After the disappointment of my last lesson with the class. I really wanted to prove to myself and the class that we could have a class based entirely around conversation, that is student centered and with minimum input from myself.
Recently, I have been following the #eltbites minimum materials challenge . http://eltbites.wordpress.com/ The idea is in the title, but click the link to find out more, a great challenge from Richard Gresswell. (@inglishteacher)
Jason Renshaw, a.k.a @englishraven, posted a very simple but intriguing idea about handing the board pen over to the students and allowing them to, in effect, dictate the class proceedings. Along with this, I had received a comment from @jemjemgardner regarding my last post, in which she suggests that simply writing something on the board and using gestures to get the students talking, without actually talking yourself, is a great way of making things more student centered. I had nothing to lose!
The class was half-full as I entered. I didn’t say anything. I simply picked up the I.W.B pen and handed it to the nearest student. I smiled and gestured to the board. I sat down and began filling out the register, making sure not to look as though I was going to assist in any way. There were a lot of strange looks, shoulder shrugging and general confusion. The first student wrote hello on the board, it was a start, he then clicked on and started to ask the class how their weekend was. After they had finished, I motioned for someone else to take over, and instead of writing on the board they asked another question for the group, “what are you doing for the holiday, next week?” Some more people came in to the classroom and the others told them what was happening. The speaker changed, and this time the question immediately caught my attention, “what do you want to talk about today?” I quickly noted down the answers:
- The passive (I know, I couldn’t believe it either)
- Everything and nothing.
- Can we watch a film?
- Can we do some listening and just talk?
I stood up and asked for the pen back. The class looked a little bit relieved that I had decided to join in. I was pleased that they had taken the initiative and got the ball rolling, now it was time to keep it going. I paired up the students. I gave them all something to talk about, two students were on the same course at university so I asked them to talk about their course and what they had learned so far that week. The other group contained the student who asked to watch a film. I told him to tell the group about the last film he watched, the other student had to talk about why he wasn’t in the last lesson and the third had to talk about a conversation he and I had before the class started. The final pair, included the student who wanted to talk about grammar. I asked her to tell her partner why she wanted to do that and then I noticed that her partner had come straight from the gym, so I asked her to talk about what she did at the gym. The class room was full of conversation. I sat in the corner of the room listening in to the various conversations, writing down some notes and errors.
When the conversation naturally died down, I got each pair to report back. From this I would decide the next topic for conversation, depending on how the other students reacted to what they heard. Sometimes I got the groups to report back to other groups, I swapped the pairs around, if I heard a group reverting back to Spanish, I got them to tell me what had been said and found another question from that to get them started again. The board started to fill up, vocab, phrases, words marked for pronunciation at the end of class. I started to write down errors on post-it notes and hand them to the students, who would immediately repeat the sentence but this time with the correction. These were the topics we talked about:
- Reasons we go to the gym and what exercise we enjoy
- Reasons why we don’t have time to go to the gym
- What we would do if we weren’t all so busy
- When was the last time you had a bad nights sleep and why?
- When you can’t sleep, what do you do to get to sleep?
I barely had to do anything, bar deciding what the next topic would be, and that was generated by the students themselves. I finished the lesson by reviewing what had come up in the class. Vocabulary, phrases, ‘used to’ and why we use it, drilling of some particularly difficult words and finishing with some praise relating to the way some of the students were responding correctly and accurately to some 2nd conditional questions.
In the end we had talked about everything and nothing, just like one of the students had wanted, they listened and talked a lot, just like another had asked to do, we had dealt with some grammar, although not the passive, as another student had suggested. The students left the class happy and content. I should have been feeling the same. I was happy with the amount of talking we had done and the fact that it was all student centered and generated, yet what had they really learned from this lesson, and what had I actually taught them.
For me the class was nothing more than a glorified conversation class. At least I achieved my aim, but what about the emerging language? This is something I have struggled to deal with and identify from day one. Trying to listen to 4 different conversations at once, writing errors, good language use and also trying to figure out what the learners need to work on or what language they are lacking is extremely difficult. Especially for someone who is lacking in experience, such as myself. While I understand that from teaching in an unplugged/dogme style a lot of the planning comes after the lesson, via reflection and what emerged in the lesson, should I not be seizing on these teachable moments there and then? Are my students missing out on something, that perhaps a more experienced teacher could give them? My process of post planning has been extremely useful. It has allowed me to reflect on my lessons with my D.o.S and then plan for the next lesson. Yet, this planning has become more about teaching a particular language point in the next lesson and planning a range of activities that will achieve that aim. Taking away the control of the lesson from the student and becoming a teacher centered lesson. Although, very useful for the student, it isn’t really teaching in the true dogme sense. Also, it is much more comfortable for someone of my experience to feel as though I have slightly more control of the lesson and that I am actually teaching them something. A lot to ponder over the winter break.
The project will be changing slightly after the Christmas holidays. A large amount of students want to take the Cambridge PET exam, so the dogme teaching will be week on week off with exam prep classes taking place in-between. It will be interesting to see if this has any effect on how I teach my future dogme classes and also how the students react in the classes, especially after going back to a more structured exam class.
Happy Christmas. See you in the new year.