Activity Corner: Six Word Story

(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 little activity you can use as a warm-up, a mini-quiz, summary practice, or even grammar exercise, about basically any content.

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We have that famous so-called six word novel:

For sale: baby shoes, never worn.

What else can our students convey in just six words?

In Six Words Or Less…

  • Introduce yourself to the class
  • Summarize the article/chapter you just read
  • Share your goals for the semester
  • Write down what you learned today
  • Describe someone important to you
  • Propose a topic for the next writing assignment

The possibilities are pretty much endless! Give it a try!

 

Idea Credit and further reading: Students Write Life Stories in Six Words or Less

Photo Credit: Rachel Torgerson on Flickr

You’re reading Activity Corner: Six Word Story, originally posted at LearningToTeachEnglish.com.

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Five Strategies for Learning Names

Happy January!

What’s your strategy for learning names?

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Learning your students’ names quickly helps set a great tone for the semester.

Here are five ways to get it done:

Set a goal

I was born good at names. It’s a little eerie sometimes. Also, most classes I’ve taught are relatively small. In that kind of situation, I’ll usually know people’s names within the first two sessions without trying particularly hard.

But my goal is always to know my students’ names by the end of the first class session. I expect them to work hard – I can push myself, too.

You should set a goal that works for you, but make it as soon as humanly possible.

Feeling like you need some external motivation? Schedule a Name Test for yourself, and make it as public as you dare!

Use Two-Sided Name Placards

Yes, do some typical introductions and warm-ups. But don’t stop there.

On the first day, hand out card stock and dark markers. Ask students to write down the name they wish to be called on both sides. This helps the entire class learn names, including the students who sit in the back, and including the teacher.

Collect the placards at the end of each session so they’re always available in class. Plan to use them for at least the first five weeks of the semester.

Practice

Quiz yourself in both directions: face-to-name and name-to-face. Read down the roster, picturing each individual’s face. When you work with students’ assignments, attendance, grading, etc., deliberately picture each student. In class, look systematically around the room, recalling each individual’s name. At home, picture where each student was sitting and recall their names.

None of this takes a designated block of time, just a minute or two of your attention.

During your practice, make sure you don’t rely on identifying students by their hair, makeup, jacket, or other features of style they may choose to change at any time. You also can’t assume they’ll always be in the same seat – you need to know them wherever they’re standing or sitting.

If coming up with any particular name gives you trouble, practice repetition in multiple modalities: say it, write it, think it, spell it out loud, trace it on your palm with your finger, place it into a short tune or rhyme – play to your strengths!

Know Your Error Style

What types of name errors do you tend toward? And how does it manifest: blanking? garbling? slow recall? mixing up faces?

I’m a garbler, so mnemonics are my friend. My classic name problem is to mix up and/or reverse syllables in new-to-me names.

Since I know this is my error style, I recognize names that will give me trouble right away and immediately start building mental structures to keep me on track.

It’s often simple things, like “me in the middle” or remembering that this friendly person ironically has a syllable that sounds like mean in her name (not neam, but mean). 

If you mix up faces, ask permission to take photos, perhaps of rows of students at a time. Use the photos to study.

If you panic and blank, just going through the motions of studying may help you feel more confident, which may in turn help you blank less. You should also experiment with practicing in other modalities (see above) – maybe one clicks more readily for you than others do.

Double-Check Your Pronunciation

Names are important to people, even if they don’t say so. Take an extra few minutes to check your pronunciation. It’s really not awkward because the only reason anyone would check is because s/he cares. Even if it’s already halfway through the semester – just check.

How do you check? First, listen. How do the students and other teachers pronounce the students’ names? Do any differ from how you say them?

Then, directly ask individuals. You just quietly ask. Here are a couple of examples:

“I hear different people say your name differently. How do you say your name? What do you prefer?”

Or,

“This is how I say your name. Is that right? How can I say it better?”

You can be less direct too, perhaps asking everyone to re-introduce themselves to build classroom community, or by making a public “test the teacher” activity.

If you can just feel the pronunciations sliding through your head, ask again. Simply say that you’re having trouble with this name, but that it’s important to you to get it right. Try saying a name two or three different ways and asking which is best. Write your understanding of the pronunciation and ask, “Like this?” Write it down for yourself in IPA. You can even ask if you can make an audio recording of the student saying his or her name properly.

 

Names matter. They’re worth the work it takes to memorize them. My best semesters have been ones where there’s a sense of community in the classroom, and it’s incredibly hard to have that when you’re not fluent in their names.

Get them quickly, and get them right!

Have a great semester!

 

Photo Credit: k4dordy on Flickr

You’re reading Five Strategies for Learning Names, originally posted at LearningToTeachEnglish.com.

 

Student Panel

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One of my colleges recently sent out a beginning-of-semester newsletter that included an interesting article: they had a student panel weigh in on what students want faculty to know.

I’m listening!

Here are most of their points, rearranged a bit and with a couple of notes:

 

1. Students Want Feedback

They want to know when they’re doing great and when they’re not. They want to know what their grades are, and they want us to notice and approach them when they’re absent or missing assignments. And they want to be referred to strategies and supportive college resources.

2. Intro Activities: “Authentic” and Names

Introductory activities should be “authentic” and help everyone learn everyone’s name. I’ve never been sure what exactly authentic means, so I usually put it in quotes. But I think here it means not too cheesy, and helping people really get to know each other. Thinking through my Activity Corner ice-breakers, I think Conversation Jenga, Quick-Switch Conversations, and One-Question Surveys, among others, might fit the bill. Do you agree?

I also recommend doing what a lead teacher of mine has done: have students make name placards using marker on a piece of card stock, and write their names on both sides. Collect them at the end of each class and set them in the front of the room for students to pick up as they enter each day. This way, name tags are always there and people can learn the names of people in front of them. This can also help the instructors, though I urge instructors to actively study student names so they’re down pat as soon as possible.

3. Show Enthusiasm for the Course and College Life

Students want us to be excited about our subjects – it helps them feel engaged. It’s OK to show that we’re total geeks! Whew!

To this I add a personal note: there are geeks who can’t wait to welcome new geeks into the fold, and there are geeks who look down their nose at the outsider philistines. Be the first kind of geek.

The students also pointed out that students need encouragement and specific suggestions to get involved in college life. I think this is especially important on commuter campuses. For us ESOL teachers, a quick plug for the international student club, Model UN club, field trips club, sports teams, and other relevant campus organizations could be the difference between our students feeling isolated and our students finding a way to plug into the campus community.

Of course, some of our students are middle-aged, working full-time, raising a family, and taking classes at night with no time for clubs or other such “kid stuff,” so be mindful of that, too. Not everyone is looking to get involved, and that’s OK.

 

Thanks to this college for sharing some student feedback! More on student feedback on Thursday.

 

Photo Credit: Jonathan Powell on Flickr

You’re reading Student Panel, originally posted at LearningToTeachEnglish.com.

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.

I should’ve gone into marketing – 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.

Activity Corner Round-Up

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During my time actively blogging, I’ve enjoyed writing up activities to use during class. I could just talk and talk forever, but that’s definitely not the best use of my students’ time! Having a collection of go-to ideas is useful for me, and maybe it is for a few readers out there, too.

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

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

Minimal-Prep Activities

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

Jigsaw Reading
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

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