Classroom management

Teaching teens. EFL metaphors #1

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Vintage poster – Air France, São Paulo, Brasil – Galerie 1 2 3 (1976)

Metaphors in EFL? What? Why? How?

Using metaphors in teacher training is not a new concept. I found out about it thanks to Thomas S.C. Farrell while doing the research for my MA dissertation two years ago. In his ‘Novice Language Teachers: Insights And Perspectives For the First Year’ published in 2008, he included a great article by Steva Mann (all the details below) devoted to teachers ‘making sense’ of the experiences of their first year in the classroom specifically through metaphors.

I do recommend reading the whole article, of course, but just to give you a taste and to show you why it has been kind of a breakthrough for me, here are a few quotes.

Mann writes ‘Metaphors play an instrumental role in using a familiar image to explore more complex concepts and meanings’ (2008: 11) and they can be ‘consciously employed by individuals for reflective purposes’ (2008:12). A bit further on he also highlights the fact that ‘metaphorical exploration may be particularly useful for first year teachers in attempting to come to terms with the complex nature of teacher knowledge and its relationship with experience’ (2008:12). I found this quote especially interesting although I think it is true about any teacher that becomes a novice in a field (ie an experienced teacher taking the first steps in the area of exam preparation, EAP or early years) or, even more broadly, any teacher learning new things and trying to apply them in practice.

Anyway, I got inspired. First of all, I quickly added the metaphor question to my MA survey and I started to experiment with using the metaphor in my everyday teaching and teacher training, for example a few weeks ago, while running the session on teenagers as part of the IH CYLT course at our school. Here is now we did it.

Teaching teenagers in metaphors

We started with a game of hangman in which the group had to guess one of my own metaphors for what teaching teenagers is like and that is: Growing Cactuses, mainly because it is not as straightforward, pretty and easy as growing violets, tulips or even roses, but it is equally rewarding and fun. If you know how to do it, of course. If you are interested about it or if you are just starting to teach teens, you can read more about it here.

If you are here, it must be either because you already work with teenagers and you already have your own view of the teenage classroom. Or you might be a novice teenagers teacher who is about to enter this classroom and you are preparing, mostly because you have heard ‘things’.

One way or another, you are ready for the exercise that I prepared for the activity that we did with my trainees later in the session. Since all of these metaphors and visuals are open to interpretation (just look at the two different images I have found for ‘writing a novel’) and prone to be influenced by the personal experiences (which is the best thing about the metaphors, admittedly), instead of me just analysing all the metaphors in detail and telling you what to think, first I would like you to read what my trainees have created and answer these questions:

  • Why do you think the teachers expressed their ideas in such a way? What kind of classroom experiences have led to that?
  • Were your experiences the same? Do you agree?

Here are the metaphors, in no particular order. I have decided to combine the words with the images and these come either from my trainees themselves or from the obliging clipart…

Teaching teenagers is…

…writing a novel

…per aspera ad astra aka ‘Through hardships to the stars’

…touching a melting ice-cream

…playing the lead role in every play

…riding a roller-coaster

…breaking stereotypes

…about mood swings

…keeping a heart on your sleeve

…a role-play

…about the strength of materials

…working with/through moods, feelings, hormones

Just a few words…

Just as the visuals do it, the metaphor invites the audience, students, trainees or readers, to personalise the reality and to share opinions and views and, by doing so, it offers a unique opportunity to look at an item in a multitude of ways. The horizon widens straight away.

Some of the interpretations might feel like that your own thoughts expressed by someone else, something that might have been on your mind, although they were never properly verbalised. Sometimes, some of them might be contradictory to all of your beliefs, they are still valuable because they might help you understand the basis for the beliefs we hold.

It is funny that even the same set of metaphors that we put together and mine interpretation of them change, from day to day. During the session, I got really drawn to ‘writing the novel’ and ‘touching the melting ice-cream’, because these two were the most unexpected ones although they did strike a chord with what I think about working with teens. Right now, while I am typing up these words, about three weeks later, I am most drawn to ‘breaking stereotypes’ and to ‘strength of material’, mostly because of the image that popped up, which reminded me that strength is at the same time about being fragile and that is what you find out while teaching teens, that what you see is not always what really and that is a good thing to be taking with you into the classroom. As is remembering that the most important thing is to remember that we teach not some imaginary age group but a very specific Sasha, Kasia, Pedro, Pablo, Idoia, Carolina, Rita and Luis, who might or might not match the list of dos, don’ts, ares and aren’ts, likes and don’t likes of ‘a typical teenage group’.

Instead of a coda

Big thanks to all my trainees: Anna, Nico, Hanif, Olga, Oxana, Padraig, Olga, Padraig, Polina as well as Daniel and Joe, for all the amazing ideas in this session and the permission to use them here.

If you want to read more about teaching ‘the almost adults’, here you can find some bits of theory and of the activities that worked well with my groups.

And if you liked this post and you would like to add your own metaphor to the list, please comment in the box below. We will all have some more food for thought!

The original ‘growing cactuses’ metaphor

This is how this post becomes the first one in a mini-series devoted to metaphors in the classroom. The next one, almost ready, will be devoted to teachers taking their first steps in the VYL world. Coming soon!

P.S. Vintage posters from around the world will be accompanying this series, too because that is my most recent love and a great metaphor for a metaphor…

Happy teaching!

Bibliography

T.S.C. Farrell (ed), 2008, Novice Language Teachers: Insights And Perpectives For the First Year, Equinox Publishing: London.

S. Mann (2008), Teacher’s use of metaphor in making sense of the first year of teaching, In: Farrell (2008), pp. 11 – 28.

Polish Air Lines LOT . Srokowski Jerzy . promotion advertising poster . year 2018 . Poster.pl Gallery (polishpostergallery.com)

A group = a community. Extra work or a worthwhile time investment?

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‘Like a box of markers…’

If you don’t have a lot of time, I will give you the answer straight away: the latter.

If you are a teacher who thinks that on entering the classroom, you are going to focus only on teaching a foreign language, then I have to warn you – if you proceed, you might put yourself in danger of getting inspired or getting terribly annoyed because I will do my best to convince you that a teacher of English is also a community leader, and not only in case of the Young Learners groups.

The tiger

Where this post started: Story #1

My pre-school museum group, a lesson on Henri Rousseau and tigers coming out of the shadows, the main craft activity: an orange finger paint handprint and a black marker to help make this handprint look like a tiger. Plus the jungle, the way the kids see it.

When I demonstrate, the kids are curious and, at the same time, disbelieving that I would do just that: splash the orange blob, smear it on the page, dip my hand it in and then press it onto a pristine A4 piece of paper. With a smile.

As soon as they confirm that I want them to do exactly THAT, a little voice on my left says ‘I am not gonna do that‘ (‘Я не буду‘) but, simultaneously, there is a little hand, in front of me, reaching out, to get to be the first one to get dirty. We go one by one, ‘In the paint. Up. Press. Up. Clean’ and all the girls, cautiously get involved. The Я-не-буду is the last one to go but when it is finally her turn and when she has to make a decision (because participation is optional and I have already decided that if the finger paints are a no-go, there are crayons as the plan B), she is still thinking but she is also pulling up her sleve and reaching out.

Why? Because by now, she has seen it happen five times (one teacher and four friends, because at this point, they are already friends, although it is only the sixth lesson together) and this gave her the courage she needed and the courage she could not find in herself. ‘In the paint. Up. Press. Up. Clean!’

Kind of Halloween

Where this post started: Story #2

My primary kids, a week when we have a trial student in two lessons. The new student is a perfect example of a square peg in a round hole – younger, quieter, not confirmed level of English yet (sigh) and, of course, not familiar with the kids, the teacher or the routine. Or our silly jokes. He stands out, this boy. I support him, of course, and lead him through the lesson but I also am totally engrossed in observing the group. Because, oh my god, it is a show.

Or maybe it is not a show at all. Or the most boring kind of a show. Because nothing happens, the group just accepts him. If you watch closely enough, you can spot an eyebrow raised, here and there (he really does stand out), but other than that – nothing.

My group, they are just regular kids. I mean, they are amazing, every single one of them but not your typical ‘little angels’. These are creative, very loud, with their own opinions and ideas (which they absolutely MUST share) and, as it turns out, they are also very open-minded. Each of them individually and as a group.

Open-minded to decide, without any negotiations or prompts from the teacher, that this new student (even though he is as if from another story) is there for a reason (although they don’t know it) and since he is, he will be included and taken for ‘one of us’ as much as it is possible. I am proud of them.

Post-test feedback

Where this post started: Story #3

My teens and just a regular lesson but because the other two stories happened in the same week, I am observing these ones, too, with more attention to the group vibe. They are great, too! In a teen way.

Simultaneously, they support each other and they mock each other. They applaud when someone does something special or when someone does ‘something special’, genuine praise and gentle mockery. It is a lovely moment, every single time. They do not forget to roll their eyes every time I ask them to move around and to regroup and sit with someone who is not their bestie but they do it, and they do work together, in any random set-up. They pick up different phrases from each other so now everyone says ‘Вкусняшка‘ (‘Yummy’) in the most sarcastic of ways when I announce a test or a serious task for homework. And they, too, feel comfortable enough to share ideas and stories about a good day at school or about a bad day at school.

A new approach to the final activity: ‘Let’s create’

How to build a group? Or about the effective EFL group leadership.

  • Whether it is a brand new group or ‘an old group’ but with a few new members, make sure you create opportunities for them to mingle and work in different combinations, pairs, teams, mini-groups. This will not only create an opportunity for you to observe how they work with different partners (also good: you can find the optimal set-up) but they will be given a chance to work together and make friends or, at least, break the ice and find out that the other person is cool / normal and / or ‘someone like you’ in one way or another.
  • Think of the class rules. The older students can be involved in creating the class contract, the younger ones get their first set from the teacher since usually their level is too low (unless you want to do it in their L1, which can also be an option). In my classroom (or classrooms), we have had the same set of rules for a few years now, those introduced when the kids were still in the first year of pimary or even in pre-primary: ‘I listen to the teacher’, ‘I sit nicely’, ‘I raise my hand’, ‘Russian is beautiful but I speak English here’, all accompanied by visuals and gestures. Last year, when I primary grew up and became way too talkative, we had to add one more ‘When I speak, people listen. When people speak, I listen’. Again, it is a rule applicable in all the age groups. We only needed to specify that ‘people’ applies to the teacher and the kids (yes, it was all on the first poster, a list of the names of those who match the definition of ‘people’ here:-)
  • Play games. Again, these are great for many different linguistic reasons (language practice, introduction, revision etc) but it is also one of the elements that helps the group gel. First of all, on a large scale, because these games will be a part of our pool of games and they will contribute to creating the traditions of our community (see below). Second of all, because they will give the teams a common goal for a part of a lesson and the battle to win it will be another unifying element
  • Make sure you include something to balance the competitive element. A huge part of the games that we play in class promote competition. While this is good, because it motivates the students to participate and, it helps them learn to win and to lose, it is also good to remember that the kids will need an opportunity to be involved in activities that promote cooperation and collaboration. We don’t always need to split into winners and losers (especially not when pre-schoolers are involved). Some games can be played over a series of lessons, in the same teams, accumulating the points over the entire month. Plus, even if the game is competitive and we have a winner (or winners) and non-winners, the easiest thing to do is to encourage the kids to shake hands and congratulate each other. ‘Good game!’
  • Celebrate. Sure, we are going to have a Halloween Lesson or a Christmas Lesson because these are the part of the culture that we expose our students, too, but again, they will go towards the things we do together. We have the tradition of ‘the food for the brain’ aka something sweet on the test day, ‘the pizza day’ at the end of the academic year and random ‘eating together’ with my youngest students, on random days when fancy takes us, celebrating nothing special. So that takes us to the other point, closely connected with celebrations and that is Food. (Caution: there are a few ground rules here, though: parents pre-approved food, paper plates, tissues and hands washed).
  • Create and cherish the group’s traditions, the official ones like the tests and the follow-up reports, the serious ones like ‘the pizza day’ or the silly and the seemingly insignificant ones, like the first activity of the lesson and the last activity of the lesson, keeping the notebooks, a lesson with parents once in a while, a long-term craft project…It might be easier with the younger kids because we are more used to the idea of a routine framework that we follow from lesson to lesson but it is something that is worth keeping an eye on, developing and celebrating with primary and teenagers.
  • Be fair. It is quite likely that a teacher will have her/his favourite and her / his less favourite students. That’s life but it can never show. Everyone is treated in the same way, with the same level of kindness, with the same amount of individual attention and praise.
  • Be the model of behaviour, not only the model of English because the students pick up on that, without us realising that it is happening. I had my own moment of revelation when I started asking the kids to take turns in being the teacher in the homework check. ‘I don’t know. I didn’t do my homework’, said one of the students. ‘It’s ok. We can do it together now. Exercise 2, number 3? Can you try?’, said the student-teacher on the day. ‘Wow!’, I thought, ‘Where did they get that….Oh.’
  • Let them take over, in some areas at least, from time to time. That will be beneficial for the language production (We want more!:-) but it will also help them become responsible for the lesson as they participate in the decision making process and for the classroom, too. A few years ago I had a pleasure of taking part in a wonderful session by Katherine Bilsborough ‘More Democracy in the Classroom’ which highlighted ten areas in which students can be given the opportunity to have a say and since then I have been incorportating them in my lessons, with all age groups. One day, I will get down to writing a post on that, too.
  • Befriend the parents because they are a very important element of the YL group. ‘Befriend’ here translates as: keep them on the loop, inform, explain, give feedback, ask for feedback, share the aims…
  • Ask for the kids’ opinion, not only about the content of the lesson but also about the lesson, the coursebook, the activities, the test…This will be the valuable feedback that will help you improve the experience for everyone but you will also show the students that their views matter.
  • Breathe! Rome was not built in a day and creating a community will also take time. But it is definitely worth it!
After week 1 of the summer camp

Happy teaching!

Breathe! From the series: One-word advice from a trainer.

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I am a trainer and an assistant director of studies. I spend a relatively large part of my professional life sitting in the back of classrooms, observing. I love it.

Not that anyone asked (hahaha, here is one clumsy blogger, at your service. After all, one should start with ‘Many of you have been asking me…’ or ‘I’ve received many questions about…’ I DID NOT) but if I were to give one piece of advice to all the YL and VYL teachers (or maybe not only to them), it would be this: BREATHE.

If I were given a chance to use more words, I would say:

‘Breathe! Pause! Calm down! We care about the efficient use of the lesson time but nobody is in a hurry, nobody is rushing to catch a train. There is time. You will be doing a great service to yourself and to your kids. I promise. Inhale. Exhale. Repeat!’

What do I mean? Here are five ideas.

Instructions

Going slow is absolutely crucial while giving instructions.

Not always but frequently enough our primary and pre-primary students will be doing something in class for the first time in their lives, without any metaphors whatsoever. It is quite likely that we, the teachers are the first ones to introduce a boardgame to them, a role-play, a game with a dice, a pair-work activity, a mingle, the game of pelmanism or a project. Our students might behave like they have never done it before because, very often, they really haven’t. Or they haven’t done it in a foreign language to practise vocabulary or grammar. It really IS their first time! Our classroom IS full of Gagarins, Columbuses or Cabrals (or whoever is your favourite First-Timer Metaphor).

That is why the instructions we give have to be not only graded and accompanied by gestures and (ideally) by modelling but also paced. With the teacher taking baby steps, pausing (and breathing) for all the students to catch up. Before anyone is allowed to take the next step forward.

Taking this one breath in-between the sentences will really make a huge difference. Let’s breathe then!

A listening task, as in: any listening task

Listening tasks for young learners are another example how pausing can make the world go round and in the right way, too. This tiny (and, really, the most insignificant) movement of the teacher’s finger pressing PAUSE on the CD player / the telephone / the computer can be the factor that decides about the activity becoming a success or a failure. Something that amazes me every single time I see it in action.

PAUSE and the kids have a chance to hear what they are supposed to hear, circle what they are supposed to circle and get ready for the next bit. PAUSE and the teacher has a real chance to monitor while in-task. PAUSE and if there have been any glitches, now is the time to fix things and to save the rest of the activity.

DON’T and they miss the first example because they are still not quite sure what they are doing. Then they miss the second example because the breaks between the pieces of the recording are too short and there are no numbers or beeps to help their focus. DON’T and, inevitably, they miss the third one, too, because they missed the previous two and everything becomes just a mesh of sounds. DON’T and you have no chance to monitor or to give feedback, Although, really, it is NOT a mini-test that the kids should pass. It is only an opportunity to develop their listening comprehension skills. It is ok to help, to support and to guide. Unless it is a real test.

So maybe it is a good idea, to pause and to breathe?

Questions and answers

Here is a question: Do you know how long is the average ‘wait time’ aka the time that elapses between the moment a teacher asks a question and the moment a student is expected to answer it?

Well, fasten your seatbelts because it is quite likely that what I am about to tell you will be a bit of a shock.

Apparently, we, teachers wait as long as long as 1.5 seconds at maximum and most of the time even less than that. One second and a half. Which means that we don’t really wait at all. Either student A knows that answer that we want to get and they provide it or they don’t (more likely) and we move on to student B or C until we find what we want or we just answer the question ourselves.

Extending that wait time can have a huge impact on students’ learning, engagement and, possibly, also on their confidence because they will be given a chance and time to rise and shine. And don’t worry. By extending here I mean ‘waiting three (3) seconds‘, not the whole eternity. 3 seconds aka one inhale – exhale set. Breathe!

Just look at the picture first

This particular issue is going to make an entry here for one and very specific reason: our coursebooks and all the materials for YL are full of great visual material which, sadly, is not given all the attention it deserves.

The first question that I often I ask my trainees during the post-observation feedback session while discussing visuals, photographs, cartoons and drawings is: Why not spend more time on talking about the picture? There are so many things that you can do with a picture! (If you are not sure what these are, have a look at the earlier posts, here and here).

Once we establish that these do indeed have a lot of potential that needs to be tapped into, the question arises of how to do it. And this is how we get back to breathing.

Whenever students are shown a new picture, one that they have never seen before, they need to be given time to take it in, with its narration and all the details. It is more important for the younger learners, since their cognitive skills are still developing but it can be beneficial for the learners of all age groups and levels. If you are in doubt, just have a look at how visuals are dealt with during the speaking part of different Cambridge exams, from Movers, through PET to CAE, although with the higher levels it is hidden under the lengthy instructions from the interlocutor during which the candidates are allowed to look at the photographs they are to describe.

Step 1: instructions, Step 2: one deep breath while the kids are getting ready. Thinking time is precious and it extends on all the activities, picture-related or not.

Classroom management

Last but not least, the main destroyer of the peaceful flow of a VYL and YL lesson makes an appearance, too – the unwanted behaviour, in all its shapes and sizes.

The option of ‘doing nothing’ is out of the question, it is the teacher’s job to react but perhaps it is worth considering whether the immediate reaction is the best solution. After all, there might be some situations in which everyone would benefit from the teacher taking a deep breath and using this second or two to calm down, to consider the options and to see the situation from the little people’s point of view? Maybe the situation was not that serious? Maybe it was just a silly joke? Maybe just an unfortunate mistake? Maybe the reaction does not need to involve the headmaster, the parents and the armoured infantry? At least in some cases. This tiny little pause might help establish that. The thinking time for the teacher. And then – back to action!

Happy teaching!

Behaviour management in the VYL classroom. When the world begins to fall apart…

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London

I would like to dedicate this post to my trainees on the IH VYL course because it was during the coversations with them, during the session and after the session, during the tutorials and the informal chats on Whatsapp that this article took shape.

The set-up

Imagine: you plan your class, you get the materials ready, you enter your little kingdom and then things happen. They are the things you do not approve of, things you don’t like, things that should not be happening, things that get in the way of learning English. Or, in other words, as Harold Macmillan said ‘Events, my boy, events’, my favourite line of this week or even this whole month (courtesy to Edward).

The number of things that can happen is somewhere around… a few hundred and, naturally, it is simply impossible to put them all into a manual for teacher, with all ‘what to do’s and what not to do’s’. There are too many of these and there are too many variables that will be playing a part and adding the local colouring. Here, it is not the case of ‘one fits all’. Oups.

One thing is certain, the problem is not just going to go away, it is not going sort itself out. Whatever ‘unwanted behaviour’ is taking your lesson apart, it needs to be dealt with.

Here are a few roads to take.

Spinetto, Italy

The worst solution ever? Doing nothing.

Simply because it not a solution at all. The problem (whatever it is) is not going to simply go away, disappear or un-happen. Pretending that it hasn’t happened and moving on, in an attempt to save the activity, the game or the entire lesson, can only lead to even more serious consequences.

The unwanted behaviour needs to be acknowledged and stopped because it can escalate and compromise the well-being and safety of all the people present. So, do something! Perhaps one of these things that you can find below.

Moscow

Signal

The simplest way of doing it will be calling the student’s name but using a voice that is appropriate to signal the unwanted behaviour. The tone of the voice on its own should convey the message that something undesirable is taking place and that it needs to stop. This, of course, does not mean raising the voice or shouting but if the teacher uses the same ‘happy’ voice for praising and for disciplining (or ‘disciplining’), the message will be much more confusing for the kids. Instead of ‘Oups, I’d better stop‘, the child will think ‘Oh, look, my teacher is saying my name in such a nice way. She must really like me‘.

In the same vein, long speeches, in L1 or L2, will be counter-productive in such a situation. It is much better to keep it short, for example ‘No!’ or ‘Stop, please!’, used together with the child’s name and a gesture. And, as soon as the unwanted behaviour finishes, also acknoledge it, perhaps with a smile and a ‘Thank you’.

Very often and with a majority of things that can happen in the VYL classroom, this approach should do, if applied consistently. After all, kids know that we don’t run, we do not push the others, we do not take their toys and so on. In most cases, such a gentle reminder, a speed limiter of sorts, will do the job.

Saint Petersburg

Pause

Sometimes, these kinds of signals are not enough, however and it might be necessary to pause the lesson and deal with the problem in the open, either because more than one student is involved and / or because everyone can learn from it. This might be a situation when more than one child has done something to upset another (ie draw on their work, take their toy, say something) or when there is more than one child involved in any unwanted activity (hiding under the table, pretending to be a very angry dinosaur, hitting the class puppet, drumming with the markers on the table). All these situations do affect everyone present, not only the two students actively involved, and they need to be dealt with in the open.

‘Stop’ is still going to be necessary but it is going to work only as the first step. If there are any resources that contribute to the mayhem, they need to be taken away, for example these markers used to drum on the table. Then, a conversation.

It is very difficult to recommend something that will work in all the situations and all the contexts. Ideally, this part would be done in the children’s L1, but not all the teachers out there speak their little students’ language and not all the schools out there approve of the teachers using the L1 in the classroom.

Now, in Russia, I have the advantage of being able to understand the L1 of my students and what normally happens is we have these conversations in two languages: I speak English and my kids react in Russian, but it was not always the case. Like many of my colleagues in the VYL classrooms around the world, I had to do my magic only in English.

To be perfectly honest, it is not easy to grade the language to the level of pre-A1 and, at the same time, to convey the message in a delicate and sensitive way, but it is not impossible. You can use simple sentences and draw the children’s attention to the fact that their behaviour may make other students unhappy (‘Look, Sasha is sad now’) or that their behaviour is not appropriate (‘Is it a good idea?’). There are some advantages here, as it is almost guaranteed that these conversations will be short and concise and this is how I have dealt with all the issues in my classroom in the past couple of years. Although, to be perfectly honest, sometimes I am sorry that I cannot just sit down and have a real conversation in my students’ L1.

Moscow

Be clever

There are many tricks that the teacher can use in order to manage the behaviour of the group and of the individual students, without interupting the lesson too much but dealing with the problem effectively. Here are some of mine

  • Almost magically remove or stop the catalyst or the distractor, for example, put the hand at the back of the stool to block it and to stop the child from rocking, put the marker on the top of the board or on the top shelf
  • Use the command ‘Freeze’ to physically pause all the class proceedings and in a game-like way stop the unwanted behaviour. Although, of course, the teacher needs to introduce the game first. Once the kids got involved in something else, the disaster has been averted and the teacher is again in charge, the lesson goes on, according to plan. It might be the best solution for all the difficult situations when the world really does begin to fall apart and a quick fix is necessary. Instead of a conversation with the kids, a thorough analysis of the situation and looking for answers and the steps that need to be taken in the future.
  • Create a diversion and draw the kids’ attention to something else – a song (the easiest one to implement), a video, a favourite puppet. Again, as soon as the kids have calmed down, proceed with the lesson. And then take a moment to reflect on what led to the difficult situation.
  • Become the class clown and joke your way out of it. A funny face will do, a silly, clumsy gesture and a well-faked horror at the crayons that spilled out of the box. Then, like in most of the situations above – proceed, reflect and change.
  • Depending on the situation, it might be a good idea to whisper some encouraging message into the student’s ear. It can be in English, it can be in the child’s L1, it might a real whisper or a 5-year-old whisper (a good attempt that everyone present hears anyway). It will help to redirect the emotions, break the spell of sadness or anger, and it will help them to focus on something else and it works really well with the situations in which a child is upset or sad or just withdrawn, for whatever the reason there might be. It might be also a good idea to play a quick round of Broken Telephone with everyone, to involve the whole group in the same activity but it will work only if the kids already know the game.
Vyborg

Praise

There are situations when the best way of dealing with the unwanted behaviour is a complete diversion when instead of addressing the offender (apart from the basic signal and calling to attention), the teacher can choose highlighting the fact that the other children behave well.

Not only will it work well for the behaviour that is aimed at drawing the teacher’s attention (since the teacher is withdrawing this attention) but it will also acknowledge and applaud the behaviour of the class which is something that we often forget to do, taking those ‘angels’ for granted. Although, truth be told, they deserve our recognition.

Praising the students and reinforcing their behaviour will be also a clear message and, short-term, it will create a situation when the ‘offenders’ get a chance to reflect on their actions and to calm down and by the time everyone else has already been praised, they will also be closer to the desired behaviour and the teacher will be able to high-five them, too.

Baikal

Ignore (only not really)

Some disasters are better to be ignored entirely.

Of course, by ‘ignore’ I do not mean here the official Cambridge Dictionary definition of the verb because that is going to get us nowhere good (see above). What I have in mind is a VYL teacher’s (a pre-school teacher’s, a parent’s, a carer’s) definition of ‘ignore’ which, more or less, goes like that: acknowledge that a situation has occurred and, instead of drawing more attention to it, let it sizzle out, while, of course, keeping an eye on the child, paying even more attention than usual, only not openly this time.

Sometimes this will work better than any whole-class conversations or ‘lectures’, especially when we are dealing with a tantrum directed at getting the teacher’s attention hoping for an outcome that will be more favourable (ie we will not sing the song I don’t like, I will get the best sticker, I will be the first one to join the circle) or when two students have had a disagreement (and there are no obvious roles of the offender and the victim or when it is impossible to tell who is who) or when there is obvious resistance from the student and taking the matter further is dragging it into a dead-end street, like in the story here.

It has to be said out loud, it will not always be easy to label a classroom situation as ‘Ignore (only not really)’ because, of course, tens and tens of factors will have to be taken into consideration. Nonetheless, I believe, it is good to remember that this option also exists.

Rybinsk

Ask yourself it is a one-off or a regular feature

Or about working with the events long-term.

It is perfectly natural that all, even the most angelic and most well-behaved children, have a worse day, a crazy day, a tired day or a not-such-a-good day. This is the day when their behaviour might surprise their teacher (or, let’s be honest, completely ruin their teacher’s plans for the lesson). But these are the one-off events and it is not even necessary to analyse them in detail.

If, however, such unwanted behaviour happens regularly and repeatedly, it will be necessary to look into it. Is there a pattern? Is there anything specific that triggers that behaviour, an activity, a person, a stage of the lesson? Analysing all these details will help to choose the right solutions to the problem.

Perhaps it is the time to change the routine? Perhaps some games or activities have to be put on hold for the time being? Perhaps the group needs more settlers? Perhaps they need more stirrers? Perhaps it is time to reconsider the seating arrangement? Perhaps it is the time to talk to the parents?

Find out more

It might happen, too, that the self-reflection of the classroom adventures is not enough and that the teacher will have to reach out to the parents because this background information might help to understand what is happening in the classroom and why and, in turn, lead to finding a solution.

New York

Post-post reflections

Classroom and behaviour management is the theme and the focus of session 3 of the IH VYL course on which I have been a tutor for four years now and that is always the session that, according to our trainees, ‘could last twice as long’, because there are so many issues, so many problems, so many tricky situations that the debate could go on forever…

Unfortunately, that is simply impossible. Fortunately, as another trainee commented, to some extent, we deal with the classroom and behaviour management in every session, while discussing craft, songs, stories and literacy so at the end of the course, our trainees are better prepared to manage a group of the little people. Here is one hoping that this post will be helpful, too!

It is my deeply-held belief that by gaining understanding of all the pre-school brain and heart and by trying to see the world from their perspective, we get better prepared to teach and to bring up very young learners and to deal with the classroom and behaviour management issues that might arise.

For that reason I started a series of posts on the blog, in which I describe the real situations from the classroom and how I dealt with them. The series is called ‘Child development stories’ and you can find it here. While a manual with all the potential situations and all the right answers is never going to happen, we can definitely learn from observing our students and from analysing what happened and get better at managing the pre-primary kingdom, on the good days and on the worse ones.

Happy teaching!

Things kids bring to class. Life, early years and classroom management.

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This entry was initially a post on Facebook a year or so ago but the list has got longer and more interesting since. What’s more, what started as ‘a page in the photo album’, almost, with time turned into a reflection on professional life, early years development and its impact on the EFL methodology.

Based on one million true stories. Enjoy?

These are the things that my students brought to their offline or online classes:

  • a dead ladybird, handed to me already in the R.I.P state, as the most precious treasure AND a present
  • ten plastic jungle animals (all of which participated actively in learning and practising of the new vocabulary)
  • a bunch of toy dragons (which were not ‘angry dragons’, as I was assured)
  • a toy lion (also very active, answering questions and all that)
  • a toy parrot, Pepsi (Pepsi always asked for her own homework handout and always did her homework)
  • baby brothers and sisters who wandered in and stayed
  • Pasha, the invisible student
  • a few cats (purring loudly, only online, though, sadly)
  • a puppy (running in and out)
  • a hamster
  • a plastic shotgun (very realistic, online, yay)
  • a toy hen (came to visit and befriend our puppet Angelina, also a hen)
  • a broom, Harry Potter-style, wood, twigs and all
  • a cape, Harry Potter-style
  • a set of cars from the collection
  • flowers growing around (online, of course) and, inevitably, …
  • a cow, grazing around (online, of course)
  • the entire vegetable garden, toured via laptop
  • a snail in a jar (online, thank God)
  • a sling
  • flowers, real, plastic and paper
  • slime
  • a turn-on/turn-off blinking tiara
  • a half-eaten bread roll
  • a birthday cake with no prior warning
  • a bag of candy to celebrate birthdays, with no prior warning
  • a huge alarm clock
  • a piggy bank
  • and, to finish on the high note, the Black Sea with ships included (in the background of an online lesson)

Why does it matter?

We could look at all these from the angle of the teacher. This teacher is anxious, because, most likely, all these toys and animals will be a nuisance….As a source of excitement (for the owner and for everyone who will want to look and touch and play), a source of annoyance (for the owner, because even the well-meant attention might get unbearable after a while), a source of drama (because toys get lost or misplaced, sometimes), or, simply – a source of distraction. And, if anything can be said about a teacher of very young learners is that they do not need any additional elements that might, potentially, tilt the balance or make waves in the classroom. There is enough, as it it, by default. And that does depend on whether the teacher is experienced or not, working with a group or with individual students, online or offline.

That is why, on seeing yet another dinosaur in the doorway, the teacher sighs, trying to go over all the implications and the impact that the dinosaur’s might have event in the following forty-five minutes. However, this is a very quiet sigh, well-hidden behind a smile and another ‘Oh, wow!’ A very quiet sigh, indeed.

But there are also the kids’ angle. There’s been a birthday or a no-occasion present from gran, an item found in the park, a random and unexpected encounter. There is, finally, an opportunity to show the teacher and the rest of the group, all the treasures and ‘treasures’ that normally stay at home and that mum or gran or nanny stubbornly refuse to carry to school and back, just for the display purposes and which, finally, can be presented to the whole world (as one of the very few bonuses of studying online). Because it is important, right here, right now. Even if to the outside world it looks like a piece or unimportant junk.

For that reason, the kids entering the classroom, will be far from sighing. On the contrary, there will be a lot of joyful feet stomping, the pleasant adrenaline rush, excited whispers in the line in front of the classroom door and then, inevitably, a presentation by a proud and triumphant owner who, for the time being and for the next few minutes, is ruling the world.

The title of ‘The Most Dramatic Entry’ …

…and a proper showcase and a case study that I often present to my trainees, belongs to one big birthday cake, full of cream, sugar and chocolate that was grandiosely marched in, at the heels of a Sasha boy who was turning six on the day. Three minutes before the lesson, without any prior warning, agreement, permission.

You know how they say ‘his heart sank‘? Mine really did, no metaphors. Of course, it was a big day for Sasha. Of course, his mum wanted to include us in the celebrations. Of course, she meant well. Of course, Sasha and all the other kids were ecstatic. I am not a robot myself, I like cake! BUT.

I had three minutes to make a decision and here are the three options that I was considering:

a) Ask the mum to take the cake away. Meaning: Sasha is heartbroken (reason: the teacher is a witch who forbids him to enjoy his day), the mum is offended (reason: see above), the kids are upset (reason: see above), the lesson is in shreds (reason: nobody can focus anyway)

b) Put the cake away on the window-sill and celebrate at the end of the lesson. Meaning: Sasha is distracted (reason: the cake is on the window-sill, this is the only thing that he is capable of thinking of, also probably with time, the classroom fills with the smell of cake), the kids are distracted (reason: see above), the teacher is distracted (reason: see above), the lesson is in shreds (reason: nobody can focus anyway).

c) Eat the cake. Meaning: Sasha is happy and way too energetic (reason: sugar levels are through the roof), the kids are happy and way too energetic (reason: see above), the teacher is in trouble (reason: other parents will complain to the school about the stranger feeding their kids random foods, but at this point the teacher doesn’t know that yet, it is all to happen in the evening and on the following day), the lesson is in shreds (reason: too much sugar, too much energy and the festivities taking place in the start of the lesson. No matter what the teacher prepared for the day (Try to predict THIS in your ‘anticipated problems and solutions’), nothing is going to be able to come even close to the cake. Sigh).

Now, dear reader, please, pause for a minute. Faced with that dilemma, what would you do, I wonder?

I guess, I did know straight away what we would do, I went through the hoops of considering all the other options only to be able to say that I did try to be a reasonable and cool-headed professional. We ate the cake and we sang ‘Happy Birthday’ to Sasha.

Then I tried to save what was left of my lesson and in the following week, I kept myself busy sorting out the complaint from the parents.

Not sure what I would do today, and with my current groups and parents. Maybe it would not even be a problem because, by now, we have managed to negotiate an accepted list of potential English lesson snacks and we always celebrate with Kinder, Barnie and this one brand of juice. It is some kind of achievement, too, I suppose, that when the birthday surprise bags were brought into the classroom I did manage to pull off the ‘let’s-put-it-on-the-top-shelf-we’ll-open-the-bag-when-we-say-goodbye‘ stunt. It might be because I am more experienced and because a more effective set of rules and routines is in place. Perhaps, it’s because we have known each other for a bit longer than with the other group. Perhaps all three?

What to do and what not to do?

Luckily, not all the situations are as dramatic as the Dreaded Cake Day but the teacher still sighs when the (plastic) dinosaurs are arriving.

‘No toys in the classroom‘ is one of the options, of course, especially if agreed previously with the parents, carefully discussed and explained. And with time, children get used to the fact that even if the teddy (or the banana) come to school, they stay in the hallway.

‘Bring it on‘ is another. Turning the tendency into a part of the classroom routine might benefit the lesson and the kids. Bringing toys (or else) can be an opportunity to produce the language as even the youngest kids can answer the questions such as ‘What is it?’, ‘What colour is it?’, ‘What can you do with it?’, ‘Why do you like it?’…

‘They are sleeping‘ could also be an approach. If you have a table or a shelf, all the toys could be welcomed, interacted with and then, after having been granted the permission from the owner, left in this one special place. I am sure that they are tiny and very very tired. Ideally this place is out of reach but visible to everyone (especially the owner:-) and this way, the precious things are there, visible but out of the way.

The shameful thing is, perhaps, the fact that I got bored with both of these approaches. We used to have a beautiful poster in the hallway, in English and in Russian about toys staying behind, but to be honest, I was really more interested in all the treasure (and how a piece of real junk can become ‘my precious’). But I am not into cutting a piece of the lesson every single time and devoting it to random guests, either. Instead, we just mix and match. We always inspect the new arrivals and we look at them (in awe). Sometimes we have a little chat, sometimes not. Sometimes we put them away and sometimes they join as in the circle, to sing a song. Sometimes they play the games with us (which means twice as much production, YAY) but sometimes they don’t and they are just picked up later, already half-forgotten, at good-byes. I guess, I might call it the ‘Go with the flow‘ approach. And this what I preach at the moment.

I will happily blame the pandemic for that attitude. I rule in my little kingdom but it is easier said than done in the online classroom. On the one hand, it is a definite advantage that all these distractors do not physically invade the classroom . On the other hand, no physical presence means no actual control and, there is a lot more potential for the unexpected. No matter how good your lesson planning skills are, try predicting that a student of yours will be sitting outside, in the field, and that cows will be walking past and that, they, too, will become a part of your lesson!

Happy teaching!

P.S. Don’t forget to check out the wonderful directory of all the useful things in the VYL world created by Sandy Millin. You can find it here.

Rewards charts and young learners

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This is not going to be a post on the advantages and disadvantages of using a rewards’ chart in the EFL classroom. If you are interested in one or the other, please, scroll down to the bibliography with some pieces to read.

Instead, I am going to tell you a story about a period of six years of using a rewards chart with my kids, successfully and where it has got me. Or where it got us. Consider it a case study.

The group

There are eight of us, in the group, one of me, two boys and five girls and at this point (January 2021), we are in our sixth level together. On the one hand, it is a bit scary, that so much time has passed and so quickly, too, on the other hand – six levels together, pretty much with the same children, from the first words, literally, to Movers.

The first rewards chart

Once upon a time, when my kids were still very very young, in our first year together, the day came when I realised that I needed a rewards chart, badly, with a set of rules and a system.

To be honest, it was a bit of a heartbreak and it did feel like a total defeat. Until then, I had never (as in: NEVER) had to resort to it with children so young. Not once in my entire teaching career (of 10+ years). Rewards charts were for the primary and teens, not for the babies. Sigh.

I was thinking and pondering and wondering, approaching it with a lot of trepidation (in Polish we say: to come up to something like a dog to a hedgehog) and really, stubbornly, putting off the D-day. But, the group was a big one, with ten kids, some of whom were six, some of whom were barely three and they were just rowdy (even for my standards) and ‘my traditional methods’ (or whatever they were back then) were just not working. As in: at all.

Reluctantly and very un-enthusiastically, I took a deep breath and introduced changes: a set of rules and a rewards chart.

The class rules: How to.

  • Think of your group, the kids sitting in your classroom. What are they struggling with? What is the unwanted behaviour right here, right now? Choose the most important three behaviours that you would like to eliminate. There is no point in constructing a set of ten commandments as there will be too many to revise, to remember and to focus on.
  • Formulate the rules and try not to use negatives. ‘Sit nicely’ sounds much better and is more positive than ‘Don’t run’.
  • Yes, there might be situations when a clearly formulated ‘Don’t‘ is the only solution. In the group that I am describing here, we did have some issues that the kids decided to resolve with fighting so for some time, this was our rule number 1.
  • In general, it would be better to refrain from using imperatives altogether and go for full sentences, for example, instead of ‘Sit nicely’ we were using ‘I sit nicely’, together with ‘I don’t run’, ‘I listen to the teacher’, ‘I don’t fight’. These are great language models and, over time, they become a part of everything that the kids can say, even early on, in the first year of primary or pre-primary. Investing in the rules is also investing in the language.
  • Think how you will introduce the rules. I prepared A4 flashcards, with the rule written down (for me to remember and to be consistent and for the kids, to expose them to the written word, although, of course, back then they were not able to read these), with an appropriate picture (thank you, clip art) and with an accompanying gesture for each of them.
  • The first time I introduced them slowly, using the gestures, drawing the kids attention to the pictures and repeating the rules a few times. They did get the idea pretty quickly. After all, they learnt how to behave and how not to behave. After all, they are familiar with the concept of rules. They are rules in the kindergarten, in the art classes, at the swimming pool. Naturally, there will be some in their English class, too.
  • How was I sure that they did understand? Because, of course, one brave volunteer quickly translated them into Russian and all the kids started to discuss the rules. I went over the rules a few times and I encouraged the kids to repeat the gestures.
  • Put the posters up, in a place where everyone can see them. In my case, the best place for that was the door, on the classroom side:-)
  • Revise the rules in the beginning of every lesson. I would go over the rules, ‘reading’ them out loud, while pointing at the sentences and later, once more, I would ICQ everyone, this time with gestures. ‘Do we sit nicely?‘ ‘Do we fight?‘ and so on.
  • Keep an eye on your students and when a rule becomes redundant (because, hey, it worked and your students’ behaviour has improved), change it or replace it with something that is necessary and relevant at the moment.
  • In our case, in the first year, after a while we could replace ‘I don’t fight‘ with a very general but also very broad ‘I am a good friend‘ which we used to signal that we basically behave well because a good friend will not fight, will not take someone else’s pencils or books, will not say unkind things about other children and will not always try to go first and so on.
  • It is also good to have a rule that models and acknowledges the behaviour that is even better than good, something exceptional that we all should strive for. In our case, it was the rule number 4 ‘I am fantastic‘ which I chose because it sounds similar to its Russian equivalent and it is a positive word.
  • Make sure that you refer to the rules throughout the lesson, to remind the students about them when you notice some examples of the unwanted behaviour. I do it using a question form, while using the gesture or pointing at the posters, for example ‘Are you a good friend?‘, ‘Are you fantastic?‘, ‘Are you sitting nicely?‘

The rewards’ chart. How to. A case study.

  • I decided not to use the board as it was too far away from our little circle and I did not want to get up and walk away from the kids a few times during the lesson as it would be too disruptive. Instead, I got a clipboard and prepared a table with their names, written in different colours and accompanied by little icons, ten different ones, so that the kids, who were pre-literate at the time, could recognise their names easily. I put the table into a plastic sleeve, sealed it and pronto. Laminating it would do the job, too. I used a whiteboard marker and so I could easily clean it and re-use it in the following lesson. I was also able to carry it around the classroom.
  • A few times during the lesson, I would take out the chart and check out, with all the kids, asking everyone the same question ‘Are you fantastic?’ (or any other question relevant to our rules, but this one was the most common one) and, if they answered ‘yes’, I would add one more star to the chart, next to their names.
  • Naturally, if the student did seriously ‘misbehave’ (inverted commas here because it really does happen rarely), first would come a warning and then, possibly, if that didn’t work – a tiny little bit of a star might get erased. Which happened on a few occasions and usually the warning itself was enough.
  • In the beginning, I did do it after every single stage and almost after every single activity. It did take time but it was worth it. With time, I was able to cut down on the frequency and the number of stars, extending the length of the stage that could earn them a star.
  • Eventually, we got to the point when each child would get only one star at the beginning of the lesson. It was their job to make sure that it stays whole until the end of the lesson.
  • There was also a point, in year two, when we started to invest more time into our stars because at the same time, we started to talk about other people, and the stars gave us a perfect opportunity to do just that, ‘My star is…’, ‘My star has got…’ and, of course, it was then even more important to keep all the stars intact.
  • It is also very important to remember that the kids should be given an opportunity to get better and to be acknowledged when their behaviour improves. It should not be a problem since the teacher is in charge of when the new stars are awarded.
  • Also, whenever we ask the question ‘Are you fantastic?’, I always start from the well-behaved students, mainly in order to give the ‘not-so-fantasic’ ones a chance to calm down and to think about life so that, when it is their turn, they could be ready to be fantastic, too.
  • ‘Are you fantastic?’ is a very powerful question in itself, too. On the one hand, it serves as a reminder of our aim and our rule (‘We are fantastic’), on the other hand, it is another chance for the students to confirm that they are fantastic AND to make a conscious decision and to make a promise that yes, they will be, from now on, even if there have been a few issues with it.
  • Eventually, by the time we got to our level 3, the rewards chart became almost completely unnecessary. We had the rules on the wall (a new classroom) and I still kept the rewards chart grid at the ready but I would only take it out and use it, when someone needed a reminder that we are, in fact, fantastic. Which, in year 3, happened perhaps once a month.
A slightly different rewards chart or What the kids care about

Today aka the Outcomes

Today, in our 6th year together, we have long forgotten about the rewards’ chart and the rules. My students are now seven, eight and nine and, after all this time, it is no longer necessary to keep such a strict routine and such an elaborate system. The last time we did come close to anything resembling a rewards chart was a collage (an example of which you can see in the photo above), which we made on our Miro board, at the end of each lesson. Everyone could choose an image, google or icons, that they wanted to add. This, in a way, was some kind of a reward for everyone.

Looking back, I think it was a good decision, to introduce the chart and the rules all these years ago and even a better decision to ‘waste’ time on drawing all these stars and asking all these questions. And, dear teacher, if you worry that it takes six years to reap what you sow, don’t. The effort made and the time spent did start to pay off already after a few weeks.

I cannot guarantee that we are going to stay in that bliss forever (fingers crossed that I don’t jinx it with this post) but so far, so good.

My kids have never been very quiet (apparently it’s because I am loud, I am told) but they do behave. Today, after all these years, we all know what is OK and what is not. Most of the time, that is.

They have become more talkative and for that reason a new ‘poster’ appeared on the noticeboard. ‘When I speak, people listen. When people speak, I listen’. It works. Especially that we did specify that by ‘people’ I mean both, teachers and students present in the classroom.

On some days, I have to bring Pasha, our invisible student, one some days I call them using their first name, in full, and their patronymic, sometimes I have to use my serious face but that’s it. I want to believe that it all started with a simple rewards chart a long, long time ago…

Happy teaching!

Something else to read

  1. Rewards charts: how to use them to change the child behaviour at raisingchildren.net.au
  2. Are rewards charts actually bad for our kids? at healthymummy.com
  3. Why you shouldn’t reward kids all the time? at sleepingshouldbeeasy.com
  4. Rewards for kids: Maybe all they want is time? at kiddycharts.com
  5. 20 classroom rewards to get students motivated at englishteaching101.com

New kids on the block. Teens joining a group mid-year.

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Tuscan Flying Beauties

A post inspired by a reader. Thank you @kids.in.english.

Where the inspiration came from

It was ten years ago. I was standing at the board, looking at my students working on a task,all of them, working hard, involved, a teacher’s dream, and yet…To my right – the bunch that had been in my group for the past two or three years, to my left – the three new students who had just joined us and in the middle – a beautiful wall, invisible but sturdy and getting thicker by the minute. They were not aggressive verbally or otherwise, they did not do anything mean, there was no bullying. They simply decided that they do not like each other. The ‘old’ kids – because they did not want any invaders, they ‘new’ kids – because they did not feel welcome.

I did not like it at all. I was looking at them (yes, a little bit annoyed because we had everything figured out) thinking ‘Not on my shift, people. Na-ah’. Today I would like to share some of the tricks that I applied and have been applying since then in the new-teen-in-the-group scenario.

Ideas for building and re-building a group

  • Change the seating arrangements during the first month or the first six – eight lessons with the new students. The main aim here is to enable everyone in the group to work with everyone else. It has to be initiated (or ‘forced’ if you prefer) by the teacher because the students will be acting as a group and might not have enough courage to break ranks in order to befriend the new students or to venture out and try to join the cool kids. It is a good idea to explain to students why this is done (‘we need to get to know each other’) and give them a specific time limit so that they know when they will be able to go back to sitting with whom they want. Even if, initially, the students do not like the hassle and the uncertainty that it introduces, they have a deadline and they know when things go ‘back to normal’. The burden is easier to bear.
  • Frequently group and regroup the students for activities and use a tool that will be completely arbitrary. These can be for example re-usable cards with the students’ names that are kept in a box or in a bag. Before the activity, the teacher (or even better – one of the students) simply picks out cards randomly and this is how pairs and teams are formed. This way, it is simply fair, impersonal and, every single time, there is a high probability that student A might end up working with their best friend. If they are lucky. Again, the burden is easier to bear. Both of these tactics will also help the teacher establish how the students work in different set-ups. It will be more important in case of the new students
  • It is a good always but especially during those ‘first’ days or weeks to include activities which promote team-work and cooperation, such as smaller or larger scale projects, ideally in every lesson. The students will be already mixed, the new with the old and it is quite likely that they will want to share the responsibility for the task and they will want to complete it. This will be their excuse, the teacher asked them and they are just completing the task, without losing the face since working with the new partner is not their own choice.
  • While cooperation works well, competitive games are even more effective. If the students have their favourite games, they obviously like to play and win. Since they will be put in mixed groups, the ‘old’ and the ‘new’ students together, they will be put in a situation in which they might have to cooperate with ‘a new friend’ to compete against ‘an old friend’. Of course, these two elements, the competitive and the cooperative, should complement each other and balance each other. Some of my favourite games include ‘the game of five’ and ‘stop!’
  • When we start working with a new group, some getting to know each other activities are in order. Here, however, the situation is a bit tricky. If there are three or four new students in the group, then we can easily use some of those. When only one student joins the existing group, it might not work that well. The majority of the group already know each other very well so they will not be motivated in taking part in it. What’s more, it will be rather obvious why it is added to the lesson and the new student might be accidentally put in the spotlight. Not to mention that if a few students join the group, separately, it would mean including these activities in a few lessons in a row and the students might be even less motivated to take part in them.
  • Instead, an activity in which the students can express themselves and share personal information is a much better solution. It can be, for example, ‘Who is X?‘, a task in which students would have to match the names of all the students in the group to a set of sentences (in any structure that is the topic of the lesson). If it is the Present Simple then the sentences describe daily routines ( X never does homework, X always wakes up early on Saturday), if it is the future then the sentences describe future predictions (X will live abroad, X will become famous, X will travel to Spain) etc. During the feedback, students will be mingling and confirming and justifying the sentences about themselves. The task that I really like to use for that is the United Buddy Bears art project but this one is a bit more difficult to add to any lesson in any level at any point when the new student joins the group. But not impossible))

If you have been in a similar situation and you have some great tips and tricks up your sleeve, please share them with the rest of us in the comments box! Thank you!

Happy teaching!

A square peg in a round hole. New kids joining the group mid-year.

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Back in the classroom

January, January. Here we are, are still dragging the residue of the Xmas – New Year laziness in our blood cells but the time is now to enter the classrooms briskly (also, because the school hallways is the only place where you can do ‘briskly’, the pavements outside are either icy or covered with snow or slush), with the new energy and to start the second half of the game.

Sometimes, let’s be honest, this YAY attitude is a show you put on (see the laziness residue) but if it doesn’t start with the teacher, then there is no or very little hope that it will be student-generated. After all, they don’t only have you, their after-school English classes, they also have the regular school, with the huge piles of homework and, this year’s special – they are back to the regular, offline classrooms, after three months of the screen’n’pjs education. This is the older students.

The younger ones, well, they have been attending regular classes, without any breaks, in most cases, but these, they come after not having seen you for two weeks. Will they be a little bit displaced and confused? Yes, they will. Will they have forgotten some of the class rules and routines? Most likely, yes. Will this first lesson after the winter holidays be to some extent like the first lesson of the course? It might be.

What to do with it? Not much, really. Just being kind to yourself and to your students and acknowledging the fact that it will take some time to warm up the neurons and to have them work at the top of their capacity. And a lot of revision, as regards vocabulary, structures, rules and routines. It is not that difficult to put together a great and meaningful ‘revision’ lesson and all the students will appreciated and enjoy doing something that is familiar (but not boring) and achievable (but still challenging enough). Before we get back to climbing yet another of our EFL Everests.

But that’s not really what I wanted to write about today

Imagine, dear reader, that to all the hoops that are already in place (a long break, sleepy students, tired students, all over the place students), you get one more: you find out that a brand new student will be joining your group. Or coming to do a trial lesson. Or just joining you for a catch-up lessons since he/she missed a few classes with their regular teacher.

I am not sure how common an occurence that would be in state schools, kindergartens or classes given by private tutors, or, even, whether it does happen in other private language schools. It does in mine and it is an interesting experience. Here are few thoughts from the last two weeks.

The teacher

It is a challenge, admittedly, because in a way we work the double amount, on the one hand dealing with the group, re-instating the kingdom from before, on the other hand, taking the new student on a brand new adventure and that might mean some temporary dissonace that will have to be managed.

It might also happen that the new student’s mum will want to take part in the lesson or that the new child will refuse to enter the classroom without her. How you react here will, of course, depend on the school’s policy.

It might be a good idea to invite the parents in or to have them sit in the hallway but with the door open so that everyone (the parent and the child) feel comfortable and it is equally important for the teacher to explain what is going to happen in the lesson and how the parents can help. What usually happens is, the child stays around mum in the very beginning and then, slowly, wanders towards the teacher and the group and, eventually, takes part in all the activities. This period of time might be different for different children and it is crucial that they are not rushed here, by the teacher or by the parents, and that they make the decision when to join all by themselves.

The best advice that I might give teachers (and that I give myself when I enter the room on a day like this) is to stay calm and to smile a lot, because things will get better soon. Of course, in 2020 – 21 even smiling might not such a straightforward solution, but even with the mask on, it is good to remember that it takes a few muscles to smile and that the smile spreads all over your face. Plus, it might be a good idea, to stand at a safe distance and to take off the mask just for a second, while meeting the child for the first time to let them see your face.

The activities

This is an interesting case, especially with the very young learners. As mentioned before, some revision is absolutely necessary in any lesson and especially in the first lesson after a long break. However, that might mean that the new students will be constantly at a disadvantage, because for example, they won’t know all the songs that everyone else already loves or to take part in all the games because in order to do so, they would have to be familiar with all the vocabulary and, of course, they are not.

For that reason, it would be good to start each activity with a quick revision of the vocabulary and drilling, to inlcude the games that will have a double focus, something apart from the language itself, for example langauge and CLIL (names of the animals and whether they are big or small or numbers and counting real objects) or language and cognitive skills (names of toys and looking for differences between two pictures or odd one out) because the new students will be able to participate partially at least, relying on their ‘previous knowledge’ not on the langauge only in order to complete the tasks.

What’s more, despite the overall focus on the revised, I would still recommend introducing some new material, in order to ensure that there is something which is new to absolutely everyone, the ‘old’ students and the new and that we all learn it, together, as a group. It doesn’t have to be a brand new topic, only a couple of new items to extend their vocabulary range in the topic of toys, a new song or a new story.

Using gestures is always a good idea, but it can be especially beneficial in the begining of the course, the new topic or when there is a new student in the group. They might not be able to produce all the words straightaway but they should be able to show them, if they know how.

As for songs and videos, in general, although there are plenty of advantages of using a mixture of both audio and video or even moving to using audio only, once the kids know the song very well, the videos will help to support the new kids for whom all is new. At the very minimum, they will be able to follow and understand the plot of the song.

The new child

Well, in a way, this is the most important person in the room as this is, definitely, the most confused, the most singled-out and the most vulnerable person in the room. The adults definitely know what is going on, what we are doing and why we are here. The other non-adults, albeit a bit out-of-sync perhaps, also seem to recognise the set-up and the procedures and they also know each other.

The reactions to this amount of ‘new and unfamiliar’ might vary, from a complete disregard for it (‘There are other kids, they do something, I want to do it, too! What, they use some strange words all the time? Nevermind! ‘), through one million questions in an attempt to take the situation in (‘Why?‘ ‘Who?‘ ‘What?‘ ‘Why?‘ ‘Why?‘ ‘Why?‘) to a complete refusal to take part (‘I can’t, I won’t‘)

As I said before, it is rare that the children are completely uninterested and not ready to be involved. Usually, it wears off during the first fifteen minutes so it is only up to the teacher and the parents to wait it out, patiently, while providing all the support necessary.

Apart from tthe smiles and the praise, all the new activities should be modelled and demonstrated with the other students. This way, the newcomers will have a chance to see the game in action before it is their turn to take part.

The group

This is, by far, the most interesting component of the whole set. No matter how unfocused they are, and how much they have forgotten, these are the students who have been with you for a few months and, almost automatically, they will become your teaching assistants.

You will be able to demonstrate the activities as well as the behaviour that you want to reinforce or, sometimes, too, discourage. What is more, they will naturally want to be involved and, even without you asking, they will give the new student the best introduction to all the lesson procedures, in the L1 and in a way that is best understood by a child.

It is actually a real joy to see them do that, with all the 3 or 4-year-old kindness and empathy:

‘Don’t worry, we all take turns. First me, then Anya, then Masha, then you. Don’t be sad.’

‘She doesn’t speak Russian. We speak English here.’

‘She will show us how to do it‘

‘And then we will read the story‘.

There is another reason why having a new or a guest student might be interesting. This is a truly unique (albeit unsolicited) opportunity for the teacher to see how much progress the group have made. Assessing preschoors is not as easy and straightforward as assessing other age groups, and comparing them against a beginner who is just starting to learn is fascinating. Even if seemingly, they are all still beginners, still pre-A CEFR and still in year 1, it is possible to see how much progress the children have made over a period of a few months. And it applies to all the areas, vocabulary, behaviour, social skills.

And two stories from the classroom, instead of a coda

The first one, from my preschool group a few years back. Over the course of the year, we got bored and started to come up with more creative names for things that we were using. No more of ‘orange juice’ or ‘cherry juice’, we were drinking ‘clock juice’ and ‘balloon juice’ and we were all using chocolate marker, cucumber marker, strawberry marker and sky marker, instead of all the traditional colours. It was all great and a lot of fun, until a new student joined. We just had to explain what was going on.

The second one, from my teens group. This time, it was not a new but a catch-up student. Who brought her phone and who did not switch it to mute. Whose telephone rang in the middle of the lesson, naturally. Who just picked it up and started a conversation.

We sorter it out later, of course, but before we did, I because a part of a beautiful classroom tableaux. I, in the middle, and a few of heads of my students, first turning towards the new girl and then right at me, with the same question in their eyes, ‘WHAT is she doing?!?!?!’…

It made me giggle, inside. ‘Hm, look, it seems we have a code of conduct here.’, I thought. ‘And someone feels strongly about it.’ Good to know, eh?

As for the square pegs and round holes…Well, even if they that in the beginning, during the first lesson or the first two lessons, they never stay that way. The square pegs become a bit rounder and the round holes get a bit square-y. And that is the way to go!

Happy teaching!

The invisible student and why you might want to have one:-)

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Yes, you did read the title right. The invisible students are among us. I myself have had one for about eight years now. And yes, it has always been Pasha. Almost always, with the exception of one year…

How did it all start?

Well, I have no idea. Hard as it is to imagine now, there was definitely ‘the time before Pasha’ and then, all of a sudden, he became a part of the everyday.

I guess, perhaps, it was one of those days when the kids did something silly, I came in and asked ‘Who did it?’ and no one wanted to own up. I found the answer myself. ‘Ah, I see. It was Pasha, wasn’t it?’ and they just went with it.

That looks plausible but to be honest, I am not quite sure. I don’t remember. But Pasha stayed with us and today I would like to tell you what is great about that.

Why does everyone need a Pasha?

Pasha is extremely helpful when it comes to eliciting new language and providing language models. Every single time you need a semi-personalised sentence, a situation relevant to the students’ lives without, however, involving one of the real people present in the room (as they might be shy, not feeling very comfortable with having their name and person brought up while discussing some of the vocabulary and some of the situations), Pasha is at your service. He is more than happy to help.

Pasha does not mind when you say ‘Pasha failed an exam‘ or ‘If Pasha brings a bad mark, his mum will be angry’ or ‘Pasha got embarrassed because the teacher showed everyone his poem‘…Pasha is the epitome of cool when you discuss his love life, his problems with teachers and his fights with his brother.

Pasha never fights or frowns against any of the partners that you him to work with. Pasha is ok when you pair him up with Alex The Procrastinator. Alex working with Pasha will really have to make an effort and do something, instead of lazying about and pushing the task onto the more laborious student in the pair. You can say, for example, ‘Alex, today you are working with Pasha‘. Pasha will not mind. Funnily enough, Alex will not mind either. What’s more, Pasha is more than ecstatic when one Sasha The Introvert sometimes asks quietly ‘Can I work with Pasha today?‘. And yes, of course she can. This way she will be more motivated to work with the other (real-er) students on the other days.

Pasha is the best thing since the sliced bread on all of those occasions when you really need to be the disciplinarian and you have to make a point and get the message across, again, without referring to any of the students in particular, without pointing fingers and yet, highlighting the main points effectively. Maybe it is because you have forgotten the homework again. Maybe it is because they are cheating in test. Maybe they call each other names, come late or attempt a joke and fail and end up offending someone or almost destroy something…

In which case, you can make a speech like this one: ‘You can tell Pasha that this remote is quite expensive so if he throws it out again and it gets lost or broken, I will be getting in touch with his parents and they will have to pay for that. When you see Pasha, make sure he gets the message, alright?‘ Works wonders:-)

Last but not least, your class is a community, with its unique rules, traditions, habits and silly jokes and Pasha becomes a part of it, too. It is something that we share, something that is our thing.

Naturally, there are also things that Pasha is not and these include the following:

  • the only classroom management resource at the teacher’s disposal
  • the classroom management tool that will help sort out all the problems
  • the trick that will work with all the teachers, age groups and levels

My favourite Pasha moments

Well, there have been many, but here are the three gems.

One. Teens, pre-FCE, I cannot remember the topic but it might have been Past Continues as this always encourages the coursebook authors to write about disasters, accidents, explosions and other dramatic events. I cannot recall what we were doing and why Pasha’s life was in danger but at one point, someone asked ‘What about Pasha?‘ and one of my girls said, ‘He’s lying on the floor, there!‘ pointing at something with her chin. I remember that we burst into laughter but I also remember that at the same time, I took a step back and half of my students instinctively pulled their feet away and hid them under the chairs, as far as possible from the centre of the room where Pasha ‘was‘.

Two. Same group of teens and the invisible student who had been a part for about two years already and the admin bringing in a new student, a boy. When he walked in and introduced himself as ‘Pasha’, we all froze, in ten different ways as we were all digesting the same thought, until, finally, someone just said it out loud: ‘But what about Pasha, then?‘ It took some explaining (poor real Pasha) and our invisible boy got renamed, and he became ‘Styopa’, for a season.

Three. Teachers’ room and a conversation with my colleagues, someone casually bringing up the topic of the invisible students only to find out that Pasha is not the only one out there! Yay!

And I am here, writing this post because…

…this week, in the middle of the lesson, totally unexpectedly, Pasha reappeared and started to cheekily doodle on my zoom screen and my powerpoint. Of course, it was none of my amazing and well-behaved primary superstars. ‘I see. It must Pasha, the invisible student‘, I said and then, after a moment, I added ‘Pasha, can you stop, please?‘

Do you think the kids objected, doubted his presence or asked any questions? No, none of these, nothing at all. Pasha is back.

Epic fail! or We make mistakes to learn #4

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The hammer

This was my first year in teaching and my first year in teaching in a state school. As it happened, I was assigned all the year 1 of middle school classes. That was and would be entertaining enough, even with the most amazing students (which most of them were, anyway).

One of them was class D, an unfortunate by-product of the educational reform in the country. Unlike all the other classes at school, it was made up of children coming from the villages surrounding my town (so that they could all go home together on the school bus) with a few students that were repeating the year. A rather unfortunate combination because it not only labelled them as the weak class academically (yes, at the time at least, the students coming from the regional schools did not achieve as good results as the city students) but it also set them apart as the ‘village class’ with all the preconceptions and biases. When it comes to English, they were the only class that was not given the privilege of mini-classes for the purpose of the English lessons (just because their total number did not go over 24).

I did try and I did have some superstars in this class, too, clever and dedicated students, but, overall, I also had quite a few weaker, not very motivated students, too, and a few really difficult cases. One of them was Sasha. She used to be a bright student in primary, with great results but then, due to the neglect in the family that the system could not really handle very well, she just resigned herself to being ‘a weak student’ and ‘a troublemaker’. They are there, in every class, and you just learn to manage them and I was doing ok, for the first-year teacher.

A morning from hell

Now, that particular day was different. Some handymen were in the classroom, during the break or before the lessons and they were fixing something there. They must have been in a hurry because they had left a hammer behind. When we entered, together, because the students were not allowed to be in the classroom without a teacher, it was just lying there, on one of the cupboards.

We got in and everyone got down to their regular start-of-the-lesson routine – sitting down, taking out coursebooks and pencil cases. Sasha, however, my dear student, Sasha, saw the hammer and the opportunity to create mayhem.

Before I had a chance to react by hiding it, she dropped her bag at her desk, ran back to the cupboard and grabbed the hammer. I did ask her a few times to put it down, but, of course, she did not pick it up just to put it down just because I was asking her to. At that point I knew I had lost, the class they I had lost and Sasha knew I had lost.

After a minute of this theatre, she just laughed in my face, opened the door and ran out into the hallway. And was running up and down, laughing. An empty hallway, at the time, but with a row of huge windows, potted plants, framed diplomas, cups awards glass cupboard and, potentially, a few late-comers wandering in the hallway. Not to mention the harm that she could have potentially inflicted on herself. Joy!

The dilemma

There are two ground rules that they teach you pretty quickly. One is that you should never leave the students on their own in the classroom because they are you are responsible for them with your life, pretty much. The same applies to any student that, officially, should be in class at the time of the lesson. You are responsible for them, too.

The other rule is that once you are in the classroom, the kids are your responsibility and if you need help you should ask for it in such a way that does not show your weakness. No matter who is going to come to the rescue, parents, mentor or headmaster, the lesson time is your kingdom and you should rule it. No one will do it for you. By asking for help too openly or by referring to the outsiders you are digging your own grave because it will become clear, pretty quickly, that you are not capable of handling it all by yourself.

So here was my dilemma that I had about a second to think about: I cannot leave the room because I cannot leave the kids all by themselves, I cannot let Sasha just ran in the hallway and I cannot really call anyone for help, really. Or that, rather, I should not.

Obviously, I wouldn’t have had any of those dilemmas to deal with if I had managed to remove the hammer in time but, in my defense, this is definitely something that I could not imagine being in the classroom and so there was no way that I could have prepared for that.

The last act

So I did what had to be done. I told the kids to stay in their seats, no matter what and I left the room but I kept the door open, to signal to anyone else, passing by that we are dealing with some kind of an emergency. And, walking past Sasha, still running and shouting in the hallway, I did go directly to the headmaster’s office. I needed help and I had to get it. I entered the office and I think I said three words: Mr Headmaster, Sir. Sasha found a hammer in the classroom and is running in the hallway. Please, help.

He did. I left him to deal with Sasha and I went back to my classroom. I was out for three minutes. Nothing happened. They sorted it out, talked to her, she came back to the classroom about 20 minutes into the lesson. We went on.

I am not sure what other choices I had at the time. To send one of my more reasonable students to inform the headmaster? Maybe. To inspect the entire classroom before we all get in? Possibly. To raise hell afterwards in order to find out why the hammer got forgotten in the classroom? Probably.

I am not sure whether what I did was the best way out. I am glad that the school where I work now is small enough and I only need to open the door and call out for help, in case of an emergency without having to leave the kids on their own. I am also curious whether the state schools, with many more students, in large buildings, have any system of early warning in place. In case of a hammer, a nosebleed, a loss of consciousness and what not…

What would you do, dear readers?

P.S. Don’t forget to check all the other epic fail stories: classroom management, rewards’ chart and craft.