Resources

Celebrating 23 000 hits with my favourite posts ever*)

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*) Not any more. It is 25 000 now. OMG.

Well, it is one of my guilty pleasures to open the blog dashboard to have a look how many hits, visitors and visits there have been since the last I check. I do it regularly, of course, sometimes a few times a day, but I write down only the certain hoops, like every thousand of views. Recently, in the last few months the blog has been very active and I have registered a whole thousand of views within two weeks only…

I have just checked the most recent ‘celebration post’ and it turns out that it was written in January this year and I was rejoycing the fact that I crossed the line of 15 000 visits. Which means 8 000 since. Not too bad, I have to say!

It’s been very rewarding to see that the blog has had a growing number of readers and that, perhaps, there is something useful and necessary about what I do in the classroom and at the keyboard.

The most popular posts so far

In the post mentioned above, you can check the top ten most popular posts in January 2023. Today, this top 10 includes:

My favourite posts…

Here are my top ten favourite posts and why I really like time out of those 246 posts committed so far:

  • Much Ado About Nothing: realistic flashcards vs illustrations in the EFL world: I love it because it started with a not very pleasant conversation on the social media but because what I said was met with derision and mockery, I decided to prove to myself that, indeed, I am right. And a lovely and very interesting research followed.
  • All you need is…a picture! This is a post that was written after an online conference presentation which had my biggest audience so far (almost 700 people) but I really like because it is the post that really reflects what I do in the classroom. I love using pictures and visuals and illustrations and I am happy that I can share my ways of doing that. There is also the part two because the new ideas keep coming!
  • Setting up the routine. A diary, week 1. This is one of the newest post because this one (and the whole series) was created at the start of the current academic year, in September. I started two new groups of primary, of brand new kids, in a brand new context, for them and for me, and I thought that it might be a good idea to keep track of what we do in the classroom during those first weeks. I am hoping that it might come in handy for all the teachers who start in the area and are on the lookout for ideas and solutions but, surprise surprise, it was also an amazing opportunity for me to reflect on the activities and to understand the process even better. I loved writing it so much that I decided to keep this series going, only now the reflection takes places only once a month, at the end of it. If you haven’t read it yet, please check it out! It definitely deserves more hits than the 33 it has got so far.
  • Tell stories! Please do! This is another post that was written with pure love and this time the object of my affection was storytelling and I wrote it for all the teachers who need a little bit of convincing to start using stories in the classroom or to start using them more, not only because of their impact on the students emotional and cognitive development but, mainly, because of the amazing potential for the linguistic development.
  • A balancing act. Non-competitive ESL games for kids. This post started in the teacher training classroom during the YL course this summer. I shared my long-held opinion that our lessons are overflowing with games that are competitive and that there is no appropriate balance of games and activities that promote cooperation and collaboration. And in response to my trainees’ slightly desperate question (‘But how to do it?!’), I did another research and an article came out of it.
  • What an old dog learnt. A YL teacher goes back to the YL classroom. This post came about as a result of one of the adventures (or, rather, ‘adventures’) of my professional life and a real case of making lemonade of the lemons that the world throws at you. One of the things that I learnt in this Lemonade Year was that my classroom is the classroom full of kids and, I suppose, it is amazing that I was given a chance to check and to double check it, to confirm and to confirm it again.
  • A lesson in structures. Notes from the classroom. Here is a post for all the VYL teachers and for anyone who is wondering how much language pre-schoolers are able to produce in the EFL setting. In one word: LOTS. If you are intereted in details, please have a look at the post. These are simply the notes I took about our everyday lesson procedures at the end of the academic year with my level 2 kids. A lot of possible if you want to and if you apply appropriate techniques. Really. I loved writing this post not only because it gave me an opportunity to be really (really) proud of my babies and myself for doing a good job, but also, because only through this reflection and the list, I could really understand the progress made. I have said it here, on this blog, but I will say it again – there is so much happening in the classroom that we simply forget! It is good to take time to look back at your lesson and lessons to remember and to see it in a better light and in a more realistic way.
  • Jerome et al or how the EFL world started to scaffold. This is one of the oldest post, one of the 2020 lockdown posts and one of the first research posts. It is dedicated to one of my professional gurus, Jerome Bruner and the original research done together with Wood and Ross, about the role of tutoring in problem solving (which is the actual title of the article). I do believe that all the YL teachers need to read this one and my post can be the first step to it.
  • How to see a city. From the series: Teaching English to Art. This one is where it all started for me, with teaching English through Art. It involves the following: a long, long time ago, my teenage group, Georgia O’Keeffe, Frida Kalho and New York. If you haven’t used any Art in class, this is a good place to start.
  • And I love absolutely all of the posts in the Crumbs series, the little ideas from the classroom. These are just the activities that I have created or adapted for my classroom and things that worked with my students. I have to admit that I am quite proud of the format of a recipe with the ingredients and the procedures but upgraded with the ‘why we love it’ section. So far, there have been 72 crumbs worth sharing.

A few words from the human behind the words

I love teaching and I love writing and it is a just precious that I can combine these two things here, on the blog and I have been doing it for almost four years now (short of a few months). The funny thing is that I started this post as a way of celebrating another benchmark, 23 000 visits, but, somehow, due to the magic in the world, before I was able to finish it those 23k turned into almost 24k overnight. And, over the next two weeks (as in: 14 days) it became 25 000.

I don’t get it but I am happy)

That means, that somewhere out there, in the US, India, Canada, Russia, Spain, Hong Kong, Japan, Egypt, the UK, Germany, Finland, Israel, Cambodia, Italy, Latvia, Taiwan, Australia, New Zealand, Argentina, Brazil, Kuwait, Poland and Ghana, there are people who decided to click and to read about my classroom life. And I hope that they took something out of it.

Thank you, dear readers!

Happy teaching!

Crumbs #46. Case studies aka My new favourite thing

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Preface

It’s been almost ten months since I took on more adult classes. I still teach my kids but the balance of adult EFL to YL EFL has definitely been tilted towards the adult classes. While I take a lot of pleasure in teaching 18+, I am hoping that this is only a temporary fixture because I miss my classroom and my carpet. At the same time, YL or not YL, I still get ideas and I want to share them. So, here we are – the first post in the Category: Adults.

Case studies in the EFL. A bite of theory

‘Case studies, a form of task based learning (TBL), allow teachers to implement the communicative approach: the central focus is on completing a task, and students use language as a tool to communicate their ideas instead of doing language exercises to practise a grammar point or lexical item’. This definition comes from Christine Roell’s 2019 article (see references) and it is a piece I’d recommend to anyone who is looking for some theoretical input and ideas on creating and using case studies in the EFL.

There are many arguments for including case studies but for me, personally, the priority has to be given to the fact that they create an opportunity for the development of a variety of skills, the language itself but also critical thinking, organising information and team work (Daly, 2002). Among the disadvantages that Roell mentions, the most important one would probably be the time and the effort that needs to be invested in finding, researching and preparing a case study for the class use.

According to Roell, a case study lesson follows the following six stages: introduction of the situation (relevant information, background, the necessary vocabulary), analysis of the additional information, discussion in small teams, presentation of ideas, teacher-led feedback session and reflection, both on the case study itself and the procedures in the lesson. In the article you can also find some valuable notes regarding the creation and implementation of a case study in the lesson.

Case studies in my classes aka the notes from a beginner case study creator’s diary

  • An indispensable connection to reality as all the case studies that I write and use have been taken from the real life, either from the news or from my personal experience. On the one hand that means that the case study is realistic, based on the facts and numbers. On the other hand, that automatically introduces ‘the answer’, which is not only a reward for the students but also allows for another layer of the feedback session: not only the students’ ideas, reflections and solutions but also the opportunity to analyse their ideas against the real life developments. These ‘real’ case studies were definitely a lot more popular among my students than the made-up case studies from the few coursebooks that I have used recently.
  • A more obvious focus on the target language use which I try to create, in order to give the students a chance to practise specific structures or vocabulary. Naturally, he students have a lot of freedom, however, the case studies are introduced in the freer practice part of the lesson and they come with the Structures To Use section.
  • The bare minimum as regards the data to analyse. This, partially at least, has been due to the implications of the lesson format (online, limited lesson time, corporate clients who very rarely have time to do the homework etc). I have been choosing only the case studies that do not require any extensive reading and that can still be effective and generative even with a small number of facts and figures.
  • The element of surprise as the actual details, ie names and brands are kept secret until the very end of the activity, in order to make sure that the students focus on the situation and the processes, rather than on specific names. It is also to ensure that they are motivated to discuss and debate, rather than just look up the events online.
  • The adaptability as an added bonus. So far, as demonstrated below, it has been possible to smuggle particular case studies into different lessons, by changing the angle and the target language to use. This means that the time invested in researching and designing the case study really pays off for the teacher.
  • A wider audience. It has been suggested by Daly (2002) that the most important target customer for the EFL case studies are the advanced Business English students but this has not been my experience. If adapted and staged properly, they can be used with the low B1 students and I have used them successfully with the Business English students, with the general English students with the corporate background and in general English ‘regular’ classes, too. The reason for that is that the students had a lot of background knowledge and could relate to the situation not only as the CEO of a company but also as the film audience members or the pizza restaurant customers.

5 case studies from my classes

Most of the ideas below come from my adult EFL classes in the last two months.

Case study: Kanye West and Addidas

Source: the news and especially the two posts, here and here.

Lessons: We have used it in lessons to discuss risk and risk management, brand image and reputation and general values. The main grammar structure here was the first conditional as the students discussed from the point at which no decision has been made yet.

Case study: Domino’s Pizza

Source: Domino’s Pizza Turnaround available on youtube created with the owners and Domino’s employees and the analysis of a great, albeit risky, marketing campaign in 2009.

Lessons: We have used it in lessons to discuss marketing and advertising (EAP) as well as in the BE and general English students in lessons on: risk, brand image and reputation. As regards grammar, our main focus were modal verbs for deduction, giving advice, conditionals.

Case study: Starbucks and racism

Source: the news such as the Guardian and here

Lessons: This was the main case study we used in the lessons on brand image and reputation and, as regards the language, our main focus was the language of advice.

Case study: The Shawshank Redemption

Source: the wikipedia and the related articles such as this one

Lessons: This is a really fascinating case because, after over thirty years after its release, it is still one of the popular films ever despite the fact that, initially, it was considered to be a flop. We used it in the lesson devoted to risk management and the focus was the first conditional (‘Imagine you are the CEO of the studio. What will you do?’) and the second conditional, with the contemporary twist (‘What would they do today, in 2022?’).

Case study: Famous people

Source: The news, unsourced, google images for the photographs of some famous representatives for the following professions: a chef, a sports coach, a ballerina, a politician, a writer, a CEO. The only trick here is to choose the names that the students in your country are less likely to be familiar with and the photographs that show them in their private life. The real names and professions of all the people involved are kept secret until the very end of the activity.

Lessons: This is one of my favourite activities that I have managed to adapt to the needs of my older YL students. It got inspired by an activity that I saw in one of the Rewards Resource Pack, only the original activity did not include the element of reality. For that reason, I have decided to use my own ‘characters’. With the teens and juniors, the main language focus is the modal verbs for deduction and the vocabulary necessary to describe the character and the personality. With the adults, we extend it towards a discussion on stereotypes and the ways of overcoming them. Here is an example of the set that I have used with my adult students in Poland.

References

Peter Daly, Methodology for using case studies in the Business English classroom, The Internet TESL Journal, III / 11, 2002, available online

Lynne Hand, Using case studies in the ESL classroom, LeoNetwork, available online.

Christine Roell, Using a case study in the EFL Classroom, English Teaching Forum, 2019, available online

Happy teaching!

Material design for beginners: The activity as the source of inspiration

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From the series: Try something new today!

Welcome back to this autumn’s series and, before you go on reading this post, I would like to invite to have a look at the introduction and to the first part, the materials that were designed and came to be only because I found a new resource that I really (really) wanted to use in class.

The episode here is going to focus on the well-known activities that were too good not to be smuggled into the EFL lessons, with kids but also with adults.

Noughts and crosses

This is one of my personal favourites. Admittedly, it is used more frequently in the offline or in my 1-1 or small groups with the online groups and that is due to the way it was adapted, with the option of the points each box, revealed only at the end of the round. We also use noughts and crosses to tell stories and there is a post, too.

MadLibs

MadLibs is a great party game and if you are lucky you can find some ready made ones, appropriate for young learners (or just kids) or related to one specific topic to match the theme of the lesson or the unit. However, pretty much any text can become a MadLib (or a MadLib in reverse) since what you need is a) a text and b) some missing words which we guess and then the world really is your oyster. We use the approach with my exam preparation classes, especially with the tasks such as FCE Listening part 3 in which the exam paper is a ready-made MadLib and which you play to predict the potential answers. We use it also with my Flyers kids as a preparation for the story reading in Reading and Writing part 5. The same idea can be used with any sample writing although here the teacher has to remove some words first and then think of a category for them.

Pelmanism

First and foremost, this is probably my favourite tool to develop the early literacy skills in my primary and pre-primary kids, both online and offline. The main idea: find the two pictures that constitute a pair. With the pre-primary kids, we play to find the two identical card and to call out the word or to produce a full sentence or, similarly, in the flashcard – word card pairs.

The range is much wider and the tool much easier to prepare for the literate students as the pairs may constitute, from the easiest to the most complex: a picture and a picture, a picture and the first letter of the word, a picture and a word, a word in a simple structure and a word in a simple structure, a word in an affirmative structure and a word in a negative structure, a set of questions with various structures and a set of answers and, finally, halves of sentences. See the sample here for ideas.

The activity can be used with the older and the more advanced students and it can be made a lot more generative by asking students, for example, to find the phrasal verb with the definition and the question in which it is used, which they later answer ie take up (start a hobby) and ‘Why do people take up different hobbies? Where do they find the inspiration to do that?’ or a phrasal verb and its definition with the question that they have to create themselves.

In the online classes, the cards on wordwall can be used (we add numbers using the zoom notes or we simply count the cards for the teacher to open) and recently this option has been added to the upgraded bamboozle. This game is also very easy to create on the Miro board or even in a simple powerpoint (in the design mode, without the presentation).

Go fish

This is the most ridiculous case because, up to this day, I really have no idea how to play it. I do remember reading about it, in one of the methodology books, but the instructions were a page long and I gave up after a few lines only. The only recollection that stayed was the following: you have a set of cards, you keep them secret and you have to ask for these cards. Today, we play it as ‘Can I have?’ or, with my younger kids as ‘The Sheep’.

Riddles

If we had a different set of categories, that would definitely be mine ‘something old’ that recently I have had a chance to rediscover with two amazing people and the most recent post on that topic is here.

And there are many, many more and I am going to include the links here, just in case if you are looking for ideas: General Kutuzov, a lazy role-play and our fruit salad.

Now, off to writing the final part of the series: things that started from the most important people in the process: the kids. Soon in cinemas near you!

Happy teaching!

Over to me: presentations, interviews, lessons

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I have decided to put all my recordings in one place, mostly for myself, so that I could easily find all of them and access all of them. But, I am also hoping that they might come in handy for some of you so here we go:

In English

In Russian

What do the teachers want from their primary coursebooks?

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Dedicated to my teachers and the publishers)

The list below is the result of brainstorming I decided to include in the session devoted to working with coursebooks, as part of the Teaching YL Course I ran recently. We were trying hard to stay away from the word ‘realistic’. The whole activity was more like writing a letter to Santa and asking for a unicorn, knowing that, most likely, it is not going to happen, but…

A perfect coursebook for primary school children learning English includes (in an alphabetical order):

  • a set of simple boardgames that could be used with a variety of activities
  • cartoons series, to support the early literacy development
  • characters: a combination of real children communicating and fantasy heroes
  • Content and Language Integrated Learning activities
  • flashcards
  • games ideas and suggestions
  • a grammar book to support grammar practise
  • a presentation kit for teachers
  • an appropriate level of challenge throughout the each unit, each level and the entire course and ideas how to manipulate it for the more or less talented children
  • a literacy skills development curriculum, thorough and detailed
  • mini-flashcards, photocopiable
  • mixed ability groups ideas and suggestions
  • an online component
  • activities that help to set up pair-work
  • posters
  • preparation for Cambridge YLE
  • project ideas and suggestions
  • songs
  • stickers activities
  • stories
  • a student book
  • a teacher’s book
  • a variety of visuals: photographs, drawings, paintings
  • a video course for teachers
  • a workbook

It struck me that nobody mentioned testing or assessment. Either we don’t see it as a part of the coursebook and one of the course components or, perhaps, we just don’t care that much about testing

Then, of course, I went online, to have a look at what the major publishers have on offer and I found some nice surprises such as lots of time and effort invested in creating the online components but also some more traditional ones such as posters or home booklets (kind of graded, coursebook-related magazines for kids), wordcards or professional development programme, to name just a few.

I will take it as a good sign. Here is to even better coursebooks and to publishers listening to teacher.

Happy teaching!

P.S. Anything else to add to the list? What do you think?

How do you know that you are ‘an experienced teacher’?

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Based on real events.

This week’s story

I am on the move, resembling Snufkin from the Moomins now more than ever. It did so happen that this week I was asked to teach a demo lesson. While on the move.

Here are the details, just to give you a full picture

  • The lesson was supposed to last 30 minutes
  • The kids were 5 years old
  • There were eighteen kids in the group
  • I had not seen the kids before
  • I did not know the level of the group
  • Since I was on the move, I had no resources of any kind, no flashcards, no ball, no dice, no magic wand.
  • What is more, there was no flashcards at the school and I was not aware of any options related to the access to any electronic resources. I had to assume that there were none.
  • My laptop with its screen was just not good enough for such a big group.
  • Buying any new resources was absolutely out of the question
  • I could not consider any written work or craft for the same reason, no photocopying and getting enough markers and so on.
  • My performance was supposed to be evaluated. Of course.

There is a happy ending to this story…

…is probably the next thing that I should say while telling this story.

Desperation came first. And how else? I had a lesson to teach, a lesson that I wanted to teach but no tools to do it, no tools whatsoever. None. I could not use anything that I had ready and, because of my crazy timetable, I could not really set aside any time to produce the flashcards or to wander about a new city to look for resources… So, it started with desperation and anger and the foulest of mood followed. And then I just gave up.

Not on the lesson as such, although, of course that was an option, too. I could have just called and, in an attempt to be a reasonable adult and a professional, I could have called it all off (‘My apologies, that is all just plain impossible, I will have to say no.’) and forgotten about the whole business.

However, either because I do rejoice the unreasonable or because I did enjoy the idea of a challenge, I decided to go on with it. As soon as I ‘gave up‘ (on the resources, on the safety blanket of the experience so far, on the idea of a traditional lesson), I calmed down and things got interesting.

The first thing I did was to make a list of all the available resources or rather ‘resources’ aka junk, stuff, things that could be used in class and to come up with a topic, an aim and a set of activities that would match them.

The list included:

  • my magic trousers (red genie trousers with purple elephants, a sovenir from Portland, Maine)
  • my toy hen, Angelina, who travels everywhere with me anyway
  • and a set of random objects which I have gathered around Ola’s flatt (a shell, a towel, a straw hat, a storybook, in Polish) and my rucksack with a water bottle and a few coins.
  • the Invisibles and Intangible: the experience, the charisma, the presence

The thoughts accompanying me in the taxi, in the morning were of the following kind: ‘It’s either an amazing challenge or an attempt at the professional self-destruction’. I would want to say that I was nervous or anxious because it was really difficult to predict the outcomes here, it could really go one way (aka the success) or the other (aka a complete disaster).

But I was calm. So calm, in fact, that I started to suspect myself of having given up on the entire project and of sabotaging it subconsciously by not preparing meticulously.

While in the taxi, I was on life support from my best friend and in response to my list of resources, I got a comment along the lines of ‘The magic trousers and Angelina? That is a killer combo!‘

I arrived at the kindergarten running…

…almost late. I washed my hands, I kicked off the trainers and there I was, on the carpet, with a bunch of kids, left to my own devices and to my random resources. It turned out that the killer combo is just that. We had a great lesson.

I decided to go for the topic of the beach and things we do there, to introduce a few verbs and chunks in the Present Continous and to be able to use them in a game of the actual going to the beach and playing on the beach, to focus on TPR and movement and to avoid any handouts or paper altogether. The language was presented through realia since the five-year-old kids are ready to make a connection between two coins and ‘I am eating ice-cream’ or between a towel and ‘I am swimming’. I carry all my songs and chants, real and made-up in my brain and I do not hesitate to use them and it was great to have Angelina and have her help me keep the lesson in shape.

We had fun, we ‘went to the beach’ and we produced the language. The lesson aims were definitely met. I would also like to say that I love the fact that now I can say that my most fun job interview (because that’s what it was) involved me lying on the carpet with a bunch of kids. We were sunbathing, after all…

If anyone wants to look at the lesson notes, you can find them here.

To be perfectly honest, I am aware that apart from the Invisible and the Intangible that were obviously there, I was lucky: the kids were old enough and I could at least hope that they would be behaving more like students in the context of the classroom. Plus, the novelty value did work to my advantage, this crazy lady, in colourful pants, coming in, talking for herself and the hen, laughing a lot, that is enough to keep the kids interested for thirty minutes. I also had the safety blanket of the impossibility of the set-up, the reasonable trainer would always be able to say ‘What did you expect? That would never work’…

Only it did.

Conclusion: How do I know that I am ‘an experienced teacher’?

I know it because, when faced with an impossible challenge, I do not panic and I am able to get over the initial and the unavoidable discomfort, I can focus on planning, without bending over backwards but rather taking stock of what is available and making do, in order to meet my aims and keep the standards where I want them.

I know it because, when the conditions are favourable, I am willing to experiment and to go for it, in order to push myself, on the one hand, and in order to push the boundaries a little bit, if only possible.

What about you?

Somewhere through this post I realised that this conclusion is a very personal and a very subjective one. What is more, the answer to this question will be changing because I myself would have answered it differently a week or two ago. I caught myself thinking that I am unbelievably curious about what my fellow teachers think. I decided to ask and this is how this post got really interesting.

It quickly turned out that there are as many approaches as many people and the answer to this question is and will be very subjective, personal and precious. It can be measured in the number of years worked but only in the eyes of our employers or according to the labour law of your country and it has got nothing or very little to do with what we think of our own skills and abilities.

Here are some of the ways in which you can get the bagde of honour. You can call yourself ‘an experienced teacher’ because…

  • ‘when the lesson plan works’, not necessarily beacuse the lessons have to go plan but because it can be taken as evidence that we understand the group and their needs and because we can prepare activities for this particular group of kids
  • you can teach a good lesson even when you do not really have enough time to plan. It is not because being experienced gives you a green light to take the preparation lightly but because when it is really necessary, you can get by with the Invisibles and the Intangibles and still do a good job. You can handle it even with zero prep whatsoever in case of a last minute cover or some class details confusion.
  • you are observed by a senior teacher and you get a great feedback
  • you are observed by a peer and you get a great feedback
  • when your students start using the new vocabulary and grammar in class, especially when it is not in the tasks directly related to this grammar point and without the teacher’s reminders to use these
  • when your students get great results in the external exams or in their regular classes or in any context that could be labelled as ‘outside of the classroom’, especially, as Maegan said, because the fun in the EFL classroom translated and transferred into progress in a more traditional approach in the school
  • ‘not sure about that’ was also one of the answers that I got. Perhaps this is something to work on, perhaps not. I will just leave it here.

While chatting about with Maegan we also bumped into the idea that this feeling of ‘I got this’ is not a long-lasting one and perhaps it should not even be. On the one hand, because, at least partially, it is based on the external factors. On the other hand, due to the fact that we live in the moment, in every single lesson and every single activitiy, focusing on that is a lot more interesting than the constant feeling of pride and confidence. I am also thinking that perhaps this is how we protect ourselves from feeling complacent. Perhaps.

If you have something to add, any comment, question, story, please, pretty please, add it in the comments section below! I will keep asking and researching)

Happy teaching!

Big thanks to my contributors: Irina, Michael, Vita, Maegan, Anastasia, Nina, Aleksandra.

The Unsung Heroes of the YL classroom

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Masking tape aka Painter’s tape

The funny thing is that I cannot remember when I discovered that the painter’s tape existed. Maybe it was Vita, my friend and my colleague who first brought it to school…

What I know is that for the past four years I have always had a roll of two at home and a roll or two at school. Because, right now, there is no classroom without the painter’s tape.

Every single time we do anything in the hallway, any kind of a treasure hunt, any jigsaw puzzle, anything which involves things being put up on the walls, the painters’ tape enters the picture. I prefer it to blutack because I don’t mind just throwing it out (instead of peeling it off carefully from every single scrap of paper) and, even more importantly, my students don’t feel tempted to nick the tiny little bits of the precious resource.

My primary students who are learning to read and write know this resource very very well. We use the tape to write instructions for different activities, especially if they needed to be displayed around the school and all our lessons would start with a fun activity with the little chairs – some of them would have the bits of the tape with funny words on them, for example choosing the place to sit (‘I am sitting on the Happy Octopus’), making sentences with the key word written on the chair (‘dancing’ – ‘Today I am a dancing hippo’) or even writing and creating random combinations of words.

Apart from that, pieces of the tape can be left on each table, one per student. They can be used in any kind of surveys (‘Which game would you like to play?’, ‘What was the most difficult part of the lesson?’) but I also noticed that the students liked to write on them, just to express themselves, to scribble while they were listening or to just to somehow personalise the table where they were sitting.

The tape can also be used to help group and pair the students. There should be a piece of tape on every desk and on these the teacher write the names of different superheroes (a very broad term in my lessons, it can include both Batman and Cheburashka, Harry Potter and Aleksander Sergeevich Pushkin, Lionel Messi and Santa). On entering the classroom at the beginning of the lesson, the students pick out one of the cards with the same name from the teacher and this is how they find out where they are sitting on the day. The same cards can be used later on to mix the students, with the teacher (or one of the students) picking out two cards to decide that in the following activity Superman will be working with Harry Potter and Robinson Cruzoe with Superman etc.

AND, though there are no photos, the painter’s tape was THE LINE on the carpet that helped my little babies sit in a safe and appropriate distance from the big TV on the floor.

Last but not least, we have used it to create a city plan on the floor which we later filled in with flashcards and we used to move around. It is a rather limited use, but, oh what an amazing lesson.

The door

The door is the most underestimated and underloved part of the classroom. And how undeservedly so! Even if you have only the most standard door (not those double door straight from a castle), that is a good two square meters of a notice board, ready to use! It would be recommended to check the material, the surface and the ‘stickability’ and to test different adhesive materials that will not destroy the door itself but there is scotch, there is the painter’s scotch and there is blutack to name at least a few that could be used here.

In my classrooms we have used the door in the following way: putting up the huge posters to use instead of the numbers (The Caterpillar Classroom, The Baby Shark Classroom, The Cookie Monster Classroom), putting up the homework poster (‘Did you do your homework?), putting up the washing line with all the clothes to use during (‘Today I am wearing…’), putting up the classroom rules posters, the library reviews poster (for the kids to leave the reviews after they have read something), the test feedback poster (‘How difficult was the test? 10 – very difficult, 1 – not difficult at all) and any class surveys completed on the way out, the sight words reading practice on the way in, displaying the alphabet poster when we were just starting to read, displaying any of the work that the students produced (when the walls were already taken) and, last but not least, or quite the contrary: the first ever: The Door of Doom aka the poster we created with my FCE students by adding bits and pieces to the poster throughout the course. These bits and pieces were all the things we struggled with: the mean phrasal verbs, the less common suffixes, the collocations that we would always make a mistake with and so on.

Next time you are in the classroom, have a look at the door and at this whole unused space…And what you could do with it. Once you start, you will never stop.

Counting sticks

This entry is perhaps not such a great surprise. After all, all the little people (and their teachers and parents) are very familiar with these colourful plastic sticks. Everything else aside, this should be one reason to be including them in our EFL lessons.

We use them mostly to count, of course, the kids pick two or three or twenty and this helps to make such an abstact idea as numbers a little bit more visual (because three items lying on the table, three sticks, three fingers or three dots on the dice are a better representation of the secret that this symbol ‘3’ stands for) and kinesthetic when we let the kids manipulate the sticks. Luckily, the sticks are cheap and easy to get so having lots and lots of them, enough for everyone, is not a difficult aim to meet.

One of my favourite games to play (perhaps because it is a perfect solution for a lazy teacher) is using these together with the paper plates with numbers. The kids look at the number, count the sticks and add or take them away, in order to make sure that the number matches the number of sticks. Which is also the beginnig of adding and substracting.

By the way, flashcards will do here, too, but the plates have the advantage of having the rim and the sticks do not slide off and you can easily just pile them up on top of each other, put them aside and sort them out after the lesson.

With my ‘adult‘ pre-primary kids, we have used these same counting sticks to help children manage a pair-work activity, to add a visual and kinesthetic element to the verbal exchange. We were practising different varieties of ‘What’s your favourite…’. The kids were sitting in pairs, on the floor, around a set of flashcards that would symbolise the themes (an apple for ‘What’s your favourite fruit?’, a teddy for ‘What’s your favourite toy?’ and so on) and one student in each pair would get a set of five sticks. They were supposed to ask their partner five questions of their choice (we had ten categories) and while doing that, they were supposed to put the stick away, on the relevant card. We used a similiar tool when they were interviewing their partners about things they like (‘Do you like…’ + any words of the kids’ choice) and I guess it can be adopted to pretty much any structure.

Plastic cups

Or any other recycled cups (like those in the photo) which are easily available. They are my favourite resource to sort out materials (pencils, pens, bits and pieces for a craft activity, especially the leftovers, which I hide in the cupboard for later). They also help to organise materials which I give out to the kids, for example we have a set of boxes with crayons organised by the colour, for some, more teacher-centred activities, as here the teacher is the one in charge AND a set of cups organised in sets, one full set per student, which we use in all the SS-centred activities in which the students make decisions which colour to use.

With my older students, I use the plastic cups whenever we use dice in class (and that is OFTEN). The dice given to students (kids and teens) ‘just like that’ have the most amazing ability to fall off the tables about once per minute. Plus they make LOTS and LOTS of noise and if you have a group of then and five dice are rattling and rattling…Well, you can imagine. If you put each dice into a plastic cup, you can still shake it and get a number and everything is more manageable. I think I saw it first in Nataliya T’s class and here are my thankyous for this idea!

Paper plates

Oh the paper plates! They are of course used at parties and in craft lessons to make clocks, spinners, plates for all the ‘fruit salad’ craft activities, snowmen, frogs, chicks, rabbits and what not…But there is so much more!

For me it was this one day when I got an idea for a great lesson for which I really needed the number flashcards. These, however, were left behind in the office, so getting them for the lesson that was the first lesson of the day, early in the morning was out of the question. I rushed to the school cupboard in the house, to go over all the treasures there, with the idea of something that could help me replace the flashcards and there they were – a set of colourful cardboard plates from my local supermarket (which I must have bought for some class party earlier). Creating the flashcards took three minutes and a permanent market and it turned out that these particular plates (many of which I bought later on in the same supermarket) were perfect for it: big, durable, colourful but not too colourful since there was a thick colourful rim but the centre was just white and empty aka perfect for writing!

We normally use the number plates like any other flascards, first and foremost but the different shape adds to the variety and makes the topic of numbers a bit more fun. We also use them together with the counting sticks (see above) or with any other bits. We used the numbers 1 – 12 to create a huge clock on the floor and we played some movement games with it.

The plates became the canvas that helped me create my amazing emotions and adjectives cards (sorry about blowing my own trumpet here but there is a lot of love here) which we have been using for more than two years now.

Not to mention that the plates can be a very useful tool to organise all the bits and pieces while getting ready for a craft activity, hats for the snowman on one plate, scarves for the snowman on another, and they all can be stuck on top of each other. And, as you know, every little helps to make the teacher’s life a bit easier.

What are the unsung heroes of your classroom? Please share!

Happy teaching!

Happy Birthday, Funky Socks and Dragons!

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It is not the happiest time of the year or the happiest time of my life so I am not really going to celebrate. Apart from this one short post here.

The blog has been on for two years now.

It has been visited by almost 7000 people on 10 000 occasions. 188 posts have been written.

It has brought me a lot of joy and I would like to believe that it has helped a few teachers of English to feel a bit more comfortable, a bit more confident and a bit happier standing in front of a bunch of kids, from Monday to Friday.

For that reason I am going to continue writing.

Here are the links to the top 10 most popular posts over those two years

  1. a post on colourful semantics in EFL
  2. a post on Pasha, the invisible student
  3. a post on surviving your first ever lesson with VYL
  4. lots of ideas on using visuals in class, YL or not (2 parts)
  5. and some more ideas for the homework for pre-schoolers
  6. the many uses of wordwall games in class
  7. a post dedicated to a circle, my favourite shape ever and a cool craft idea
  8. ideas on how to start the school year with teens
  9. and a similar post but with the focus on primary
  10. and, one of my favourite ones ever, on how to survive when you suddenly land on Mars

And one of the least read one, with lots of great ideas on how you can allow yourself to be a lazy teacher. You can find it here.

Happy birthday, happy teaching!

Peace to the world. Please.

Crumbs #20 Тетрадка Love*)

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Or about my favourite resource in this academic year, hands down.

Ingredients

  • A notebook for each student and a box to keep all the class notebooks. These notebooks don’t travel home, they live in the classroom.
  • Some writing materials: pencils, markers, crayons.

Why we love it

  • For all of the students in all the groups where I introduced notebooks (and that’s everybody, pre-primary, primary, juniors and teens, apart from my pre-primary level 1 and 2, who are still only 3 and 4 years old, they are going to get theirs a bit later in the year), this has become a surprisingly wonderful way to express their personality and to become even more present in the classroom. When I gave these out, many of my students of all ages were inquiring what they should write on the front page or on the cover page. I suppose it is because there might be some specific regulations at their schools regarding what needs to be and what can be written there. When I just shrugged my arms and said ‘I have no idea. It is your notebook. Write what you want‘, many of them looked at me in disbelief and then started to write some elaborate names in Russian or some made-up names and nicknames or just their names, in a variety of fonts and styles.
  • Equally, the format of the note-taking is highly personalised, too. There are certain activities that we use these notes for (see below) and sometimes they involve a structure or a format which is the same to everyone but, at the same time, the kids are in charge as regards the choice of the writing materials, colours or the ratio between text and the drawings.
  • It is the students’ personal space in the classroom, too. We share what we have written but I hardly ever look into those notes, unless they ask me to or unless they need help with some vocabulary or structures. Since this is a new project and since I am just developing it and discovering its potential and its potholes, I have just realised that I will have to include some kind of delayed error correction in the process, for instance by reading the entries and contributions to fish out some of the spelling or grammar mistakes.
  • It give the students an opportunity to write and to read more.
  • It is an opportunity to keep all the notes and all the ideas in one place and to go back to them, to review, to remember, to reminisce or to recycle.
  • Notebooks for the high level students (C1) are our way of breaking into the least favourite skills ie writing. After we have finished a receptive skill task such as exam reading and exam listening, we follow it up with a 50-word (plus) summary in the notebooks, steering away from any specific genre or format, just simple note-taking that now compliment our regular ‘What do you think?’ speaking sessions. We go back to these notes in the following lessons, to check whether our views have changed in any way, whether they have developed but also, very importantly, to edit and to improve, when possible.
  • Notebooks for juniors (B1) have been used in a variety of ways related to the vocabulary we study. First of all, they are the opportunity for the students to reflect on the vocabulary they have learnt. At the end of the unit, we look at all the phrases, structures and words and categorise them. The categorise we use change all the time and have included the following: easy words and difficult words, useful words and not-so-useful words, interesting words and not-so-interesting words and I am hoping to add more to this list. In the future I would also like the kids to use their own categories in the future. This kind of an activity also involves a discussion and sharing the rationale for our choices (and that is my favourite part of the whole activity). We use the notebooks also to work on the additional vocabulary, not included in the coursebook but still worth knowing. Sometimes we create the lists ourselves (ie while describing the objects, we also revised a list of materials) or we work on the lists that I prepare (ie a few weather idioms that we discussed while going through the topic of ‘extreme weather’). Last but not least, this is also where we take note of the emergent language, in the section at the end of the notebook called ‘Our special words’. I keep track of these on the whiteboard (the left margin) but I encourage the students to take a note of these (or some of these) in their notebooks.
  • Notebooks for primary (A2) are probably the most multi-functional among all the age groups. First of all, we use them to complete our portfolio tasks that are included in our coursebooks, one task for every two units. For these, each student gets a pre-prepared template, a notebook-page size, which they glue in and then use for whichever task we have such as the personal file (used in an interview) or the list of the adjectives to describe animals (used later in Our Big Animal Quiz) and so on. We use it also to personalise the vocabulary that we learn, for example after we have learnt the jungle vocabulary, the kids were asked to arrange all the new words in the order of their own preference, number 1 being their favourite word, number 9 being their least favourite. As with the older students, we later talked about the reasons for our arrangements. Last but not least, we use the notebooks to prepare for any student-generated games that we play. They are especially useful in all the guessing games and are much better than any small cars because the notebooks are not transparent and, because of their format, they help the kids to keep their secret words really secret. You can find out more about this game here.
  • Notebooks for pre-primary (pre-A1) is a serious step towards developing reading and writing skills. Now, I am not sure whether it is going to fit all the pre-primary classes (because some children are not ready and some programme do not even include any literacy elements) but this is what works for us. My students are 5 and 6 at this point and we have been doing a lot of literacy activities for about a year now. We started relatively early simply because the kids showed interest in the written word and I realised they were ready. We went slowly but with great results and I can safely say that now it is their favourite part of the lesson. Last year we did a lot of writing on the laminated erasable pages, with whiteboard markers, this year we moved on to notebooks. We use the notebooks to copy the words that we learn, in two or three batches, with only four or five words per lesson, not to overwhelm the kids. Kids usually choose to add little drawings to these so our notebooks are slowly becoming picture dictionaries. Our notebooks are also used in pairwork, for example in a survey on the food we like and we don’t like in which the students used a pre-prepared chart (printed, cut out and glued in by the teacher) to interview their partners and to ‘take notes’ in the form of pluses and minues. I found out that the notebooks really help to set-up and to run a pair-work activity. The notebooks are also going to help us to maintain continuity with the longer-term projects such as the reading of a phonics story such as ‘A fat cat on the mat’ by Usborne and all the related activities. They will be completed over a series of lessons but thanks to the notebooks we will be able to get back to them and to revise in a more SS-centred way. Or so I am hoping.
  • There is no other way of putting it is: it is a proper Notebook Love (or Тетрадка Love) and it is almost ridiculous that such a tiny and irrelevant thing, at RUB 40 a piece (about 50 cents) could have such an impact on our lessons with its potential for creativity, reflection, personalisation…And, mind you, it’s been only two months. Something tells me, the best is yet to come.

Happy teaching!

P.S. Of course I have forgotten to take proper photos in the classroom, of all the cool things in our notebooks. I will try to make up for it, at one point. For now, just some cool notebooks that are kicking about the house.

I did not ask them to write my name here. I feel honoured they decided to include me here))

*) Тетрадка – a dimunitive of the word тетрадь (notebook)