Don’t forget the blu-tac

I’m not just referring to changing seats or partners but getting students up and moving around the room. Sometimes I forget. I’m sure I’m not the only one. Leo has some suggestions for mixing collocations and classroom walls which I’m going to try. He also reminded me of the onion ring speaking activity which I haven’t done for ages. If I’m honest I’d completely forgotten. I think it was something I was shown on my Delta and I remember students really enjoying. I think I need to make a ‘When did you last do XYZ?’ checklist.

Anyway, you’ll find Leo’s suggestions here.


Over grammaring

Teachers asking students to answer in full sentences are not doing them any favours.

T: Where are you from?

S: Oman.

T: I’m from Oman.

T: Are you working at the moment.

S: Yes. I am working at the moment.

T: Very good.

Full write up by Hugh here

Includes a good bit about providing students with hooks.

Hugh’s 2 minute videos

Nominating students – what do you think? The discussion around the table certainly highlighted some concerns about whether not nominating at all took into account the cultural differences in a multilingal class.  We might also consider both gender and age differences.

For instance, a female student in a class full of loud, young men might feel too intimidated to shout out, even more so if she came from a culture where that practice would be seen as unusual.

I think the conclusion around the table suggested that there was a time for both – nominating and free for alls. In feedback on exercises nominating can be time consuming and often unnecessary as there are alternatives to teacher-led feedback. In other situations it still has a place. I wouldn’t suggest risking a no nominating lesson during a Celta or Delta observed lesson, not unless you can back it up as well as Hugh does.

Hugh Dellar shares some more pearls of wisdom here. If you only watch one, I’d recommend the round up one but worth watching them all.