#lessonplanningefl

Teacher down, dear teacher!

by
The Bosphorus

This post starts in the classroom (Surprise, Surprise!) and they are generated by me but only in connection with what I do in the classroom and how my audience reacts to it. This is everything, aside from the thoughts of the experienced teachers, aside from what we find in the coursebooks, aside from what we learn about in different workshops and lectures. How the kids react to what happens in the lesson…

And since most of my professional life is spent in the presence of the very young one, the reaction and the feedback is immediate, without the intermediary help of the admin, parents or educational supervisors or trainers. If the lesson is good, you know it. If the lesson is bad, you will know straight away. If you can read the signs and reading there must be a special part of the brain devoted to looking out and reading these signs, while teaching, learning, monitoring, supervising and growing goes on happening.

Hence this post.

Teaching the whole child

This is definitely one of the key words in the EFL / ESL methodology, which teachers, trainers, bloggers, authors are more than eager to recite, together with the ZPD, scaffolding, short attention span and many more. ‘Teaching the whole child‘ will also be on that list.

In order to understand what might be hiding under this term, it is necessary to have a look at the list of the key development areas outlined by Sandie Mourao and Gail Ellis: personal, social, emotional development, communication, language and literacy, problem soling, reasoning, numeracy, knowledge and understanding of the world, physical development and creative development. These are naturally the areas, typical for the early years child development, first and foremost age-related and not specific for any particular context, L1 education or the EFL/ESL education. But, especially, because of that, they need to be included in both and in teaching of any subjects to the early years children, be it their L1, a foreign language, Maths, Art or judo.

Carol Read can also be a point of reference. She has quoted her C-Wheel in quite a few sources and apart from the overlap with the areas mentioned above, she also included a few others that would help to better understand the idea behind the whole child. These are: care, community as well as context and connections (i.e. family and school), coherence and challenge as well as the cultural context. The most important factor, the child, is in the centre of the wheel.

But the quote that really made an impression on me comes from a post I found on Teaching Channel where, on top of some practical solutions for implementing the approach, I have also found this way of explaining what it means to be teaching the whole child: ‘by being responsive to children’s understandings, interests, and abilities, allowing them to deepen their natural curiosity and their eagerness to want to discover and learn more’.

It deeply resonates with me because of the conviction that I have held for a long time (and which I have tried to brainwash my trainees with over the years) that the most important thing that a primary or pre-primary school teacher can do is to sit on the carpet with the kids, literally and figuratively speaking, too, in order to change the perspective and to try to see the world from their point of view. This change of the point of view is absolutely crucial when it comes to classroom and behaviour management, staging, lesson planning, craft, literacy skills development and many many more.

‘That is very well but what is your point here?‘ you might be wondering.

It seems that, sometimes, regardless of our good will, professionalism and even experience (yes, I know what I am talking about), we, the teachers tend to allow our methodological principles take precedence over the child in the classroom and choosing between ‘what I need to do today‘ and ‘what the room needs‘, being the professionals that we are, we choose the standards and the rules, not the audience, not the child. It is all well-intentioned and well-meant, of course, but it might not mean that it is also the best decision as regards the said audience.

In this post today I would like to call the teachers to teacher down a little bit! Remember about the standards, methodological, institutional, cultural and what not, but to put them on the back burner and to focus more on the six-year-old beloved crowd insead.

Below, the three areas and some classroom stories from yours truly.

Storytelling

A story first. It was a lesson with my adorable monsters, in our fifth or sixth year together and it was a story lesson. I got everything ready, the audio, the text, the words to be pre-taught, the comprehension task, a game and, most importantly, a while-reading task. I wanted to be very clever and, since the story had a repetitive element and it was perfect for prediction. I wanted to have us read and listen to it but with pauses, with the kids discussing every stage (‘What happened?’ and ‘What will happen next?’). I thought it was a brilliant idea and, perhaps, it really was. However, once we started to go through the story, after two ‘episodes’, one of my students, one of the more confident ones, looked at me and said: ‘Anka, can we just listen to the story?‘

And I don’t know what it was, the tone of voice or how effectively she used intonation to convey meaning, carefully stressing ‘listen’ in the whole phrase, or maybe it was the faces of the rest of the class showing a mix of dedication but this simple human fatigue that made me realise that I overdid it.

I took a story, a great story, that we would be interested in listening to or reading, something humanly exciting and fun and I turned it into an exercise, a learning activity, a task, at the same time, and totally unwillingly, making it dull and tiring, simply because of the context – our classroom. That made me gasp in shock.

Naturally, we read to learn, to extend our vocabulary and to practise grammar and to develop the reading comprehension skills and all the other skills, too. However, a story is still a story and it deserves to be enjoyed, in a human way, even if we are in an A1 classroom full of kids, at least to some extent, at least in a balance with all the very teacherful activities with a clear learning focus.

In the classroom that can be done through: including a variety of stories, coursebook stories, YL exam stories and storybooks, traditional stories and videos, including elements of reading for pleasure, a school or class library, just listening to a story for fun before any reading comprehension tasks are introduced, giving the students an opportunity to express their views about the story and accepting different opinions, also those negative ones, basically anything that we might do with a story in our real L1-life.

‘My students don’t like to sing!’

It is one of the most common comments that my trainees make and one of the most common questions they ask right afterwards and that is: ‘Should we make them if they don’t? How?’

Well, the short version according to Murao and Ellis is 8 reasons to bring songs into the classroom. Carol Read mentions a few more in her book. In an earlier post here, written based on the materials I found in different sources, there are 60 reasons, for the kids and for the adults. There are so many of them that we have enough justification to change the famous song’s title into ‘The classrooms are alive with the sound of music!’ Or, at least, they should be!

But, with all that in mind, or, almost against all that, what we do with a song in our L1 life, as adults or kids, is to simply listen to it and to enjoy the fact that it is on. Sometimes we dance to it, sometimes we might sing some lines, sometimes not. As people, we are not expected to know all the lyrics, to like all the songs and to sing along every single time. We definitely do not listen to complete some comprehension tasks or to focus on a particular structure or an idiom. There is a danger, then, that by imposing all of these on our students we will be destroying the organic character of this resource.

Again, it would be a good idea to remember the need to teacher down songs in the classroom a little bit. Accepting that not all the students will love all the songs equally and that not all the students will want to sing all the songs every single time seems to be the first step here, although that does not mean that songs will disappear from the coursebooks, curriculums and lesson plans. In the everyday teaching, it might mean simply starting with ‘Let’s just listen to the song!’ before we get down to the vocabulary, grammar, lyrics and all the follow-up activities and asking the kids whether they like the songs or not. Getting the students involved in the song selection is another important way of teachering down here and either focusing on those that they actually really do like and including their suggestions in the lessons, too.

‘We have so many things to do today!’ or about the lesson plan

This time the story took place in my Playway 1 lesson, at the end of the year, somewhere in the food unit. Those who have used the book might remember the listening activity in which students have to listen to a boy, one of the charcacters from the coursebook, who talks about his likes and dislikes and mark these accordingly in the picture. One of my students, Sasha, a 6 y.o. boy, didn’t deal with the task very well. ‘I like pears’, would the character say and my Sasha would say: ‘I don’t like pears’ and then, to my horror, he would cross the heart in the book, instead of colouring it in. Every single time Sasha did not agree with the character in the recording, he would loudly comment and then mark the answers according to his preferences.

I was watching him thinking the following thoughts: Oh, Lord, he is not following instructions, he does not understand what to do, he will not pass any of the exams and, in general, I failed as a teacher. None of which is true. I am happy that, despite the way I felt in the lesson, I reacted as a true educator, I went for the child’s well-being and I did not insist on the ‘correct’ answers. Thinking of the lesson afterwards, I was laughing out loud at my professional silliness. My little student told me, in English, what he thought of certain food items, he clearly understood what he listened to and he reacted to the content. The problem was not me or the child but the activity itself that assumed that the little people are able to disentach themselves from the activity and to de=personalised the content in order to complete a task. This made me look in a completely different way at the YL coursebooks content and it has been a turning point for me.

This same approach can be applied to any lesson plan. We go to school not to teach the lesson plans or the coursebooks but to teach the kids, the particular kids in our classrooms. Not everything that the great authors at the famous publishing houses thought of for the particular lesson, unit, activity will be appropriate for Masha, Katya, Sasha, Tomek, Agnieszka, Juan and Pierre that are entering our classrooms. Not everything that we have prepared for the lesson might not be the best idea on a Monday morning after a long break etc.

In the everyday life teachering down might mean:

  • evaluating the coursebook material carefully as regards its relevance for the particular group of kids and appropriate adaptation and adjustments as regards the content, the cultural context, the emotional context, the personalisation or the lack of, etc
  • adapting the lesson plan on the go, depending on how the students are feeling on the day. Pushing the day agenda at all cost will not be effective and might result in frustration.
  • putting yourself in the kids’ shoes while preparing the activities for the lesson and trying to answer this simple question: Why would they want to do it?, apart from the obvious, the fact that a person in the position of authority, older and taller than them, someone that knows their parents and is also able to assess them is bringing this to class and tells them to do it. Is there anything in the exercise, activity, story, listening, song that they would want to do anyway? And if it is not there, can we add it?
  • while things are not going to plan, looking at the situation through the kids’ eyes to better understand what is going on in order to deal with it more effectively.
  • involving the kids in the decision making process about the lesson, as regards the songs to sing, the games to play, the stories to read or even the order of the activities (when possible), to share the responsibility for the learning but also to find out more about the audience and their preferences.

Coda or what this post is NOT about

I wouldn’t want anyone to think that I am calling for a complete abandonment of all the methodological principles, present-practice-production, good teaching standards. Far from it. ‘Organic’ is a nice word to use to describe a lesson and a teaching approach as long as it is not synonymous with ‘I didn’t bother with planning the lesson, we’ll just go for it!’

It is an invitation to keeping your eyes open and to not forgetting that our students are very young and that the age will be very often the most important factor behind their behaviour and attitude. On the one hand. On the other hand, they are people, too and that we can act as people, too, instead of being teachers 24 / 7.

What do you think? Share your thoughts in the comments!

And make sure you come back for more because the second part of this mini-series is coming up! ‘Teacher down!’ is ready now. The post about the need to teacher up is already being written!

Happy teaching!

Bibliography

Sandie Murao and Gail Ellis (2020) Teaching English to Pre-primary Children, Delta, page 10 – 11.

Carol Read (2007), 500 Activities for the Primary Classroom, Macmillan, p. 7.

More than a grade! Teaching the whole child from the Teaching Channel.

All’s well that ends well. Activities to finish the lesson with*

by
No, not the ice-cream)

A lesson is like…

There is nothing like a good metaphor and I use it a lot in the classroom, to give feedback to my students (‘Your essay is a bit like a skeleton, all the good bones but no muscles at all’), to explain grammar (‘Reported speech is basically telling stories’) or to manage the behaviour of my younger students (‘This desk, Sasha, is like your island and these other desks are other island. We don’t travel there. Never ever ever!’).

I also started to use metaphors in teacher training and, of course, you can read about it here and here and this is how this post started, too.

I asked my trainees ones how they would describe a lesson in terms of a metaphor and I found out that a lesson is a lot like: playing football, playing a game of snakes and ladders, a journey, a frame…I am getting goosebumps now because I know that there WILL BE a separate post about that, soon.

A lesson is like a story

Oh yes, it is! In a good story you absolutely need a good opening line (this is how I choose my books, yes. Because if the author did not bother to make an effort to say hello properly, why would we even be talking, eh?), a set of interesting characters, some adventures, some challenges and achievements, a climax and the ending.

In terms of a lesson, these would stand for a warmer activity (a good opening line), the community of the teacher and the students (yes, we are the characters), some engaging activities (our adventures), some new things, some learning and development (or the challenges and the achievements), one amazing focused task because all the roads lead to Rome (and this is our methodological climax) and….a good cool-down activity aka the ending.

We absolutely need the ending!

First and foremost, a lesson needs an official round-up, the final touch, the coda, the summary of everything that has happened during the lesson. Since one does not walk into the classroom and start the lesson without saying ‘Hello’, nor does one leave without saying ‘Goodbye’, there should be the first real activity of the lesson and the last real activity, too.

What’s more, a good ending of a lesson is also an introduction to the following one. If the lesson finishes on a high note, the students will leave the room looking forward to coming back next time.

Move! By Super Simple Songs! If you haven’t used it before, find it asap!

# 1 Finishing with a song

An easy and no-prep resource, especially with the younger students. A song is a signal for the students that we are finishing but it can be also a signal for the parents waiting in the hallway. It can be the same good-bye song in every lesson but it can be a song that the students choose to finish the lesson with. This is an especially useful trick with the older and more advanced children, who might eventually get bored with the same song. With one of my online students we had a tradition of choosing one of her favourite songs, in Russian, to listen to and to dance, after the offcial lesson time, just as this thing that we did together (and I had a longer break in-between classes and I could spare a few minutes). One of my trainees, Nathalie (lots of virtual hugs here), also built in a dance into her class routine. At the end of the lesson, the kids would choose one of the Super Simple Songs, for example, get up, find a place in the middle of the classroom and just dance and sing, together with the teacher and then go home.

I have yet to start experimenting with songs with my older students.

# 2 Finishing with a story

Admittedly, that is a part of the routine that is something of a staple food in my pre-school and primary school EFL lessons. Stories, both storybooks or videos, can be used either to revise the key language or to introduce and practise the new language, not quite related to the topic of the lesson. From the point of the view of the lesson, the story is a part of the ritual and something that helps to build the class community.

In the classroom, we clean up after the focused task, set homework and go back to the carpet (preschoolers) or to our hello circle (primary), we choose a story and read or watch it and talk about it. Then, the only thing left is the goodbye-song. And stickers).

This is, probably, one of my favourite ways of finishing a lesson, because we get a chance to settle, to bond, to practise the language and to express opinion, all in one. I am wondering whether and how my older students could benefit from these, too. Something to experiment with in the next academic year, perhaps?

This is the feedback the kids left after the first week of the summer camp activities

# 3 Finishing with a feedback session

There are many ways of organising a feedback session after the lesson, depending on the aim of the feedback session.

  • Self-reflection when the teacher is simply irrelevant (in a way). The main aim is to give the students an opportunity to look back at the lesson and to consider the learning process. In this case, the students work in pairs or small groups and share their views, answering a set of questions, such as: What did you like? What was the most difficult / interesting / boring / the easiest part of the lesson?
  • Feedback for the teacher: students can leave their comments on the board or on the wall (or the door!) if the feedback is to be anonymous or they take part in a discussion in small groups or as a whole class.

It is up to the teacher to decide how frequently any kind of feedback can be carried out: once a week, once a month, after each test or after any lesson with a new element in it such as a new activity or a new game.

This is our feedback after one of the tests

# 4 Finishing with a self-reflection task

This activity is an extension of the previous point but it focuses more specifically on the content and, even more specifically, on the vocabulary. My students (primary and teens) had their notebooks which we used for taking notes and for the self-reflection tasks, too.

At the end of the vocabulary lesson, the kids take their notebooks and look back at the lesson and categorise the words according to a number of the following categories: the difficult words, the easy words, the useful words, the words that look strange, the words that sound strange, the words that may not be very useful…

They can either create their own lists by copying the items from the board or the coursebook and by categorising or colour-coding them. A short speaking activity would follow in which the students explain their choices to their partners in pairs or small teams.

# 5 A revision task

That is another set of tasks that we sometimes use also based on the key vocabulary in each particular lesson and it has got a lot to do with everything that is written on the board already such as the new language or the emergent langauge. The main aim here is to give the students one more opportunity to use the target language. Since these games have no definite ending, their length can be adapted to the amount time left in the lesson.

The students work in pairs and can play one of the following games:

  • Definitions: student A calls out the word / phrase, student B: provides a definition and an example, then they change, the teacher helps out only when necessary (aka the word has already been forgotten)
  • Synonyms and antonyms: student A calls out the word / phrase, student B: provides a synonym or an antonym
  • Questions: student A chooses a word / a phrase and asks student B a question that includes that word / phrase. Then they swap roles.
  • A story: students work in pairs, they take turns and tell a story, using different words / phrases from the board
  • Pairs: students take turns and they try to find connections between different items on the board, based on meaning, pronunciation, grammatical category or associations

Sometimes we also play the memory game with the whole class: the students take turns to close their eyes, the teacher erases one or two items, the students open their eyes and try to recall the words that have disappeared as well as all the other words and phrases from the previous rounds. The class listen and help out with definitions and associations. The bonus? The board gets cleaned))

# 6 Finishing with an introduction to the following lesson

This approach to the finishing the lesson was the result of the reality of the teaching life. No matter how well you plan your lessons and how many optional activities you have up your sleeve, it might still happen that everything has been done and there is still some time left but not enough time for the teacher to properly spread the wings, be it in a game or in any other fully-fledged task.

In such a case, it might be a good idea to introduce the topic of the following lesson, without properly setting the context (no, time, remember?) for example by:

  • introducing the title of the reading, the topic, for example through a game of hangman and a discussion about the students’ expectations and prediction
  • talking about the visuals that accompany the following topic, without going into any details
  • three questions to help the students relate to the following topic for example: What do you think about…? Have you ever…? Do young people in your country often…?

This will create a link between the lessons and it can be further extended by a homework along the lines of: ‘Find out more about…’. All of these can be easily adapted to almost any topic.

# 7 Finishing with a game

The games chosen to finish the lesson with should be fun (the students are already tired and less able to focus), fast (if there is a lot of time left, perhaps it should be devoted to something else) and offering some flexibility to the teacher (aka games with no definite end or result that can be stopped or paused at any given point).

We like to play:

  • Categories aka STOP: students work in pairs or small teams, they write one word in each category beginning with a specific letter, afterwards the teacher awards the points.
  • The Game of 5: each team or pair prepares a list of 5 in their category (a separate and unique one) such as 5 irregular verbs, 5 cities in Europe, 5 farm animals etc. Afterwards, the teams have a minute to guess all the words their partners have come up with. They can get 50 points in each round, 10 points for every word they manage to guess with the team setting the task getting 10 points for every word their partners did not manage to guess.
  • One-Minute Game: this a game that requires a set of flashcards (very easy to prepare) or a set of word cards (prepared by the teacher throughout the year, can be easily recycled). Students work in small teams as they take turns to explain as many words out of the set (definitions, associations or miming) to their team within one minute. I am pretty sure that this was loosely based on some kind of a game show but I have no idea which one. Oups.

In order to better manage the game and time in class, we started to play these with the same teams over a series of lessons, pausing when it is time to go home and recommencing in the following lesson.

The stained glass project: in the making

Bonus: An Art Project

‘Anka, what’s this?’ the kids asked when entering the classroom and noticing a few boxes of the stainglass paints.

‘These are special paints. We used them to make these special pictures with the little kids.’

‘Anka!’ they said, in that very special tone of voice that my kids have mastered, the voice reserved for these particular occasions, to compain, to chide and to express disappointment. ‘The little kids? And what about us?’

So I had to think of a way of including this particular project in our classes. Making stained glass pictures is one of the coolest activities ever but it takes time as the various layers need to get dry before you apply the following ones and there is virtually no chance of completing a task in one lesson. Not to mention that it is a perfect decorative kind of a craft and trying to adapt it in order to maximise production would be simply counterproductive.

Instead, I wrote to the parents and I explained that, instead of a game, at the end of the lesson, for the next few lessons, we would be preparing our own stained glass pictures. The kids chose a template or designed their own pictures, they drew the outlines, they coloured them in and, as soon as they were ready, they took them home to cut out and to display them. All in all, it took about 5 minutes over a series of four lessons.

The Chameleon Day!

Bonus: The Chameleon Day aka Google Search

Choosing virtual stickers is not a new idea and thanks to Miro we have lots and lots of fun and we can keep track of all of our stickers throughout the entire year, if necessary. Here you can read how we deal with that with my primary students.

Further reading

The 9 Best Ways to Finish EFL Lessons from the ELT Guide

End of Lesson Activities for ESL Classes from English Teaching 101

7 Best Ways to End a Lesson from Busy Teacher

How to Finish Your Lesson Effectively from The TEFL Academy

15 Awesome Wrap-up Activities For Students from Class Craft

Happy teaching!

*) This material was collected and put together for the online training session organised by National Geographic Learning for Russia in October 2021 where I had the privilege of sharing the zoom stage with Dr Joan Kang Sheen and Tatiana Fenstein.

When you suddenly land on Mars…

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What do you mean you can’t suddenly land on Mars? Sure you can! You get ready for something else, as far from space travel as only possible, you arrange all the bits and pieces, you make your copies (because you assume you are preparing for teaching) and then, suddenly, due to a combination of factors (although the Russian phrase стечение обстоятельств somehow fits better here), you open your eyes, you open the door of what turns out to be a rocket and, ta dam, you find yourself on Mars!

Naturally, everything that you have prepared, on paper or in your head, is, all of a sudden, absolutely useless. The whole lot of it, so, immediately, it lands in the bin or, what we refer to as with my kids, ‘Our Tresure Chest’. Hence the photo.

Congratulations! One of the most amazing adventures of your teaching life (probably) is about to start in…3…2…1…

What really happened?

It was supposed to be a short summer course, for kids, primary, whose main aim was to be a revision and reinforcement of everything that the kids knew, based on games, speaking activities and project. It was a programme I prepared myself, a programme I had run in the past, a programme that had been tried and tested. There are no coursebooks.

However, on the day, due to this amazing combination of factors, all of a sudden, there are four great kids sitting in the classroom, a ten-year-old, a seven-year-old, an almost-seven-year-old and a five-year-old. As regards the levels, one of them is more of less a Starters level and three false-start beginners which means that they know an occasional number, a few colours and a pet or two. Plus, they have had some exposure so, rather than run away, they make an effort to listen and to follow instructions.

Of course, since it is the first day, they trickle into the classroom (a new routine is building up, also for the parents) and the lesson takes off three times in a row. It is an interesting feeling to become aware of the fact that the lesson is 120-minutes long (or very very long), especially when you have nothing ready.

By nothing, I mean ‘literally nothing’. All of the materials and the lesson plans I had prepared were lying on the nearby table, I could see them from the corner of the eye throughout the lesson. I knew that they were entirely irrelevant at the moment and that maybe, if I am lucky, I might use them later on, with some other group. Maybe, not during this particular lesson that I was very much a part of and responsible for.

What I learnt from this experience

Spoiler: Plenty.

First of all, finally, I was able to pinpoint what ‘being experienced‘ means. It’s been a while since I started teaching and another while again since I could label myself as ‘experienced’. At the same time, I have never really thought what exactly it means to me. Because, normally, you don’t think about it, do you? Unless, sometimes, you are asked to add the number of your teaching years while putting together a bio for one conference or another…Or when you bump into ‘a student of yore’ and you notice how much they’ve grown. And how much time has passed.

I was teaching, peaceful and quiet, thinking that ‘It’s ok. Everything is going to be alright. The patient will live’. I was not happy because I really hate coming into the classroom not having planned my classes. I was not excited about the potential challenge and an opportunity to experiemnt and learnt. But I was angry, scared or even stressed out, just teaching. Anyway, the kids were in the classroom already so, if not for anyone else’s sake, it would be recommended that I behave for them. I don’t know if it works for everyone in the exact same way, but for me, yes, the students’ presence (insert here: kids, teens, adults, trainees) has a calming effect on me. All in all, that would be the definition of ‘experienced’ for me.

Then, this particular lesson (or the course) has made me think again about the case when students, who belong to different age groups but study together. Of course, there is a reason why we take these two factors into consideration: the age and the language level and we want to provide the best service, always suited to the individual students’ needs. There is no doubt about that. However, at the same time, over the years, I have been in a situation when the younger were together with the older and it did work. Because it did work in that case, too. It has worked, rather, (we are not done yet) and I am trying to understand why and how.

I don’t fully understand it yet, I am collecting evidence, so to speak, but whenever that happens, I always think of siblings playing together and doing things together, despite the age gap.

The most interesting part of it was the teacher’s brain at work. At one point in the lesson, I realised that it was working on as many as four levels simultaneously. One – because I was actually fully involved in the activity that was taking place at the moment, a game that we were all playing. Two – because I was thinking fast on my feet, trying to plan the next few activities, until the break. Three – because there was also the second half of the lesson after the break and I had to plan this part, too and four – because I was doing all that and also reflecting, on the go.

It was not all about killing the time and making sure that the kids leave the classroom alive and kicking, happy and healthy. It was about making sure that the children learn something and that we meet our lesson aims, although, admittedly, these were the aims that were set in the course of the lesson. All in all, it was a successful lesson. We learnt and practised some vocabulary and the kids learnt the room as humans who can use ‘I like’, ‘I don’t like’ and ask the question ‘Have you got?’ because we needed it in a game. If I had been observing this lesson, I would have given myself a ‘To Standard (strong)’ or maybe even ‘Above standard’. What a relief:-)

The only problem with it is that the brain gets really, really tired with such entertainment. As soon as the kids left, I just slumped on the desk and took a 15-min power nap, then lunch. Then, I was good to go, as if nothing ever happened.

Coda and the follow-up

Last but not least, it made me think about all the less experienced teachers and how they might react in such a situation and what I could tell them to help deal with the stress and the students in such a situation.

For that reason, next blog series will be about that, landing on the teaching Mars and surviving. I am planning a post on the top ten resources that might come in handy and that will help to save the world (kind of) and on a three posts in which I am going to share my ideas for the lessons based almost entirely on paper. Soon in cinemas near you!

Happy teaching!

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