Activity Corner: Fourth Week Survey

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One of my departments has all of its teachers do a really, really smart thing.

About a third of the way into the semester, teachers hand out an anonymous survey to their students. The results are for the teachers’ eyes only, for the sole purpose of getting the lay of the land and seeing if any changes can be made to improve the semester.

The types of questions the department suggests:

  • Do students feel they can succeed in this course? What support do they need?
  • How is class time going? How could the teacher make it more effective?
  • How is homework going? How are the assignments, directions, and deadlines?
  • How are major assignments going? Are students prepared in class to complete them? What could be improved?
  • Are students getting feedback? Is it understandable? Is it helpful? How could it be improved?

Remember to ask for specifics and for suggestions. They might not all be workable, but at very least they help you see the students’ point of view. Point out that general statements like “this class is too hard” are not useful, especially coming from anonymous sources, because you have no idea what is too hard about it.

Now, with a survey like this comes the fear of negative feedback. What if everyone hates my class? And since this is during the semester, you’d still have to work with a group of people who may have told you you’re not doing as well as you thought.

My advice is: handle it. You’re an ESOL teacher – you’ve handled awkward in the past, and you can handle awkward this semester, too. It’s just not that big a deal.

And the rewards are significant: free professional development, very possibly a topic to present on at the next local ESOL conference, and most importantly, the potential to make a comeback and teach an epic class that really reaches your students.

Even if your department doesn’t nudge you in this direction, give it a try! Don’t wait till next semester to make positive changes!

 

Photo CreditAshley Van Haeften on Flickr

You’re reading Activity Corner: Fourth Week Survey, originally posted at LearningToTeachEnglish.com.

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Activity Corner: Exit Tickets

(I thought it might be helpful to readers and myself if I described some of my favorite activities from time to time. See all my ESL Activity Corner posts here.)

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Did your students learn what you think they learned today? Ask them a brief question at the end of class, and have them hand it in on a post-it on their way out the door.

Checking for Understanding

You can use exit tickets to check for understanding. For example, if one of the session’s main objectives was working on thesis statements, exit ticket questions might be,

What is a thesis statement?

Write one example of a thesis statement.

If you’re working on the grammatical form of Present Continuous, you might say,

Write a sentence in Present Continuous.

 

Supporting Metacognition

Alternatively, the exit questions can be metacognitive:

What was the point of today’s lesson? might elicit interesting and/or sassy responses.

What was the most difficult part of today’s lesson? might also be illuminating.

Another useful one might be, Do you need to improve any technology skills to be more comfortable in this class? Which ones?

After handing back a major assignment, something like this might help a few people find time to head to the tutoring center: Are you satisfied with your essay grade? If not, what is your plan to get additional help to improve your results?

 

Some teachers use this activity at the end of every class session, and others just sometimes. Give it a try and see what you find out!

 

Photo Credit: Dean Hochman on Flickr

You’re reading Activity Corner: Exit Tickets, originally posted at LearningToTeachEnglish.com.

Student Feedback: Stress-O-Meter

Seek first to understand, then to be understood.

Steven Covey, The Seven Habits of Highly Effective People

 

Stress matters, whether you call it stress, pressure, anxiety, or the affective filter.

How stressed your students are will definitely impact their attendance, participation, and their performance on assignments.

Do you know how your students are doing in this regard? How do you know – are you guessing? Or are you finding out too late, during an outburst in class?

Try this: create a very simple online form (I like using Google Forms) that you can send out to all your students on a regular basis – at least weekly. Ask no more than three questions, targeting their stress levels.

Stress Report Sample

 

What would this data show you about your course, your assignment instructions, your deadlines, and your students’ lives outside of your course?

What might it mean to a student who’s overwhelmed in his personal life, to be able to click that first 5 and know that he’ll get a kind word from you in class?

How would you change these questions to suit your own classroom?

Activity Corner: Two Truths and a Lie

(I thought it might be helpful to readers and myself if I described some of my favorite activities from time to time. See all my ESL Activity Corner posts here.)

1471150324_a52068a957_zI don’t usually choose to use this one in my own classroom. I mean, first of all, it’s a drinking game. Second of all, do we really want to get to know each other by lying? And third of all, since we’re all lying about something, it can lead to confusion, especially in a language-learning setting.

Boy, I should’ve gone into marketing, eh? I can really sell these activities.

I’m including it because as an assistant teacher, I’ve seen this activity used multiple times to great effect. Nobody cares (or knows?) that it’s a drinking game, most people seem to have fun making up a lie to innocently trick everyone, and I’ve been impressed at how little confusion results from this game.

Plus there’s no prep, it requires no materials, and is general enough to be used in many levels and situations.

Procedure:

  • Write the name of the game on the board.
  • Model: tell two truths and one lie about yourself. It’s helpful to write them on the board at all but the highest levels. Have students guess which is the lie. When they identify the lie, go ahead and draw a line through it to show that it is indeed not true.
  • Give students time (around five minutes) to think of two truths and one lie about themselves.
  • Call on students randomly to share their two truths and their lie. Encourage the other students to guess which is the lie: the first, second, or third sentence.

It’s really simple, it doesn’t take much time, and people seem to get a kick out of it.

Note: there’s usually someone in all but the highest classes who doesn’t quite get that they are supposed to tell one untrue “fact” about themselves. When that happens, remember that it’s inevitable and be prepared to joke, “You’re just too truthful!” or “You’re so honest!” No big deal.

Give it a try!

Photo Credit: Carmella Fernando on Flickr

You’re reading Activity Corner: Two Truths and a Lie, originally posted at LearningToTeachEnglish.com.

Activity Corner Round-Up Update!

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It’s time for an updated Activity Corner Round-Up!

Click here to see all of my ESL Activity Corner posts in chronological order. This link is updated automatically.

I thought it would be nice to round up my activity posts thus far and make an at-a-glance activity resource. Feel free to bookmark this page!

I’ve sorted the list by two factors:

  1. Prep – anything you would need to do/make/get before doing the activity. Most of the activities here that require prep are pretty low-key, i.e. print out a grid.
  2. Movement – anything in which students need to move around during the activity. I do not consider switching seats to be significant movement.

Zero-Prep Activities

Chain Drill
movement – no
ice breaker – yes
competition – no

Guess the Word
movement – no
ice breaker – yes
competition – not really

Snowballs
movement – some
ice breaker – yes
competition – no

Hidden Vocab Words
movement – some
ice breaker – yes
competition – not really

Language Experience Approach
movement – some
ice breaker – no
competition – no

Making Groups
movement – some
ice breaker – yes
competition – not really

Dictation Relay
movement – yes (but not everyone)
ice breaker – no
competition – yes

Quick-Switch Conversations
movement – yes (but not everyone)
ice breaker – yes
competition – no

Minimal-Prep Activities

Scaffolding Peer Review
movement – no
ice breaker – no
competition – no

Jigsaw Reading
movement – no
ice breaker – no
competition – no

Quizzing Styles
movement – no
ice breaker – no
competition – no

Scaffolding Editing
movement – no
ice breaker – no
competition – no

Conversation Jenga
movement – no
ice breaker – no
competition – no

One-Question Surveys
movement – some
ice breaker – yes
competition – no

Grid Activity
movement – some
ice breaker – yes
competition – no

The Flyswatter Game
movement – yes
ice breaker – no
competition – yes

Building Blocks
movement – yes (but not everyone)
ice breaker – yes
competition – not really

From Textbook to Gallery
movement – yes
ice breaker – no
competition – not really

Information Gap
movement – yes
ice breaker – yes
competition – not really

Put It In Order
movement – yes
ice breaker – yes
competition – yes

You’re reading Activity Corner Round-Up Update!, originally posted at LearningToTeachEnglish.com.

Activity Corner: Who Are You?

(I thought it might be helpful to readers and myself if I described some of my favorite activities from time to time. See all my ESL Activity Corner posts here.)

This is a nice warm-up activity that helps students get to know each other a bit better as we share how we see ourselves.

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You split students into small groups of about four each, and each group has a group of “personality” cards. Students have quiet time to think about which personality card(s) best describe(s) them, and then share what and why with their small group. This can be as simple as outgoing vs. shy, to pictures of various animals, to Jung’s 12 architypes.

Procedure:

  • Decide on a set of personality cards.
  • Print out enough that you have one set for every four students in your class.
  • Students work in groups of about 4. Give each group a set of cards.
  • Students look together at the different cards. Each picks one to represent him/her.
  • Students take turns holding up the card that best describes themselves and telling their group why.

Example:

In an intermediate class, the teacher should separate the class into groups and hand out five cards per group: lion, sheep, chameleon, robin, and goat.

Go through the cards as a class. What does a lion do? What about sheep? What kind of lizard is this, and what does it do? What kind of bird is this, and what does it do? What do goats do?

Their answers might differ – things like this are open to interpretation, and different cultures and individuals likely interpret them differently. This is part of what makes it an interesting conversation activity.

Model the activity. “I am looking at the cards. Which card is like me? Which card is similar to me? Here is the goat. Goats get into trouble. They jump over fences. They eat crazy things. They are always active. I am like the goat, in my mind. My brain jumps around like a goat. I think too much and I get in trouble like a goat.”

Give instructions. “Now, it’s your turn. Which animal are you? First, think. Then, tell your group. Tell them why. You have ten minutes.”

Circulate to make sure everyone understands and everyone participates.

Variations:

  • use different sets of cards depending on the level and interests of your students, and the content of your unit of study.
    • personality vocabulary (outgoing, shy, thoughtful, etc.)
    • colors (red, blue, gray, etc.)
    • musical instruments (trumpet, erhu, bass drum, etc.)
    • plants (cactus, rose, oak tree, etc.)
    • animals from an area of the world being studied currently
    • characters from a story you’re reading or a movie you watched as a class
    • Jung’s 12 archetypes
  • after students share within their own small groups, ask all students to re-group with others who chose the same card. For example, all the goats form one group. Students can compare why they chose that card – was it for the same reason or different reasons?
  • reflective writing can either precede or follow this activity.
  • follow this activity with a grid activity, in which students ask each other which card they chose and for one reason why. This in turn can be used for students to practice using reported speech.

Photo Credit: svklimkin on Flickr

You’re reading Activity Corner: Who Are You?, originally posted at LearningToTeachEnglish.com.

Syllabus Activities

14193201770_0f44e45da7The course syllabus gives students powerful information about the upcoming semester: learning goals, assignment schedules, grading policies, academic resources, and so much more.

But it just looks like a stack of paper.

Unfortunately, in my experience the students who need this resource the most are the ones least likely to recognize and understand all it provides.

In my opinion, the single most effective way to get students to realize what is in the syllabus and see how it can help them, is to have them use it.

Here are several activity ideas:

On The First Day

Embed Write-Ins

When you write the syllabus, leave prompts for students to write in personalized information.

“A classmate’s name and contact info: ___________________________”

“Dates I know I’ll have to miss class: ___________________________”

Take it a step farther and go for some metacognition:

“Which of these technical skills do I need help with? ___________________________”

“Is it better to go to the writing center or fail the class? ___________________________”

“What will I do if I get less than 75% on a major assignment? ___________________________”

Info Gap

Turn the syllabus into an information gap activity. You can do this with the whole thing or just one or two sections.

Make three different versions of the syllabus:

  • one complete master document
  • Version A (see below)
  • Version B (see below)

Name the files abundantly clearly.

In Version A, blank out 5-10 key pieces of information. Leave space for the students to write in the information during class.

In Version B, blank out 5-10 different key pieces of information. Double check that the information missing from Version A is present in Version B and vice-versa. Again, leave space for students to write in the information.

When you print them, be sure to label the cover of each. Color code, call them “Complete,” “A,” and “B,” etc.

Have students circulate and ask each other for the information they’re missing.

Note: Specify that the purpose of this activity is to practice conversation AND to be familiar with the syllabus.

Good question:  “When is the midterm?”

Bad question: “What is the third word in the second paragraph of page 2?”

Jigsaw Activity

This is the most advanced suggestion on this list.

During class, use the syllabus as the basis for a jigsaw activity.

Have small groups become experts in one section of the syllabus. Suggested activities: within each group, take turns reading a paragraph out loud while the others follow along. Then each student take a few minutes to develop a comprehension question on each paragraph s/he read aloud. The students quiz each other, closed-book. They share their opinions about how important their section is, and when it’s most useful. Last, together they put together a one-minute summary of their section that they will share with the others.

Then, these small groups break apart and form new groups with at least one representative from each original group. Within the new groups, students each share their one-minute summary. Then they give their opinion about how important their section is, and when it’s most useful (e.g. the grading policies section is very important, especially useful if you’re worried about your grades; the school closing section is important, but only if it’s snowing out).

After The First Day

Make Sure It’s A Relevant, Living Document

When you talk about grading or policy issues come up, refer back to the syllabus. Open up the document online or in your hands. Or both.

When you “complete” a course objective or a major assignment is handed in, graded, corrected and thoroughly finished with, take a moment during class to check it off on your syllabus. Use a document camera if you have one. Encourage students to check off accomplishments on their copies as well.

If your syllabus includes a schedule, and that schedule changes (e.g. Unit 5 needs another week), update the master copy of the syllabus. Ask students to put an X through their latest version of the course schedule, and then hand out updated (and labeled) hard copies.

Assign It As Content

Sometime in the second week, have the students complete a basic take-home assignment using the syllabus as a reference. Depending on your style, some might call this an open-book “quiz,” but others would simply say “homework.”

Ask straightforward questions that highlight what you want students to be most aware of.

“What happens if homework is late?”

“How much of your grade is your midterm worth?”

Use It As A Text

Going over coordinating conjunctions (FANBOYS)? Highlight them in the course objectives in the syllabus and discuss why each one was chosen.

Learning to paraphrase? Why not paraphrase some of the syllabus section on plagiarism?

Practicing intonation? Use the syllabus! There are certainly statements, lists, dependent clauses, and so on.

 

Wishing students and teachers everywhere a wonderful semester!

 

Photo Credit: Phillip Wong on Flickr

You’re reading Syllabus Strategies, originally posted at LearningToTeachEnglish.com.