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Monday, August 27, 2012

The Three Phases of Life Abroad

I imagine that a many readers of this blog live in a country other than that in which they were brought up and I suspect that a fair few have been living there for many years. Of course, everybody has different experiences and different expectations, but I believe that there are at least two or three stages of adaptation that most of us go through after settling in another country and culture.

Reading "The House on Paradise Street" by Sofka Zinovieff, I came across the following passages, which kindled feelings of recognition of my own adaptation of living abroad. I do not live in Greece and obviously this is the character's/writer's experience and interpretation, but the general idea of the stages are similar to those I have passed through over the last 12 years.

I was pleased to shed my own surname and become “Mond Perifanis” as a reflection of my new, Greek life, but perhaps I should have worried a bit more about becoming part of this particular family. For some time I believed that my move to Greece was a way of creating a simple, pared-down persona – a clever trick, as though leaving behind my old existence physically would therefore slice through the roots that tied me to place, family, and above all, memory. At that stage – the phase I later recognised as my “Hellenic Idyll” – I abandoned myself to the worn but nonetheless charming cliché of the cool northerner being bathed in the warm water of Mediterranean delights. Perhaps it is no more of a cliché than falling in love; both are limited in duration and may be followed by pain or disappointment, but while they last are as real as anything that alters a person’s perceptions. 
In later years, after the idyll faded, I began to see the experience as a fantasy. I compared my delusion to those lovers of the ancient Greek world who believe the smooth columns and elegant sculptures were always pure white with uncontaminated simplicity. They forget, or don’t know, that most of those creations were originally painted with gaudy colours, the sculptures dressed in fashionable robes, their eyes flashy and provocative, the columns bright with circus zigzags and seaside stripes. I might have left behind the location of my past, but it was hubris to believe that a new life with Nikitas would be characterised by clean-cut minimalism. Gradually, I began to experience the alienation of being an outsider. “Where are you from?” became the defining question of each new encounter, where I tried to resist being stereotyped with my nation’s characteristics. In the beginning I felt like a character in a novel, recreated each time I revealed my country of birth, but unhampered by my personal history: when nobody knew you as a child, or disliked your parents, or approved of your school, you are potentially something new. But increasingly, I sensed I was being defined by my first answer – put into a box from which I was not then allowed to emerge. Also, although my command of Greek was constantly improving, I became frustrated by my limitations, at not understanding all the jokes and references to personalities, events or films that everyone else had grown up with. I saw the missing parts as my deficiencies. 
The third stage, after Idyll and Disillusion is Pragmatism. Ultimately, my status as an outsider became another form of liberation – to hell with other people’s preconceptions. I thought of England without disdain, even indulging in occasional bouts of nostalgia for rolling green fields, London’s cultural life, tea in a pot and other miscellaneous delights. But I was clear that I was wedded to Greece. And it is in this phase that I have tried to remain.
[...]
What had previously been exotic became annoying, starting with the details of daily life. What sort of country expects people to put their shitty toilet paper in baskets instead of down the drains? Why couldn’t they install normal drain pipes like everywhere else? Why is it considered normal to have power cuts for hours on end during summer heat-waves and winter storms, as though we were living in Gaza and not twenty-first century Europe? Why are seatbelts seen as an infringement of liberty (even for children), when they know that the roads are the most dangerous in Europe? Why is the Greeks’ idea of freedom interpreted as the freedom to park across the pavement, blocking women with pushchairs and pensioners, or the freedom to smoke incessantly, everywhere? Of course, once I started down this slippery slope, the questions came faster and more furiously. Why was it considered normal when we handed the surgeon a “small envelope” containing 3,000 euros cash when Nikitas had a minor operation in a state hospital? There are times, especially after a roasting hot night in summer, when even a cotton sheet seems to burn the skin and the whine of dive-bombing mosquitoes drives you mad, that I long for the soothing North, the subtle shadows of grey London light and cool summer nights where you sleep with a duvet. “Moaning Maud” – that is what I am, or at least what I became. Even worse than “Bored Maud”, as an old boyfriend used to say. At least I wasn’t “Maudlin” or “Mordant”, as Desmond, my grandfather, called me affectionately. He would make up limericks that made use of all the words that rhymed with my name. There was a young lady called Maud, who was always incredibly bored… I remember flawed and ignored, but there was also roared, gnawed, clawed. Above all, the thing I had tired of was the Greeks’ obsession with themselves, with the nature of Greekness, with how they are viewed and how unfairly they are judged. Beware of saying even the slightest critical thing about Greece to a Greek as they will take it as though you have said their mother is a whore and their father her pimp.
I have always found it easy to adapt (maybe too easy?) to the place I am staying in, to the point where I would not want people to know I was a foreigner. Even when I am a tourist, I hate getting a map out in public! This happened very early on, possibly because my Spanish was better than that of most of my friends who were just beginning to learn the language. I have never enjoyed being the centre of attention and therefore didn't want people to stare or see me as different. Luckily, I have an "ear" for languages and my accent isn't very noticeable, enabling me to blend in. In turn, this "becoming Spanish" phase gradually became a "I hate Britain" phase, where I would start to deny my "Britishness" and abandon almost any contact with my country's culture. In those pre-internet days (at least for me) this was very easy, in fact it was very difficult to keep up with news, current affairs, TV, music etc from abroad. So I became "less British/more Spanish" quickly during this period, although I would hate it when people started telling jokes! Even on the few visits I made to the UK to see my family, they would say I had a Spanish accent - due to an unusual intonation that I had picked up, as I only really used English in my classes and socialised with locals. But I would never be Spanish and yet I was no longer really British. I didn't fit into any box, although the Spanish would put me in the box labelled "British" and the British in the box labelled "Spanish".

This period probably lasted around five years, although with the acquisition of a computer and internet connection, it may have been diluted somewhat. As a big fan of indie music, I spent many hours during my late twenties online, reading about British bands and downloading records. This led to a new interest in British TV, especially comedy, and my asking for BBC comedies for Christmas presents. I then rekindled my interest in English football, especially during the season my team were promoted to the Premier League. I was now reading the Guardian as well as NME. I went to Gibraltar to buy British back bacon, Cheshire cheese and gravy granules.

Little by little, I started to get my Britishness back, after having denied it for several years. With this, like Maud in the story, came the questioning and criticism of some local ways of life. I have never been one to complain much about the place where I am living - this is why I think I am good at adapting, I don't feel the need to compare it with somewhere else. And when I hear other Brits moaning about all things Spanish I have to resist the urge to tell them that nobody is forcing them to live here. If they don't like it, they can lump it. Either that or join forces with discontent citizens who are actually trying to change things. However, after having lived almost all of my adult life to date in Spain, I feel that I should have some right to complain about things, being born in a country shouldn't give one an automatic right to whinge more than others!

Sport is one of the few things that divides me from everyone else here, but that is actually a good thing, it gives us something to talk about. I will always support England in football, however bad they are and however much they disappoint me. I absolutely loved the London Olympics! It gave me a sense of pride that the England football team has never done - now I know how everyone felt here when Spain won the World Cup.

I don't really have a concluding paragraph to this post. I only realised that there was a kind of pattern to the period of adaptation when I recognised certain opinions in friends or colleagues. They too have gone through the "British denial" phase and after reading The House on Paradise Street, I discovered that this must be more common than I had thought. I would love to know if any of my readers have gone through similar periods during their years living out of their country of birth (note, I don't want to say "home country", as I am of the opinion that home is where you make it). Please add your thoughts and experiences in the Comments section.

Thanks for reading!

Friday, August 24, 2012

Return of the Mack... I mean blog


 I can hardly believe that the last time I wrote a post was in December. Last year! I knew I hadn't got round to writing anything for a few months but I honestly didn't think I had left it so long. I know flying time is a cliché but that's what seems to have happened in 2012. I suppose I had become slightly disillusioned with the whole ELT world, mainly because of problems in the workplace, and shied away from any contact with it, preferring to spend my free time as far away as possible.

Because that is what I did - I stopped writing on my blog, I stopped reading other people's blogs, allowing my Google reader to get clogged up with hundreds of posts I would never read. I stopped going on Twitter.
You may call it a 6 month holiday from my PLN...

I'm wondering whether it is just all down to my wanting to "get away from it all".

I started blogging in 2009, I joined Twitter at around the same time. Although it took me some time to get into both, eventually I was spending hours every morning reading blogs, writing posts and reading tweets, not to mention the weekly hour of furiously tweeting that is ELTchat (by the way, I am very sorry to hear about the demise of the ELTchat website, although I'm sure you'll have it back up and running soon with another domain). During 2010 and 2011 I probably spent the equivalent hours to that of a part time job on Google Reader, Blogger and Twitter. Just as well I didn't use Facebook for professional development! Other people didn't understand - why are you spending so much time doing something that you are not getting paid for?

And in the end, I got a bit tired of it all. I would take a week "off" and then have 50 blogposts to read when I went back online. So I would ignore them and the following week there would be 86, and then 132 etc etc
It got to the point where I just stopped using Feedly/Igoogle and ignored them forever.

But let me get back to my point in question. I am one of those people who takes up a new hobby, at first spends hours and hours on it only for it to peter out after a few months. I may take it back up again at a later date, but for shorter periods and with less motivation. This is especially true for sport (I did swimming for about a year, then running from which I have to have 2 months off every summer due to the heat!) but has even happened this with knitting - I spent hours and hours knitting this winter, even taking it on the train with me to a professional development session, but who fancies knitting in the summer? All that sweaty wool...

So, is this what has happened to me with blogging and tweeting? Are all the above just excuses?
Now I've had so much time off, I feel it is time to get back into it. To reconnect with all those people I had regular "conversations" with on Twitter. To comment on blogposts written by my PLN. To write on my own blog. However, this time I am not going to spend hours every day as I just don't think it is healthy. I will try to post something once a week, or more if I get inspired. I will spend maximum one hour a day reading blogs and retweeting things I have discovered. I will try and take part in ELTchat in the lunchtime session.

Does that sound like a good plan to you?

Note - Anyone remember Mark Morrison? I hated this song but always ended up singing it!

Monday, December 5, 2011

Conducting a Survey with 7-year-olds

As part of our current topic Healthy Eating, the children carried out a survey to find out what foods other students in the school eat and how often. At first I asked the children if they knew what a survey was in Spanish (encuesta) but they weren't sure what one was, so I explained that it consisted of asking people questions to find out information. We were going to ask questions about food to see if the students in our school were healthy eaters or not.

As the children had not come across a survey or questionnaire before, I gave them some sample questions and the class decided that they would be good questions to ask. I divided the children into groups of three and asked them to come up with five questions about different foods e.g.

                Do you eat fish?     Do you drink milk?     Do you eat vegetables?

We then drilled these questions with a chant:

Do you eat fish?
Yes, I eat fish!
Do you drink milk?
Yes, I drink milk!
Do you eat peas?
No, no I don't!

The children really enjoyed the chant, and we did several versions with different food items and with different dynamics such as teacher vs whole class, girls vs boys etc.

By this point they were all able to ask "do you" questions with no problems. I gave them a worksheet in groups with a table. In the first column they had to choose the different foods they wanted to ask questions about. The second column was to record YES or NO and the third column was to write down how many times a week.

In the following lesson, we practised asking questions to find out how many times a week people ate different foods, and the possible answers (one, two, three times, every day). I didn't want to complicate things to much so I avoided teaching ONCE, TWICE. We were then ready to go and ask the questions.
We went to another class and each group went to ask different people. Because the other class were teenagers, I allowed the groups to stay together to ask their questions. The children said they enjoyed asking questions to the other class and asked to do it again! So I said they could go to another class in the following lesson. This time the groups split up and asked questions individually.

The next stage was to compile the results. The members of each group got together and added up all the YES answers to form a total number of people that eat each food. When they had done this, I showed them an empty bar chart and started to complete it with examples that the children gave me. When they were clear about how to make a bar chart using their figures, each group started work.

In the final lesson, the groups finished their charts and then presented their results to the class, saying:

    Eleven people eat sweets. Nine people eat carrots. Twelve people eat chicken.

Each group compared their results with those of the group that was presenting, telling the class of any differences.

The children really enjoyed this project and I think it was because they were really using English to communicate with other people. Conducting a questionnaire and compiling the results is a challenging task for this age group but they seemed to relish in the fact that they were doing something new, that they had never even done in Spanish. They all managed to ask people questions with only a little prompting, and they were all able to work in groups to produce the end results. All in all, a successful project!

Thursday, November 24, 2011

A Story Project with Six-year-olds

I am a big fan of trying out tasks traditionally left to older students with my youngest learners. Writing stories is one of these activities. I suppose "writing" isn't the right word here as these children are just learning to read and write in Spanish, and have only been learning English for two months with very little exposure to the written word. Perhaps "creating" stories would be a better way of putting it. In any case, my class of six-year-olds have worked together to create a story from scratch, make the pages and then tell the story using Voicethread for the world to see. This is how we did it:

Day One

1) First I told the children that we were going to create our own story as a class. "¿¿En inglés??" (In English???) they all cried! Yes, in English. The first thing was to choose a character as the protagonist. I introduced the concept of voting and we ended up with the spider as our main character.

2) Having ascertained that a story usually contains a problem that must be solved we then started to think of problems the spider might have. The winner (actually my suggestion, but it could have been a student's) was that the spider was sad because her friends were playing without her.

3) I then stuck a series of pieces of A4 paper on the board to create a storyboard. I did this so that afterwards each learner would get a page from which to base their picture. We decided on the events and their order and I drew a quick sketch to remind us of what happened in each scene.

4) I then showed the children the materials we were going to be using - tissue paper, glue and felt-tip pens. I showed them that by layering different coloured pieces of tissue paper, we got different colours and textures. The glue would have a similar effect and the felt-tip pens had a roller stamp which would give us more visible texture. The idea was to create a story similar to Eric Carle's illustrations, as we had looked at The Very Hungry Caterpillar in previous lessons.

Days Two and Three

1) I put the storyboard back on display and I told the story again, pointing to each page. Some new vocabulary came up in the story such as park, play tag, friends, lonely as well as negative sentences (didn't, isn't). If that isn't emergent language, I don't know what is! When all the children were clear about the events of the story and could provide most of the important words, I asked each child to choose a scene. They would be responsible for creating that page of the book.

2) I asked the children what colours they would like to use for the spider. They decided that blue and yellow would be nice with green for the legs. We did the same for the other characters. I cut out some basic shapes from the tissue paper and the children started to stick them onto their pages. The sticking took a while as I had to go round helping them squeeze the glue as you needed very strong fingers! As I went round, I would ask the children what insect the were making. Some children had more sticking to do, others had a spider's web to draw. In the end, we drew the faces and used the pens to draw legs, antennae and patterns.

3) It was then time to find out if the children remembered the story. I ask them to stand in a line with their pages in order. There were no problems here so we then added page numbers. I told the story again, with their help, using their pictures.

4)I took photos of the pictures and later uploaded them to Voicethread.

Day Four

1) I showed the children the basic Voicethread (just picures, no comments) on the computer. They were all thrilled to see their pictures on the internet! I asked them what was missing. I asked them if somebody saw our story, would they know what happened? They decided that it would be difficult to know what happened because there were no words. So I told them that they were going to add the words, but not written words. They were going to tell the story with their voices. "¿¿¿En inglés???" they all cried!

2) I went through the story, page by page, asking the children what happened. I elicited the important words in English and the provided the full sentence. Each child would repeat their sentence several times. We did quite a bit of rehearsing, including using "big voices" that the microphone would pick up.

3) By this stage, the children could say their sentences and they knew what they were saying, so it was time to record. Each child came up to the computer and said their sentence. Some needed a few tries to get it right (including the volume). We listened to each child and then we listened to the whole story. I had to fill in for a couple of absent learners. Our story was now complete!

4) The final task was to collate the pages and create the actual storybook which I would hang in the classroom for everone to look at.

Here is the final product:

Monday, November 21, 2011

Storybooks from the 70s and 80s

Yesterday, browsing on Amazon, I came across the exact same edition of a book I had in around 1980. The book in question was There was an old lady who swallowed a fly by Pam Adams, first published in 1973. Of course, I promptly bought it for the modest price of 3.78 euros! But childhood nostalgia apart, I bought the book to use in the classroom. I loved the story as a young child, partly because the fact that an old lady swallows a horse is hilarious to a four-year-old, but also because the story has fantastic rhythm and rhyme.

There was an old lady who swallowed a bird. How absurd she swallowed a bird! She swallowed the bird to catch the spider that wriggled a wriggled and tickled inside her.
The story also contains a lot of repetition, (think along the lines of The Twelve Days of Christmas) always ending each verse with "perhaps she'll die". My mother, who used to read me the story, is tone deaf, but even she got the rhythm right!

Finding this book, however, got me thinking about other storybooks I loved as a child and whether they are still in print. Here is a list of books I read frequently in the early to mid 80s:

1. Paddington at the Seaside by Michael Bond
2. The Topsy and Tim series by Jean Adamson and Belinda Worsley (an eighties Charlie and Lola?)
3. My Naughty Little Sister by Dorothy Edwards (I had one!)
4. Mog's Christmas by Judith Kerr
5. The Secret Seven by Enid Blighton
6. The Magic Faraway Tree by Enid Blyton
7. Flat Stanley by Jeff Brown
8. The Cat in the Hat by Dr Seuss
9. The Naughtiest Girl in the School by Enid Blyton

These are the ones I can remember, but I'm sure there were many more. I loved anything by Enid Blyton including the Mallory Towers series (boarding schools sounded so exciting!). Most of these books were first published in the 60s and 70s ( the Blighton books in the 40s!) but most are still available in new prints or second-hand on Amazon. It just goes to show that a good book will never disappear.

The next few posts will be dedicated to children's storybooks, old and new, and how we can use them in the classroom.

Sunday, November 13, 2011

ACEIA: CHALLENGING CHILDREN - Content in the Primary EFL Classroom

I would like to thank all those that came to my session yesterday and I hope that you took something useful away with you ready to use in your classrooms. I apologise for rushing through some of the practical activities at the end - I would have sincerely preferred to spend more time discussing stories, crafts and games, but as often happens, time got the better of me! If you do have any questions or if there is anything you would like to discuss, you can do so here in the comments section.

In any case, here is the slideshow if you would like to take another look:

ACEIA Challenging Children: Content in the Primary EFL Classroom




If you would like to know the titles of the books I showed you, let me know and I will post them here.

I hope everyone enjoyed the day, I know I did!

Thursday, October 13, 2011

Personalised Dictogloss to Practise Tenses

One way of diagnosing students' knowledge of tenses, or of getting them to focus on the difference between two tenses, is by doing a dictogloss. On Tuesday with my CAE class, we were revising the use of different tenses, and I began by reading out the following short text:




Last Sunday I took part in the Race for Life. 
This was the first time I had ever participated in a race, except for the odd fun run when I was at school.
I took up running in March and I have been training since then - two or three times a week. 
There were over 5,000 women doing the run, of all ages. It wasn't easy to run at first because some of the women were walking.
In the end I finished in 412th position! I'm now thinking of trying to increase the distance on my training runs. Maybe next year I'll do a 10K!
 
I read it twice. The students then had to write down what they remembered from the text. They then worked in pairs to try to reconstruct the text, paying close attention to the verb tenses used. They could ask me questions about any details they couldn't remember, but I would reply with one word answers. I then wrote all the verbs that appeared in the story on the board and the students could check that they had included everything. There didn't seem to be any problems with the use of tenses in this case, but you can always focus on some of the verbs and ask the students why they used each particular tense.

Today I have a teenage group who were looking at the main differences between the present simple and continuous last lesson. I am going to do a dictogloss with the following text:

I'm feeling nervous and excited. It's very noisy because there are so many people. I am with more than five thousand other people and we are all standing in a small space, like a outdoor corridor. I hear a man through the speakers. He is telling us how long we have before we start. The atmosphere is amazing. Everybody is getting ready to go. The man is reading some names and now five thousand people are singing "Happy Birthday" to those people! The man is now counting ten, nine, eight, seven, six, five, four, three, two, one, go! Now there are lots of pink balloons in the air and we are all running. 
 
I will pre-teach some of the vocabulary so that the weaker students don't panic when I start to read. The first time they listen will be to find out where the speaker is. This is not explicit - they will have to imagine they are in this situation and guess where they are. Can you guess? The first example should help you!
The second time they can take notes. They will then work in pairs or threes to reconstruct the text. Again, I will write the verbs in their infinitive form on the board. If they find it difficult, I will put the verbs in the correct order. They will have to think carefully about whether each verb should be in present simple or continuous and why.

I am then going to ask them to write their own short text. They should imagine they are somewhere interesting (at a Cup Final, lost in a forest, in the A&E ward etc) and write how they are feeling and what they can see, hear etc. Hopefully, this will get them using both tenses appropriately.

Both texts are true and about an event I took part in last weekend. I think that giving a personalised touch to the materials you use can provoke more interest and discussion - the students may wish to know more, and it is more motivating for students to find out something about their teacher as a person instead of an impersonal text from a book. It may even motivate them to write their own!

Wednesday, October 12, 2011

Children's Book Week

Last week was Children's Book Week in the UK and I thought it would be nice to have a lesson where we talked about our favourite books. My first stop looking for suggestions on how to focus the lesson was the British Council's Teaching English website because I have previously found great ideas on using literature and poetry there. I wasn't disappointed, finding this great set of lesson ideas by Jo Bertrand.

I didn't know the book "Charlie Cook's Favourite Book" (which you can see here, Jackanory style) but it seemed a great way to introduce different types of books and the topic of "My Favourite Book".
I thought the story video would be too difficult for my class, so instead I followed Jo's advice and concentrated on some of the images from the story. I introduced some key vocabulary and we talked about whether we liked different genres of books or not.

As I don't have a copy of the book, I made this presentation so we could guess what each book on Charlie's shelf was about.

Charlie Cook's Favourite Book

It was then time to think about our own favourite books. One of the girls had brought in a book she was reading (I had asked them to but the others had forgotten!) and I asked her what is was about. I then wrote a simple text on the board with hints to remind the learners what information they would have to include.

My favourite book is ........................ by ........................................
It's about a .................. (who?) who ........................................ (what?) in ........................... (where?)
It's very exciting/interesting/funny/mysterious etc

We completed it with an example and then the learners wote down the text and thought about their favourite book. They are to post their work on our class blog.

Blogging with Kids

By KristinaB

This year I decided to set up a blog for my class of eight to ten year olds. Now I think a bit of background information is required here. Firstly, we do not have interactive whiteboards or projectors in the classroom. However, I have a laptop and wifi access. This has proved to be sufficient to show the learners how to access the blog and to answer any questions with a quick demonstration. In this class there are ten learners but I think even with larger groups you could show them how to use the blog a few at a time and allow them to practise in small groups while the others are working on something else. My main point here is that you don't need lots of equipment to set up a class blog. The main requirement is that the learners have computer and internet access at home.

I wasn't sure how willing the kids would be at first. This is the group I wrote about last month who were having some problems with their attitude towards each other and in particular to one boy. They are in the third and fourth year ar primary school and come to English lessons twice a week after school. For this reason they are not used to having to do homework for me - they have enough of that from school. When I introduced the blog, I didn't use the word "homework" but focused on how they would be able to write what they wanted, from time to time having specific tasks to do. This is in fact not true, at least not yet - I have given them a task to do every week, but until they get used to blogging I think this is a good idea. One of the girls already posted an entry about what she was doing that weekend and I think some of the others will follow suit when they have got used to the platform and how it works.

You can imagine how surprised I was when the very day I gave the homework some kids had already posted their answers! I set up the blog on 21st September and showed it to the class, and I wrote an introductory post which they dictated to me. The following week I set a task - write about your favourite outfit. On that weekend every single student wrote an entry and what is more, they started to comment on each others' posts! Some started by saying hello on our introductory post and then commenting on other people's work. One of the reasons for this is our "Kindness and Respect Box" into which a marble is placed every time somebody does or says something nice to a classmate and the children decided that the blog was a good place for this.

Some of the comments they have made are:
"So good description"
"Wow, your outfit is very beauty!"
"A very good description!"
"Excellent work, goodbye"

There are now 28 entries (so far I have set three tasks, the last one just yesterday) and over 50 comments, some of which are mine. I use the comments to recast some of the learners' errors. However, these kids are not used to writing in English and their work is full of strange spellings and a lack of grammar. I plan to go over some of the more common errors in class, but I'm not too worried about this because they are still young and one of the objectives of setting up the blog was to motivate them to use English outside the classroom.

All in all I am really pleased with the results - the kids are very enthusiastic and love writing and reading each others' comments about their work. The platform we are using is called Kidblog and is designed specifically for primary aged children. You set up a page for your class and then each member of the blog has their own individual page. It is very intuitive and easy enough for children to use without help, once they have been shown how to use it.


Give it a try!

Tuesday, September 20, 2011

But I don't like him!

What do you do when your students complain in front of the class about being put in a group with another student? When nobody in the class likes one student because of his problematic behaviour in the past? When several parents threatened to remove their children from the school because of this one "difficult" child?

John (fictional name) is an extremely bright eight-year-old, very short for his age, but intellectually more advanced than many of the nine and ten year olds in his class. Prone to aggressive and challenging behaviour in previous years, John is, after the first two lessons, working fine. There has been no particularly conflictive behaviour on his part, except when provoked by another student.

However, nobody wants to work with John. Of course, John realises this and therefore reacts to their lack of friendliness and kindness with more of the same.

It is going to be hard to undo several years of negative experience that the other children have had with John, but hopefully not impossible. I would like to start straightaway by introducing games or activities that will help integrate John more and foster a positive and kind classroom atmosphere. However, I'm not sure how to go about it. If the children were younger, I feel it would be easier. These children are around ten years old. If you have any ideas or experience of this type of problem, I'd love to hear about how you attempted to solve it.

Thanks in advance :)

Tuesday, September 13, 2011

Classroom Routines for Young Learners: Circle Time

Circle Time is a period of the lesson where all the learners sit in a circle with the teacher. Often this is at the beginning of the lesson, when it helps get the children focussed and attentive. When children come into school on a Monday morning or, in my case, in the afternoons, their heads are full of interesting thoughts about what they have done or seen at the weekend, what they did at school this morning, what happened on the way to school, what they are going to watch on TV after the class and so on. There are two ways of getting children to forget all this interesting stuff that is occupying their thoughts: the first is distraction - maybe showing them something unusual, saying something funny or doing something silly, although we don't really want to excite them too much - that would have the opposite effect to what we really want. The other is sitting down and allowing the children to talk about all those things that preoccupy them. Depending on the situation, both methods can be useful, but I find that having Circle Time at the beginning is a nice routine to have with young learners.

So how does Circle Time work?

Well, the first thing is to have the classroom arranged in an appropriate way before the children come in. If you have space, a rug for the children to sit on is great (those cold marble floors we have here are terribly uncomfortable) but if not you can just arrange the chairs in a circle. The children should leave any coats, bags or materials on their desks/pegs or whatever, outside the circle. If the children have brought in something to show to the class, it is best to take it off them until it is their turn to speak, otherwise they will be easily distracted by this plaything.

Once everyone is sitting down quietly, you may like to ask a question about the weekend/school/holidays to get things started, but more often than not several of the children will be bursting to tell you something, and this will lead to everyone else having something to say, whether or not this is related. Now, some rules are necessary here, to prevent everyone from interrupting each other, speaking all at once, or dominating the time you have.
The main rule is that only one person can speak at a time and everyone else must wait their turn. This is easier said than done. The younger they are, the harder it is for children to understand the concept of turn-taking, so we need to aid them in some way. One way is by having some kind of toy/ball/puppet that the speaker holds. Only the child holding this object can speak, the others have to ask for the object before they can speak. If you have a class mascot or puppet, this is ideal. Another option is to have all the children's names or photos in a bag or box, and the child whose name is taken out is the one who gets to speak. The main thing is to make sure the children know what the rules of Circle Time are and how it works. It is essential to limit this time to five or ten minutes, so that it doesn't take over the whole lesson. This is especially important when Circle Time is conducted mostly in L1. You can make sure the children are aware by holding up a toy clock which shows how much time is left.

One of the advantages of Circle Time is that it can help foment the skill of listening to others, which is something that young children find very difficult. It will often be the case that each child is thinking about what they are going to say and is sitting there with their hand up just waiting to be chosen and is paying absolutely no attention to what is being said. One way of encouraging children to listen is by rewarding any comments they make about what was said before. This could be a simple "Excellent listening!" or you could give the "best listener" a sticker at the end of Circle Time.

Show and tell can also be a fun way to start the lesson and can also be done in Circle Time. Each day a different child can bring something in. I have done this in the past and children have brought in anything from a small toy, a sticker album to a stone they found in the school playground. I usually encourage the child in question to pass around their object so that the others can see it clearly and touch it.

We can also have Circle Time at the end of the lesson. I am going to introduce this in my young learner lessons this year, and possibly with older students too (although with the adults I think "Round Up" or "Lesson Review" would be a better name!). This is what is known as a plenary or lesson review and its objective is to round up what has been covered in the lesson and clarify any problems. The teacher can make a note of any gaps in knowledge that will need to be covered again. Use the Circle Time in the last five minutes of each lesson to remind the children of what they have learnt or practised that lesson. You could play a ball game (still sitting in the circle) to review vocabulary or structures. This review stage has the extra benefit of when parents ask their children what they have learnt in class today, they should remember something!

I have focused on very young learners in this post, but something similar can be useful with all age groups. Older teens and adults can find it beneficial to ease into English at the beginning of the lesson with a simple conversation about the weekend, and it also gives the teacher the opportunity to outline the learning objectives of the lesson. In the review session, students can evaluate themselves against these learning objectives and notice the areas on which they may need more work or practice.

Wednesday, August 17, 2011

Introducing... Five Six Seven Now Live!

Those of you who read this blog regularly may have heard a little about my latest project, Five Six Seven. I have been working on this over the past year and have trialled the programme with my own class, for whom the project was originally created. Here are a few more details.

Five Six Seven


What is Five Six Seven?

Five Six Seven is a content-based language course for young learners of five to seven years of age.

Who is it aimed at?

Five Six Seven is aimed at teachers of English to young learners. It is meant as an alternative to traditional language lessons.

Is Five Six Seven suitable for subject teachers?

No. The course includes content from other areas of the curriculum but does not replace those subjects. It is an English course that uses content from other subjects to motivate and maintain interest whilst encouraging the learners to communicate in a natural way. It may, however, be useful for CLIL teachers who are looking for extra ideas.

What is included in the Five Six Seven course?

Five Six Seven is a teacher's guide. There is no class book. The guide is made up of a series of 6 step by step lesson plans for each of the 9 units, plus 4 insertable units. At the back of the guide you will find photocopiable worksheets and handouts to accompany the lesson plans, and a bank of pictures that you can download from the Microsoft Office website.  


How can I download Five Six Seven to try it out with my class?

Five Six Seven has its own website. On the site you will find a full copy of the syllabus ready to download. You will also be able to view the first two units of the course. If you wish to download the units or have a preview of later units, please use the contact form on the website.


Do I have to pay to use Five Six Seven?

No! It is completely free of charge. You can also share the contents with your colleagues and other teachers in your school. However, I ask that you provide some feedback as to the use, quality and practicality of the materials. If there is anything that you think could be improved, please drop me a line!

Visit http://www.wix.com/michelleworgan/fivesixseven now!

Wednesday, August 3, 2011

Blogging, Twitter and Distractions

Having realised that I haven't posted on this blog for well over a month, I thought it was about time I made a comeback! I hope I haven't lost many of my faithful readers during the dry spell that was July.

A bit of a dry spell... by jczart on Flickr

My excuses? A week meeting my new niece in sunny Stoke, another week spring (that should be summer) cleaning and sorting out the tip that our flat had become, a week being very lazy (after all that work) and a final week getting back down to the grindstone to my project Five Six Seven (which you will hear about very soon!)

I have opened Tweetdeck for the first time in weeks and found no messages or mentions, so I don't think I have been missed too much! That is, of course, the very nature of Twitter. The same people at the same time every day have random conversations, which I must say are great fun, but when the same people disappear off the face of the Twearth nobody really notices. For many teachers like myself, the summer break is a chance to disconnect from teaching and get our real lives back for a bit, spending more time with friends and family and less time stuck in front of a Twitterstream. Having said that, I am getting a smartphone, so I will surely become a Twaddict again sometime soon.

In any case, I haven't completely disowned ELT for the summer. I have been working on Five Six Seven and its website. Sometimes, one needs to choose one thing to focus on and ignore all other distractions.

If I have been away for too long and neglected my own blog, it doesn't mean that I have been ignoring yours - I may not have commented but I have been reading...I promise! I'm just no longer spending hours every day reading and commenting and tweeting.

I will be away in the last week of August, but as soon as I am back I will be launching the Five Six Seven website, ready for Back to School in September. Then it's all go!

Monday, June 20, 2011

Wrong Trousers Day


School ends tomorrow. By this I mean that "real" school ends but we, in the language school, still have another ten days to go. Tomorrow will be the last day for many of our younger students, but others will come on Wednesday or Thursday, and a few (poor kids!) will be made to come next week. For these last few lessons something special is required - games, a video, an ice-cream, is common for the very last day of the year, but what happens when there are two or three lessons to go? Well, in my inbox this morning there was a nice surprise from The Guardian Teacher Network - Wrong Trouser Day!

Apparently, Friday 24th June is Wrong Trouser Day. People will dress in a pair of unusual trousers and go about their normal routine. Each participant pays one pound and the benefits go to children's hospitals and hospices around the UK. Organised by the Wallace and Gromit's Children's Foundation, you can find a promotional video on their website which is great for classroom use.

The Guardian Teacher Network has lots of resources for different areas of the curriculum but most are suitable for primary or early secondary learners of English. You will find the most useful links here, in my Delicious bookmarks. Activities include a reading comprehension about the fund raising event, drawing and design tasks, and thinking about how to describe trousers using adjectives. On the Guardian Teacher Network you can find more activities related to numeracy and literacy. You need to be registered to download the worksheets, but I recommend doing so as there are hundreds of useful resources on the site and you will be sent a regular newsletter summarising new or timely content.

I will be using some of these ideas with nine to eleven year old learners, but you could use or adapt them for younger children.

Introduction:
See who is wearing trousers in the class (here shorts are more likely due to the sweltering weather we are having) and describe them. For example, say: "This person is wearing long grey trousers. They are part of a school uniform." or "This person is wearing white short trousers". The others have to guess who you are describing. 

Watching:
Play the video shown on the Wallace and Gromit Foundation website. Ask the children what people they have seen. This is a good opportunity to teach or revise some professions. What was strange about these people? Were they wearing their own trousers? Whose trousers was each person wearing?

Reading/Listening:
You could use the text as a listening task instead of reading if the children don't feel like reading. In any case, the text and questions will probably need to be modified to suit the level of your students.

Describing:
Choose one of the students wearing trousers and ask the others to describe them. What colour are they? Are they long or short? What are they made of? Have they got a pattern or picture? Have they got pockets? Are the smart or casual? Write all the adjectives on the board and tell the learners (or elicit, if they have some knowledge of grammar in their own language) that they are adjectives and we use them to describe things. Write some examples of phrases e.g long, black trousers/ short, yellow trousers/ white cotton trousers/ short blue jeans. Now elicit where we put the adjective in English. It may be a good idea to underline the adjectives or use a different colour. Hand out this worksheet and show the students how to complete it.

Drawing/Designing:
There are two worksheets you can use for this activity. The first is All Sorts of Trousers where learners think about the different kinds of trousers you can wear for different activities. In the second, they Design a Pair of Trousers for Wallace.The first activity is more suitable for younger, lower level learners.

Watching (film):
Now show the film The Wrong Trousers. There is a special ELT version published by OUP and divided into six parts.

I plan to do these activities over the next two classes.

If you are brave enough, you may wish to go into school that day actually wearing the "wrong trousers" yourself! Or if it would be too embarrassing on the commuter train, take a pair of trousers in and get changed before the lesson!

Saturday, May 28, 2011

100th post!

I thought I should do something special to celebrate my 100th post on this blog - 100 posts may not sound like many in an 18 month period, but it's still a landmark! I made a Wordle of both my 2009 and 2011 (so far*) entries and have added them to the glog below. I have made several glogs for young children before, but I am quite useless at it and it takes me hours even to create a simple glog like the one below! Click on "full size" to see it properly.

*I actually wrote this quite a few weeks back, due to Blogger counting non-published drafts as entries - I thought I had made 100 when really I was only up to about 94! So I had to wait a while... The Wordle, therefore, doesn't include my more recent posts.

I hope you like it :)

Friday, May 27, 2011

Dogme McNuggets?

McNuggets by Calgary Reviews  on Flickr

I have a new student. She's twenty-eight and is in the armed forces. I decided to try and take a dogme approach with her lessons, as she's having individual classes. During our first two lessons this has worked well because we've been doing quite a bit of talking about familiar topics such as family and our typical day, and lots of language has come up, but nothing unusual - in fact, the language that emerged was actually the typical grammar and vocabulary you would find in a coursebook lesson on those topics. This makes me feel that I haven't been doing dogme at all! Is it that after so many years of traditional course book lessons, I have it all so strongly etched into my brain that I automatically encourage certain language items to come up? If so, that can hardly be called dogme! But am I really directing the language so much? Or is it that when you talk about your daily life you automatically use certain Mcnuggets? Hmm, I'm getting a bit confused.

In any case, this student has a grammar and vocabulary exam next month, so our short term goal is actually to brush up on all those Mcnuggets. This is student-centred learning - the student's priority is to try to pass her exam, rather than be able to communicate in English. That will come later.  Sometimes, I think we forget about our students' priorities because we were trained in the Communicative era and have some kind of need to help our students communicate. However, as I mentioned in a recent post on jigsaw puzzles, this is not necessarily whar our students want or need.

So, assuming that I have to help my student remember (and in some cases learn) the grammar and vocabulary she needs to pass her exam, can I possibly take a dogme approach? If I do, we will certainly miss out some important Mcnuggets. Again, I'm slightly perplexed.

These are just some thoughts that have been running through my mind, anyway. Sorry for rambling. Take no notice!

Monday, May 23, 2011

Rainbow Colours

In several of my previous posts I have talked about my class of six-year-olds, for whom I designed a syllabus based around content from other subject areas such as literacy, science, art and crafts, drama and P.S.H.E.

Today I'm going to talk about an activity I did last week, which the children thoroughly enjoyed. At the moment we are looking at the world around us, and in the previous lessons we had been talking about the weather. In the lesson in question we were looking at primary colours and the other colours that can be formed by these. Some of the children were aware that mixing colours formed new ones, but others were finding it hard to guess which colours would be created. So we did an experiment to see how by using only three colours: RED, BLUE and YELLOW, we could make others such as orange, green, purple and pink.

What you need:
  • A bowl
  • red, blue and green food coloring
  • milk
  • washing-up liquid

    First, I showed the children what we were going to do. I mimed pouring milk into the bowl, and then adding a drop of each food colouring at the edges of the bowl, about a third of the way apart.  I then pretended to put a drop of washing-up liquid in the middle. As I was doing this I explained what I was doing in simple English.
    I then gave the children a worksheet where they had to predict what they would see.

    Worksheet 5

    We carried out the experiment twice, in order to see if there were any changes between the two bowls.

    The children were fascinated by how the colours moved around the bowls, mixing and changing shade and form. We left the bowls for a few minutes and then came back to note any changes.

    The children commented on the new colours that emerged and even compared the second bowl to a planet!
    These pictures show how the two bowls developed:



    The children then completed the second part of the worksheet, by choosing one of the two bowls and drawing what they had seen.

    The final activity was noticing which colours merged together to form new ones.

    The children had lots of fun and were really engaged - one of the few times I have managed to get them all standing still around the table quietly!

    Friday, May 20, 2011

    Baggy Trousers

    How many of you teach teenage boys? Or lads in their early twenties?
    For those of you that do, this may well be a common sight in or around your classroom:

    By Lebatihem on Flickr
    Always on the lookout for interesting and unusual non-coursebook topics to use with some of my teenage students, I was glad to find this article in The Guardian.

    I will use the unmodified text with my advanced students, but may come up with a graded version for my younger teen group. Here are some quesions to get the discussion going before introducing the text, for Upper-Intermediate or Advanced learners:

    Introduction to the topic
    1) What kinds of clothes do you usually wear?
    2) Do you wear the same style of clothes all the time? e.g. at school, hanging out with friends, at a disco etc
    3) Do you prefer your clother to be tight and fitted or loose and baggy?
    4) Does your style belong to a particular trend or group? e.g. emo, goth, mod, rocker, hippy, preppy, hip hop, gangster etc
    5) Do your classmates wear the same types of clothes as you? If not, how would you describe their outfits?

    After seeing the picture above:
    6) Have you ever worn your trousers like this?
    7) Would you consider dressing like this? Why (not)?
    8) Why do you think some boys wear their trousers in this way?
    9) Does this style say anything about their personality or views?
    10) Should they be allowed to dress like this at school?

    Tell the students that the council of Florida is considering banning men from wearing trousers that show their underpants.

    11) What do you think about this proposal?
    12) Why do you think they are considering making this law?
    13) Do you think we should have the right to dress how we like? How important is this to you?
    14) Do you think that some ways of dressing are unacceptable in public? If so, which?
    15) In France, the wearing of a face-covering veil in public has been banned for Muslim women. What do you think about this law?
    16) Can we compare Florida's law and France's law?

    Students now read the article.

    17) Are "saggy trousers" only worn by one group of people?
    18) Where did the look originate?
    19) Does "showing your pants" have the same consequences for girls and boys?
    20) What do the "saggers" say are their reasons for dressing in this way?


    With very small high level groups (at the moment I only have 2 or 3 in the class!) I tend to take a more relaxed approach and allow the discussion to move on in whatever way is appropriate in that lesson. These questions are just a guide to fall back on. With a larger group I would hand out the list of questions to students in groups of three or four. I would then look at any language that comes up in the text and any that emerges during the discussion. The text is used as a basis for discussion rather than a reading comprehension, as my students have more trouble speaking (and coming up with things to say) than reading and understanding a text.

    You could do lots of other things with the article, or as a follow up. For example, you could create some rather interesting roleplay scenarios with a "sagger" and his grandmother! The students could write a composition about different styles and fashions, or they could write a diary entry for a boy who has been told he must not wear saggy trousers. If you have any more ideas, share them in the comments section.

    I am now wondering if there are any "saggy-trousered" TEACHERS out there!

    Wednesday, May 18, 2011

    Not A Real Post!

    In case you were thinking that I had miraculously written a second post today, just a few minutes after the first, this isn't a real post! I just thought I would mention that this humble blog is in the Top 200 list of Language Learning blogs created by Lexophiles. There are another 199 fantastic blogs on the list, so I don't expect I'll get many votes, but if you would like to vote (for this one or any other blog) you can do so here.


    I won't be voting for my own blog this year either! (Thought doing that was a bit cheeky!)
    Good luck to all those other bloggers on the list!

    How do you do a jigsaw puzzle?

    Sorry the text is so small - I've tried to change it but nothing happens! The spacing has gone mad too!

    Thanks to liza31337 on Flickr
    I wrote the title to this post sometime ago and then promptly forgot about it. I have just found it amongst the drafts that I never got round to finishing and posting. At first, I didn't even remember why I had decided to write a post entitled "How do you do a jigsaw puzzle?" and what it had to do with learning or teaching English, but then I remembered - I often get these flashes of parallels between day-to-day occurences and language learning methods, as in these older posts: Queuing in the Supermarket and Brick by Brick the Tower is Built. Having received a new jigsaw puzzle as a Christmas present (and taking ages to do it!), I got thinking about the different ways in which people approach things like jigsaws and how this is a reflection of a person's character, and consequently, their learning style.


    I hate Science and Maths and Logic and anything else where you have to follow a procedure, step by step, methodically - boring! Now, I'm not a particularly creative person either, but I have always found it hard to think in a logical, ordered way. This is probably why I never really enjoyed Maths and Science at school. (By the way, you must read Brad Patterson's post Etymology and Dogme flies, 
    where he talks about Science, Humanity and Coursebooks!) I prefer to do things in a slightly more random and ecletic manner. If I do have to solve a mathematical problem, for instance, I would try to work it out (in my head or on paper), but I wouldn't methodically work out the equation that could probably solve it much more quickly. I don't "do" equations! My partner, however, works out absolutely any problem with an equation - he believes this is the most practical, and the easiest way.

    So, back to the jigsaw. Just as my partner methodically separates all the pieces - first the border, then all the other pieces according to colour (yes, in lots of little plastic tubs), I would rather do it more randomly. Ok, I do the border first, but I would rather not spend hours putting pieces into separate piles. On a larger section of colour, such as the sea in a map of the world, my partner puts all those pieces in nice lines, separated according to gender (in Spain jigsaw pieces are male or female, depending whether they have holes or sticking-out bits) and methodically tries each one in the space he is trying to fill. A jigsaw is supposed to be fun and for me there is no fun in this. In the past, we have done jigsaws together, and it's much better as we both have our own style. We complement each other in this way. However, I had to do this last jigsaw alone, and I found myself having to do some of it in exactly the way he would have done - trying out each piece one by one. This was mainly because I was fairly sick of it - it takes a long time to do a 2000 piecer on your own, and I really wanted to finish it.

    Ok, you are wondering what on earth this has to do with anything. (Again!) Well, I think this can say a lot about how a student learns. As a language learner myself, I hated memorising lists and verb conjugations, and grammar rules. In fact, I never got to grips with the subjunctive at university - there are far to many rules to remember. And in any case, knowing the rules doesn't mean that you can actually use them. I learnt how to use the subjunctive by using it, by listening to people and reading. I picked it up. And I think this is reflected in the way I do jigsaw puzzles and solve problems. Other people prefer a more methodical approach.

    So here we have two types of learners, although, of course, there are many more, especially if we look at Gardner's Multiple Intelligences. I think, as teachers, we need to be aware of this - that some of our students feel the need to know rules and have direct translations, and others don't. We often tend to stick to a methodology which encourages discovery and sometimes even glosses over the grammar, keeping everything in context (well, one context), but we always get at least one student who keeps asking "Ok, but what is the rule?" and "How do you say that in Spanish?". In many cases, I have seen teachers (and I have done it myself), try to keep explaining something with examples, refusing to either state the rules or translate, just because it was not the "in" thing to do. But if we really are trying to make our lessons learner-centred, surely we need to do things in the way that best suits our students? 

    I think my main point here is really that "no one way is the right way". Depending on the students in a particular class, you may need to cover areas of language in more than one way. We could have reading and listening texts, even extensive reading, for students like me, who "find" language automatically with exposure. But we could also have more drilling and controlled exercises for those who need to separate their learning into categories. This is obviously very difficult to do in class, but for homework we could give the students several options. On occasion, we could divide the class up into two groups (according to learner type) and give them different actvities to complete. Or even, in pair work, put two different learners together and have one concentrate more on form and the other on the ideas.

    So, how do you do a jigsaw puzzle?

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