Category: Topics

The Games Issue – Vicky Loras

Let’s Play! – Vicky Loras

Vicky Loras
There has been a lot of research into the positive effects of play on learning and children’s lives in general. We can also see it for ourselves! Some adults also enjoy some types of games – with adults we need to have their consent as we do not want to have them feel uncomfortable in any way. The games I will suggest can be adapted and suited both to young children and adults as well.

One of our favourites is You are the Teacher. It can be played in many ways. It can be anything that kids can handle and they need to step into the teachers’ shoes for this one. For instance, I take flashcards and give them to a child, and then to another, then another in turn, until everyone has been the teacher. You can either spread them on the floor and the child points to one, and the other kids answer what is depicted on the flashcard. What can be seen is that the child-teacher loves the responsibility and they also expand, not only yes/no answers, but they love to explain as well (Yes, that is the right one, because a tall bird is called an ostrich / No, that is not a blue egg, it is a brown one but that is okay, you can try again). What I have also seen is how much kids encourage one another – there may be the occasional giggle or so, but most of the times they take it very seriously and do a great job.

What can also be fun in You are the Teacher is that sometimes kids want the actual teacher to take part in the game (as with other games as well). In this case, most of the times I make sure I “make” a mistake. The kids have tons of fun “correcting” me and explaining to me, and sometimes even making recommendations that I study more at home!

Another one we like is The Long Word: this game was one of my favourites when I was little. I was taught this game by my cousin’s wife, who worked for the Board of Education in Canada.

The idea behind the game is this: you choose a big word and the students create new words using the letters from that specific one. Some words that can be used are encyclopedia, establishment, metamorphosis … anything with a lot of letters in it!

The best moment is when the students are the ones choosing the words. They come up with the greatest ideas! The teacher then gives them three minutes to find as many words as possible – the winner is the person with the most words – however, there is a necessary pre-requisite: they have to be words that really exist! Of course, it is up to the teacher to make it harder: for instance no names, no plurals, only verbs in infinitive form so it can turn a bit into a grammar mini-lesson as well.

The winner then reads the words s/he has found and everyone looks at their own, crossing out the ones they have too. If they have different ones that have not been mentioned, they read them out too.

This activity helps them to:

  • Learn new items of vocabulary, as the initial long word may very often be a word they have never encountered before.
  • Practise their spelling, as the new words they create need to be correct in their spelling – so even if they make mistakes, they remember them for another time.
  • Teach each other vocabulary, as they read out their own words.
  • Use some of the new words to write a story.

Younger and older students love this activity and they can learn a great deal from it! I hope your students enjoy it as well.

A third idea is Match the picture with the word, and it is a pretty easy game to prepare as well. The teacher chooses a topic they would like students to focus on, for instance, summer holidays. Then the teacher can find photos of their own or on the internet, or even draw pictures, of objects and activities related to that topic. The pictures can be cut into either flashcard-style cards or in various fun shapes, like clouds for example. Then the words have to be written on cards and also cut up. It is great if all of these can be laminated so they can be used over and over again.

What I do is I also stick a little bit of blue-tack on the back of each picture and vocabulary card, so the students can stick and move them on a whiteboard, wall or even door! The students need to put them in pairs, like the photo of a beach and next to it or underneath it, the word beach. You can adapt the difficulty of the words depending on the level and age if the students. This is great for them, as it is a very visual representation of the words and they connect the vocabulary in their heads, much more effectively than if they saw the words in a list.

Younger and older students love these activities – and they can learn a great deal from them! I hope you and your students find them beneficial as well. 

 

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The Games Issue – Adam Simpson

Games in the language classroom: the When & the How
 – Adam Simpson

Adam Simpson
I love playing games in my classes; as far as I’m concerned, games can play a range of roles in the language curriculum. Nevertheless, you’ll find that, traditionally, games have been used in the language class merely as warm-up activities at the beginning, fill-in activities when there’s that extra ten minutes towards the end of class, or often as not as a bit of fun lobbed randomly into the curriculum to spice things up and motivate or energize a tired class.

While I don’t have a problem with any of these approaches, I increasingly feel that games can and should constitute a more substantial part of any language curricula. Indeed, games are a tremendously flexible way of achieving all kinds of objectives: games can be used either for practicing particular language items or skills, or in practicing communicative language production. Likewise, games can also be used as a means of revising and recycling recently taught language.

Younger learners are especially enthusiastic about games, but older students quickly find that they enjoy classroom games too. Having said that, it is particularly important that we as teachers explain the aims and objectives of the game: games can be viewed as a frivolous activity and be resented if the reasons for playing aren’t made clear. Nonetheless, older students can take a great deal from games, more even than young learners, especially when they take a role in deciding how it should proceed.

As with any other learning activity though, we need to pay careful attention to the level of difficulty in our games. A major part of the appeal in participating in a game lies in the way that it challenges us; if the challenge is too great or too straightforward, many students may become discouraged and lose interest. Perhaps one of the most important things for us to remember is that this ‘challenge’ comes in two forms: 1) understanding how to play the game, and 2) understanding the language content. With this in mind, I’ve compiled a list of ideas for making sure that we address both types of understanding. When planning a game for your classes, bear these things in mind:

1. Don’t underestimate the value of demonstrating the game

A quick demonstration of how the game is played can prove invaluable. You can do this in two ways; a) you as the teacher can demonstrate with a group of students, or; b) a group can demonstrate for the class.

2. Always give clear directions

Directions often make a natural accompaniment to demonstrations, but it can be boring to start off with a big list of instructions before you even begin the game. Alternatively, think about what you absolutely have to explain first off, and then consider giving further directions as and when needed. An important point to think about is that – no matter how well you plan a game – there is always room to make it more fun. Therefore, be flexible: some student-initiated modifications to ‘the plan’ can and often should be accepted.

3. Script out the metalanguage

Consider the language learners will use to play the game. You can either prepare a list of key vocabulary or a list of useful phrases that they might need to use, or perhaps a sample script of the typical ways in which questions are phrased to obtain information.

4. Where possible, use game formats to review already known content

I tend to stick to common, popular game show formats from television. That way, a large number of students will have at least a vague idea of how to play. This helps a lot in cutting down the amount of time needed to do the things I’ve mentioned in points 1, 2 and 3. This in turn enables you to get on with playing the game, which is only ever a good thing.

5. Use games to revise and recycle previously studied content, rather than involving new content

Experience has taught me that games are no place to be bringing in new vocabulary or grammar, unless you do so in a very friendly test-teach-test manner. If you do bring in new stuff, do so in a team game and in a way that activates schemata or allows the class to share and display their collective knowledge on a subject that’s coming up in the course book. Sticking to things you’ve recently done in class is good, as it creates a situation in which the students have to recall and use language in the game, which is itself a reasonable facsimile of a real life situation with all the pressures to recall and use grammar and vocab in the ‘there and then’.

6. Mix up those groups… with care

Group games are good as they (obviously) contain groups which are heterogeneous in terms of current language proficiency. Carefully selecting who is in which team means that we create a situation in which the more proficient members can help others.

 

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The Games Issue

What role do and should games play in the language classroom? In The Games Issue, David Dodgson, Adam Simpson, and Vicky Loras provide three points of view, lots of games and activities for you to try, and even more good reasons for getting some gaming going on in your own classes.

dave_dodgson
Dave Dodgson		 Vicky Loras
Vicky Loras		 Adam Simpson
Adam Simpson

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The Observation Issue – Anna Loseva

A Brave Potential Observee Thinks About Observation – Anna Loseva

Ann Loseva
I’ve been observed several times in my life. First, when I was going through obligatory school teaching practice still as a university student. At one of the two schools this observation was really thorough and included a detailed examination of my lesson plans as well as comments on the classroom procedures, cohesion of lesson chunks and overall logics of conducted lessons. That was the finest example of classroom observation I have had. That was 7 years ago. Since then I have been observed only twice at my current workplace: once by our department chair when I had just taken my position, and once again when a young new teacher was going to join us and was sent to sit in some of the lessons.

As you can guess, there’s no regulated practice of compulsory teacher observation in my context. Nor are most of the teachers interested in setting it up. So long as I don’t have observation of my classes, I am liberated from the judgment of people who would observe me and I’m left to openly speak from my heart in this blog post.

Observation is risky

Just the other week teachers at the department were having a heated discussion about the dangers caused by open student forums. In such forums, university students leave their comments about teachers and lessons. These comments include factual information such as the requirements for credits and exams and descriptions of how classes are held.  But you can also find more personal comments about teachers, both favorable and unfavorable. Surprisingly to me, many of the staff members expressed a strong position of opposition to these forums. They argued that whatever we do in the class should stay in the class. It’s true that the student remarks were incredibly subjective, and sometimes even rude, but basically the whole idea behind these forums, at least to me, seems like an attempt to leave useful information for the generations of faculty and students to come.

When I started to search for the reasons why teachers were reacting to the forums like this, I made a clear connection with lesson observation. People in general fear being exposed. We don’t like open doors or windows, so we buy safe locks and cover windows with curtains. In the same way, we feel safe in the classroom when the door is closed. And it’s difficult to come to terms with the idea that an intrusion into our class can take place without judgmental undertone.

If you walk along the dark grim corridors of my university, you will find that many doors have signs carrying variations of this one message:

 

 

It shouts out “Hazard!” It is a powerful and illustrative image. These rooms are forever closed to unwanted visitors. It is dangerous to enter them. Which led me to a question: What is so precious about your lesson that you are guarding it so fiercely?

Observation is about attitude

While I was trying, and at first failing, to answer this question, I asked myself two more:

Do I wish to be observed? A sure but shy “yes” because I recognise observation as a way to start improving my teaching.  Do I wish to observe others? An unsure and loud “yes”, again, because being present in a class of another teacher might open up a whole view of this class’s learning, which will give me more data upon which to build my own future development.

The fear of being observed for quality, correctness and efficiency in regards to how you’re doing your job is explicable and very human. Who wants to be judged like that?! My personal answer for now, like so many other things in life, is change your perspective. It seems to me that it all comes down to what message you send, both as an observing teacher and as an observed one. The observation process involves two sides and it’s not about the opposition of those sides, not about the conflict that happens between them, but rather a mutual readiness to learn more, analyze, talk and make change. In this readiness the right attitude seems to be a precondition.  Some of my ideas about observation derive Harrison Owen’s guide to open space technology. While the two at first may seem disconnected, lately somehow everything seems to relate in my understanding. Thus …

  1. When being observed, don’t think that another person knows your situation better than you do, don’t pre-assume you’re on the defensive. Welcome another perspective.
  2. When observing, don’t suppose you know the situation better than the person you are observing. Be gentle, too J
  3. My ideal path towards accepting observation would start with a sharing of lesson  plans with colleagues. First, I would naturally want to share one that I felt happy with, confident about, maybe even a touch proud. We would compare our lesson plans, see how it goes, and try it again. Couldn’t it be a painless first step?

My expectations and beliefs about observations

I’ve been opening up to challenges more and more lately. What I once used to think of as a tough scenario, something that sent shivers down my spine, now seems to be an exciting venture to plunge into. I keep stretching my elastic comfort zone, not just stepping out of it for a moment to then get back right back into it. So here, as an inexperienced but brave potential observe, I will loudly pronounce my expectations and beliefs about observation:

  1. I realize that I don’t want to be reassured that my lessons are good in all aspects. I am intelligent enough to know that’s not possible.
  2. I am not ready to simply take comments at face value, dialogue (not argument, though) must be a part of the process.
  3. I like to think that observation will spark conversations resulting in reflection and small good changes  — and even if there is no change, at least I will have the chance to take part in a good conversation.
  4. I don’t think of observation as a clue to deal with my professional faults.
  5. I like to hope that observation won’t aim at telling me, and teachers in general, how to teach “right”.
  6. I’m ready to learn, but at the same time I want my view of teaching, my attitude as I have it now, to stay undimmed.
  7. It doesn’t really matter what you think of yourself. Others might be able to see you better. This is an idea that several iTDi friends shared with me a month ago. They weren’t using it in reference to observation, but can’t it be true for the topic of this post in a certain way, too? Still, the idea that others might be able to see you better than yourself, stands in contradiction with some of what I have written above. Life is a complicated matter!

The funniest thing is that even now, after I have written this post and tried to sound convincing, I’m still scared out of my wits when I think of myself being observed. I fear observation. I expect it to lay bare and then thrust in my face my most vulnerable professional spots. But by pronouncing my fears out loud, I’m facing them. And only by going through that uncomfortable first experience will I be able to put up with those fears and eventually crush them.

Now that I have that out of my system, I suggest we all take a small but real step. Let’s take a sheet of paper and a pen. Let’s talk to ourselves, honestly and with an open heart. Let’s jot down several simple sentences which could describe one of our recent lessons. Then read over those sentences and end our note to ourselves with one of two statements, the one that we think fits better:

I don’t need observation.

I need observation.

You might end up with something along these lines:

I never have enough time. I need observation. – Anna Loseva

I always have too much time. I need observation. – Kevin Stein

In the end, whatever you think is right for you at the moment is the only right way to be for this exact moment. I believe there are many thruths. However, it’s good if your assumptions can be shattered every now and then, or even just cracked open a little bit. By doing that a new truth might find its way to shine through.

 

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The Observation Issue – Josette LeBlanc

A Safe Space for Post-observation Feedback –  Josette LeBlanc

Josette LeBlanc
It is safe to say that if you are an English language teacher someone is going to observe your class at one point in your career. In Korea, most English teachers are required to plan demonstration lessons at least once a year for supervisors, principals and fellow teachers, and maybe even twice a year for parents. Knowing this fate, when I ask teachers how they feel about being observed and receiving the feedback that follows, they often have two reactions:

  1. I don’t like being observed. It makes me nervous.
  2. I learn a lot from both being observed and getting feedback, and also from observing other teachers. It’s really valuable to my development.

The funny thing is that it’s usually the same teacher making both these statements. Why such extremes? I’d like to share my observation experience in the hopes of shedding some light on this paradox. Then, I’d like to look at some ways we could prevent a moment like mine from happening, and the implications these suggestions could have on how we not only give feedback to teachers, but also to students.

One experience with observation

The first time my colleagues (only two of them. We were in the same graduate program, and they were also my friends.) observed my teaching, I cried uncontrollably. It was embarrassing. I even had to leave the room because I couldn’t stop! Truthfully, I hadn’t even taught the lesson. I was pretty much just telling them about the speaking lesson I had planned a few nights before.

The crying began when one of my colleagues started asking what felt like were too many Why? questions.  During the questioning, I felt overwhelmed because I was having a very hard time answering clearly and confidently. And that’s when the waterworks started. I think we were all shocked. What had happened to create such an uncomfortable moment? Needless to say, I have spent a lot of time reflecting on this experience to find out what triggered me.

The conclusion I’ve come to is that I didn’t feel safe. Even though I trusted my colleagues, I felt like I was being interrogated and judged. I was already feeling insecure about my lesson, and so I interpreted these questions as a confirmation of my inadequacy.

Puzzles can shed a positive light when shared in a safe space (puzzle from Centro Espiral Mana)

How to create a safe space for post-observation feedback

Knowing this was part of the reason I had my mini breakdown, when I started training teachers, it was very important that I try to create a safe observation space. I feel so grateful to be surrounded by educators/friends who could help me do just that. When I first started teacher training, Tana Ebaugh (SIT TESOL trainer and co-founder of the Pioneer Training and Education Consortium) was my guide. Most recently, I’ve had the privilege of training under SIT TESOL trainer, Mary Scholl, at her amazing school, Centro Espiral Mana in Costa Rica, and she has also given me invaluable guidance. The suggestions I offer below on how to begin the process of giving post-observation feedback are a combination of what I learned from them.

  1. Before anything, ask how the teacher/student feels about what just happened. If you are dealing with students, you may imagine a scenario where they just did a presentation or wrote an essay. By asking them how they feel, you give them a chance to vent, and most often, a chance to tell you what you were already thinking. If I put my experience next to this, if I had had the chance to share my feelings first, I may not have felt overwhelmed by the questions and suggestions I was receiving.
  2. Once they have shared their feelings, ask them if they are ready for feedback. The power of choice here is incredible. By giving the feedback receiver the choice, you give them a sense of security and control over a situation that doesn’t feel so secure. If I could have answered this question after the experience I shared above, I probably would have said no. I just wasn’t ready. Perhaps after a few minutes, I would have been ready to move on to the suggestion I offer below.
  3. If the teacher or student is ready or feedback, you can give them the choice to listen to positives (things that went well) or puzzles (things that didn’t go so well). Again, this choice gives the feedback receiver a bit of control. By being able to choose what they want to listen to, they are more prepared for what is coming, and as a result, they may feel less defensive.

Maybe I over-reacted. Maybe I’m too sensitive. But just maybe I represent students in your classroom or teachers you will observe someday. I hope these suggestions help you create a space where observation doesn’t have to be such an overwhelming experience.

 

 

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