 1:1 contact with a learner.  naomishema said that some learners may protest if they are already members of various other groups.  We also talked about how many schools have strict no-phone policies and EdLaur added that WhatsApp is officially only for over-16s.  An option to combat misuse would be to agree the terms of use as a class when setting up the group, as we might do with a classroom contract to encourage good behaviour.

Some great quotes to end on:

I often feel that 21st c teaching is 20th c teaching with bells & whistles.  Little added pedagogical value. – GlenysHanson

Tuition on any platform is only as good as the thought, prep, delivery & relevance to Ss’ needs – tom_flaherty

 

You can read the full transcript here.

October 5

Fortnightly Focus #3 – Routines for older learners and higher levels

Before I get into the previous fortnight’s focus, here’s my focus for the next two weeks.  I’m struggling a little with a loud group of six-year-olds so I’m going to look into ways that I can control their energy levels a little better without simply resorting to more heads-down activities.

So, routines for higher levels and older learners.  Well, to be honest, I haven’t had many classes with my adult learners as yet as with one group we did start-of-the-year evaluations (this blogpost is partly a moment of procrastination as I don’t want to get back to marking their written tasks yet!) and another group only started on Tuesday so we’ve only had a couple of lessons.  However, I have put some routines in place with my PET group which I’ll adapt for the older learners too.

Weekly video – this is an activity which I successfuly used last year with my B2 adults and it’s working well so far with my B1 teens this year.  Each Thursday, one of the learners brings a YouTube video for the class to watch and prepares three comprehension questions about it.  The thing I like about this activity is that it allows the learners to share videos which interest them and can spark a lot of conversation as well

Quizlet – my colleague, Amy, introduced me to Quizlet last year and so this year I’ve started using it with the teens group.  I like the Scatter game, in which two teams compete to see who can match the vocab to the definitions more quickly

New vocab wall – I only introduced this to the B1 group yesterday, but with the promise of chocolate for participating, they seemed quite keen!  I stuck up a big piece of card to the board and made it look like a brickwall.  Learners can add new words or phrases to the wall (kind of graffiti-ing it)

Also, as I have two Cambridge preparation groups (B1 and B2), I want to work on the speaking exam more frequently, particularly the picture description and interactive tasks as I feel these are the two tasks which candidates struggle most with, but which they can easily do well in with a little training

And, speaking of exam preparation, I also have an ISE II group and with them I’d like to focus on using the different grammatical structures confidently when asking and answering questions, as one of the key points which has been raised in previous exam feedback is that candidates were often more than capable of showing understanding of different structures, but struggled more to produce them (either through a lack of accuracy or through offering more natural responses to the examiner’s questions)