Teenagers

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!

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.

The hodgepodge – Our favourite vocabulary activities.

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Are you looking for more (and new?) ideas for practising vocabulary with juniors and teens (or adults)? Well, here are some of my favourite ones. Some of them I have come up with myself, some of them I have found in places. If I remember where, I will reference them.

The main idea is that we have a set of vocabulary, words, phrases etc, not necessarily connected by the topic, a situation that is quite common with higher levels when we just go beyond learning about clothes, food, money and sport or for the vocabulary that we work on in relation to the text we are reading or listening to. In Russian, we say сборная солянка or a hodgepodge, of sorts, that is difficult to come up with a context and a meaningful activity. And that is precisely why these activities here were created or adapted to the needs of the EFL classroom.

All ideas are mine but you will see that the inspiration came from a variety of sources. All of them have been tried and tested with my students, although, to be honest, writing about them has led to even more ideas for adaptation and use. Yay to that.

They all start in the same place: on the board, with a list of words. Sometimes we also use the same list on the A4 paper or on separate cards. Sometimes, some additional scrap paper is necessary, too.

Whenever we try a new game, we play with the whole group, for everyone to learn the rules and to feel comfortable. Only later (perhaps only in the following lesson or the next time we play the game) do we move onto the pair work, just to get the students used to the format of the game and the way of thinking of the words and what we can do with them.

You can download them here! And after you have used them, please come back and let me know how it all went.

Happy teaching!

A Brand New Class. Volume 1: Teenagers

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September is upon us. It is a joyful month, what with all the new books, freshly sharpened pencils, markers that have not lost 50% of the caps yet, storybooks and flashcards that are still as God intended (in order!) and all the new adventures because ‘The kids are back!!!!‘. At the same time, my favourite tune of the month is …Green Day and when they sing ‘Wake me up when September ends…‘ Every single year. And this year more than ever.

Until we have all survived yet another autumn rollercoaster, spiced-up by the pandemic-related uncertainty, here is a tiny little something: activities for the first lesson of the course, today something for teenagers: 5 ‘sandwich fillers’ and 5 activities in their own right.

All of them are and have been my favourite start-of-the-course activities but they can be adapted to different topics and used throughout the year.

Most of them require only the basic resources and little preparation.

Some, although admittedly not all, will also work in our online classrooms.

None of them are how-did-you-spend-your-summer-themed because I never do it in my first lessons (and definitely won’t do this year since a) we did spend the summer together studying English and b) other than that we were stuck at home or at the dacha, growing cucumbers and carrots and feeding birds…) but they can be made so, if needs be.

You can find them: HERE!!!!

Ideas for the first lesson with primary can be found here

I hope you have fun using them. Looking forward to your feedback, too!

Happy New Academic Year!

Happy teaching!

P.S. Activities for Pre-primary coming soon!

About growing cactuses.

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No, just kidding.

Teaching teens.

A few weeks ago, I got to do my personal version of The Matrix: Reloaded: after eight years’ break, I went back to the forest to teach at a summer camp. If you’ve never had a chance to try it, there is one thing you should know – camp, among all the other things, is also an alternative universe and an academic year in a nutshell, and hence, a perfect opportunity for reflection. This time about teenagers…In a flipped classroom manner.

The last scene

It is one of my end-of-the course traditions, a good-bye letter writing. I participate, too because it is a chance to tell my students that they are amazing. The card with my name is in the classroom, to model the activity but I never specifically encourage them to leave any notes there. Asking for compliments is just…not cool, basically. But, somehow, this page never stays blank. Magic, I presume😊

I don’t need to tell you that it is really sweet and touching to be getting a letter like that:

‘You are the best teacher’‘I liked ur lessons, thanks’, ‘Thank you for interesting lessons! You are the best teacher’, ‘I do love you!’, ‘love u’, ‘it’s really interesting and funny. It’s better than lessons at school’

A letter that is followed by an avalanche of hugs. And a cabbage, a капуста, a group hug, another camp tradition. In the middle of which, this year exclusively, one is just trying not to think of the coronavirus pandemic and social distancing.

Looking at the last scene, you’d think that we had two weeks’ worth of the most amazing lessons, in the great atmosphere, with the students who wanted to learn and make the most of the summer camp lessons’ opportunities. A dream come true!

Only it wasn’t that.

The typical lesson

It’s not the students tried to find excuses not to be in class or that they complained or, even refused to participate point blank. No, they were there, every morning, all twelve of them, they did do what I asked them to but a regular lesson would also feature at least one of the following:

  • Yawning
  • Resting their heads on the tables
  • Sighing deeply when you present the model of the project
  • Sighing deeply when you explain how the walking gallery is going to work
  • Sighing deeply when you hand out the papers
  • Rolling their eyes when you want them to mingle
  • Chatting (in English but not about what they were supposed to)
  • Not sitting like the model students from the stock photography snapshots
  • Asking (seemingly) provocative questions
  • Saying just what they think, no filter whatsoever
  • Answering in single words
  • Never volunteering just to do something
  • Questioning the point of every other activity and trying to convince you to abort the whole plan
  • Sitting with a perfectly expressionless face
  • Sitting quietly until you call out their name and ask them directly

The bad news is…

…that, paradoxically, starting the academic year and the course might actually be easier with the younger students, primary or pre-schoolers. Yes, classroom management and behaviour will be a challenge but the kids will be expecting to be charmed, to be swept off their feet with your puppets, stickers, flashcards and your smile. You will have to cast the correct spell but once you do, they will be on your side, within the first five minutes of the lesson, stars in their eyes… And yes, if you are confused and you don’t quite know what you are doing, the magic will be very short-lived and you will be in trouble, but a little bit later.

It does not really work that way with teenagers. They will probably not be running around the room and demolishing the classroom while waiting for you. They will not cry or ask to go out to see mum. They will not fight over the last pink marker. What a relief. Still, the first few lessons might feel a bit awkward for the teacher. No matter how much enthusiasm you project and how much energy and effort you put into the lesson preparation, the reaction that you get might still be more resembling of Coke that has been standing in the fridge for too long – still admittedly a liquid, but as flat and un-fizzy as could be. And nowhere near the ‘WOW’ effect that you were going for. In lesson one and in lesson two and in lesson three…Oups.

The good news is…

…that it is just the way things are and that it is not the teacher’s fault, usually. Teenagers are a more demanding audience and it takes more than just one academic hour and one set of stickers to charm them.  

It makes me think of a window sill or, better even, a greenhouse, with long rows of pots, with all the imaginable species and variations of cactuses. Most of them with needles, long or short and always sharp. Or those that look like soft white hair only are as prickly and unpleasant as all the more obvious ones.

It would be silly of me to think that one blog post can effectively summarise everything that has been written about teenagers and growing up so I am not even going to try. But perhaps these few comments and ideas will make someone’s life in the classroom a bit easier. Here we go.

Peers are more important than adults.

We, dear teacher, we do not really matter that much. We are not the priority. In a group in a language school that has just been put together and in which the students don’t know each other, their energy and time and attention will inevitably be devoted to figuring each other out and finding their own place in the group. At a state school, they will probably know each other very well and the group will have been formed already but, because of that, they will act as a group, as a team, all against the world (which, in this case, is us, unfortunately). It will have nothing to do with aggression and real dislike. It will be all about not breaking the ranks to make the teacher happy. Because, really, who would want to do that?

You can help them by facilitating interaction with different people in the group. If it is teacher-imposed, it will be easier for them to put up with. They are not losing the face because they have to do it but they will be given a chance to get to know each other and to slowly bond with everybody, working together on a task, playing the game, role-playing and so on. Especially if done frequently, in a random manner (for example using cards with their names that one of the students will pick out from the bag, thus forming the teams) and if punctuated with the periods of ‘the safety blanket’ that is sitting and collaborating with their favourite people.

It works well both for the newly-formed groups and for the existing groups that the teacher only takes over because in any case it gives plenty of opportunities to observe how different students interact with different partners. For example, someone who, at the first glance, looks like the ringleader of the group might turn out to be the most laborious student when separated from his or her followers…And the quiet student might start talking when paired-up with someone who is not their best friend.

The teacher is, potentially, an enemy, too.

First of all, the teacher is old and has no idea what life is about, what struggles they everyday might bring and how difficult it is to be a teenager. Yes, the teacher used to be a teenager, too, but, clearly it has been a while and things have been forgotten already.

Second of all, the teacher seems to be on some kind of a mission (duh!) and she always wants something. Usually, that particular thins is the least interesting option of all of those available at the moment. As if that has not been bad enough, the teacher has the power to make the students do things, even if only those little, non-oppressive things such as answering questions, completing the homework tasks or changing partners. Fighting back is possible, but in the end, it is the adult who has the winning card.

Last but not least, this teacher is new and it will take some time for everyone to figure out if he or she is to be their own Professor Dumbledore, Professor Snape, Professor McGonagall or …Professor Umbridge. Teenagers do not have a lot of life experience but all of them have already had a chance to be exposed to different kinds of teachers, not only in books and films. They will be bringing this prior knowledge into our lesson, too and we will have no choice but to deal with that.

You can help by being yourself and smiling and by not letting their apparent lack of enthusiasm get to you. ‘Time is on your side’, as Mick Jagger says.

A few years ago, Katherine Bilsborough gave a great talk at the IH YL Conference in which she called for ‘More Democracy in the Classroom’ by getting the students involved in the shaping of the lesson and taking responsibility for it. It was a real eye-opener for me as I realised that my 4-year-olds get to make more decisions about the lesson (the favourite songs, the favourite games, the colour of the chair etc) than my pre-adults, who, actually, are the ones who need the most practice.

Drafting the class contract might be the first step but the students can also make some decisions regarding the homework they want to do, the order of the activities in the lesson, the test date, the topics to include…All within reason, of course, but something to let them see that it is not a one man show and that they matter, too.

They are looking for and finding their own voice.

That is why they are always ready to potentially question anything that we say (we are old, we don’t matter). They will be doing their ‘Mary, Mary, Quite contrary’ just to see where it gets them and how you are going to react to their actions and views and opinions and questions. Will you accept their weirdness and their alternative approach or will you try to mould them into something?

You can help by developing their critical thinking as well as including a lot of open-ended activities and opportunities for them to express their opinions and views. Teaching them how to agree in English, how to disagree politely, how to express doubt, justify opinion will all come in handy. All of it will come in handy, in your English lessons and in their lives.

The last scene. Revisited.

So here they are, your cactuses. Until they know that they are safe, until they confirm that they can trust you, they will be not be ‘nice’ and ‘sweet’ and ‘lovely students’ that every teacher dreams off.

It might take some time. It might even take the whole course. And only when it is time to say good-bye, during one of those final lessons, they take the masks off and you get to see the real, vulnerable people. People who like you, people who respect you and people who appreciate what you do. Even though they do their best not to show it.

They are also the people who care enough to ask ‘Will you remember us?’

Of course, I will.

Dear teacher, if you are preparing for the first lessons with a new group of teens, just fasten the seatbelt and get ready for the ride. And if you have got any oven mittens lying around, pack these, too. They might be just the thing you need.

Happy teaching!

P.S. I have always loved cactuses:-)