553. Each intervention at a time


One day teacher of English A said to teacher of English B, “Turn taking is crucial for the conducting of a class. Wait for your students to say the reply to your demand or question. And then you talk again. Set a rhythm in the class where a sequence of interventions is followed. Do not let any mess rise in the class, because one student is distracted, one other is saying the answer, another one is asking you a question. Act calm. They can repeat the pronunciation of words as a chorus, or one after another, you pointing at one specific student. Also dictation makes them get quiet and attentive to what you say, you dictating slowly, repeating each chunk twice.” / Photo from: a friend of mine.

Comments

Post a Comment

Popular posts from this blog

724. How d'you do?

Image
One day teacher of English A said to teacher of English B, “Lately I’m getting more aware of some of my students’ circumstances. I’m referring to kids that never advance or are attentive in the class. They can have problems with drugs or drink, sleep deficit, receiving bad treatment at home, or treating their parents bad. And there they are, with me for some hours a day. A teacher told me, on the other hand, that the family is the first factor that influences on these kids (!). She said some examples to show attitudes that can help, definitely. Look. Dad not only talks with the adolescent about the grades. There can be family meetings, like at dinner, when everyone can intervene and tell what he or she thinks. Dad and Mom listen to that kid, who is asking for being listened to, please! This teenager is eager Dad and Mom and his oldest brother would listen to his worries. He feels insecure about himself. Because of that he dresses that way, and shouts, like meaning here I am, I’m someon...
Read more

3704. Do You Ever Have a Bad Day in Class as a Teacher?

  I’ve written a lot in this blog this far, I hope it may somehow help you teach your lessons. And I’ve also written a great deal on excellence, and we teachers – in principle – wish our lessons help our dear students.  But what if my classes are a disaster, or if some of them are so, or my students put me to the test all the time?  Today I’d like to say something on that. No one is perfect, and what teacher doesn’t have a bad day? Perhaps when you would wish to hit two kids’ heads to each other? I don’t recommend you to do that.  Not long ago – and I currently teach adults – I remember I had a bad day, one of those days when nothing in class seems to work well, or nearly so.  I’m now going to try and say something that hopefully might help out somebody else in our planet. Another teacher I mean.  And I want to point out that all good I have has been received and inherited from somebody else – it’s not my merit.  Some days ago, I was saying, in class I...
Read more

3702. How to Get Your Students Pull Their Chestnuts Out of the Fire - Some Hints

  I teach English to adults, but what I’m telling you today I guess it could be also applied to teens.  I just said I teach English, and it’s so, but also I ought to help my students learn that wonderful language. It’s thus because it’s them who ultimately have to learn English, or French, or …  More often now than before I tell my students that they have to be very active at learning English, as old H. D. Brown said (1989). Say, it’s them who have to pull their chestnuts out of the fire. We also in Spanish use that phrase, to pull your chestnuts out of the fire.  I’m not going to do it myself. Better said, I should not do it myself.  Sometimes when at the end of each lesson I assign some homework, I tell them they can do this and this but also they could do that, just if they wish to do. It’s them who have to feel what they need most, what they have to do to advance at learning English.  Moreover, about the graded readers or unabridged novels we read, wor...
Read more

1642. Let's delegate some work

Image
The director of the department of English in that school told me that she attended the sessions with the other teachers of English, delegating some tasks to her colleagues.  She would like to decide she herself but she understood she couldn’t reach all the school big scheme and the team of teachers’ labor.  She was a good listener herself – she listened to the other teachers’ problems, new activities, new ways to make the students participate, positive things that she might not like albeit they were okay.  With time passing she won a big prestige, because she worked so hard and was attentive to the teachers that wanted something from her. And on top of that she was a mom and so had to combine the school labor and her work as a mom and wife. / Photo from: Monday German teachers at dinner www3 villanova edu
Read more

3703. To Set High Standards in Class You Meant? How Can I Do That?

  I’m an English language teacher, as you well know. And you may be another language teacher. Even you may be learning English, like I am doing myself. Well, let’s suppose that that teacher ought to do his or her best for their dear students to learn that dear language.  That teacher ought to think how my students can learn best. And each lesson is – must be – a step forward as far as my students are learning English. How are they progressing, since I began to teach them? Do they already master English?  You know, you may rightfully tell me that it also depends – and much! – on them, and you are fully right – it’s them who have to learn, yet I can wonder how I can facilitate that process, that inner process, for each lesson needs to be a step forward.  What can I do for they really would learn English? You know, part of this job is transmitting and passing on the lure and the inner desire to learn English – the more enthusiasm you invest on the task, the more they wi...
Read more