“I cannot stop the thought, running in the dark, coming up a which way sign, all good ‘teachers‘ must decide” (E.Vedder)
I don’t normally write about my lessons until Sunday night, when I have had the weekend to wind down and put my reflection/blogging head on. But tonight I feel the need to blog here and now. There are too many thoughts running around my little brain to sleep. So here goes.
I felt confident about tonight’s lesson. After a weekend of reflection and some positive comments on the blog, I felt ready to go back into class with a new determined vigor and energy. Going back to basics I think was how I put it in the last post.
I opened up with a simple activity. In pairs, I asked the students to talk to each other about their weekends and tell their partner about the best and the worst thing about their weekend. We were off. Some nice conversations started, they were enjoying it, some vocabulary came and went up on the board. A good 5 minutes passed. I asked each student to report back what their partner had said. We listened, I asked a few questions, probed a little deeper. We had a little conversation about sleep, lying in on a Sunday, and then a student revealed that he didn’t like sleeping. He only slept for 5 hours a night because he liked to be active and was simply too busy for it. ‘Teachable moment’ flashed before my eyes, yet I resisted the urge. Very unlike me.
We wrapped up the activity and talked briefly about the last lesson. I checked that everyone had prepared their ‘family’ presentation and gave them a couple of minutes to check their notes. I split them into two groups and asked them to give their presentations. While they were talking, I wanted the other students to think of questions to ask them at the end. Simple enough and off they went. The presentations were actually quite good. Despite my reservations about the last lesson, the majority of them had taken on board the idea of the presentation having a simple structure and also some of the vocabulary from the last lesson came up too. I sat and listened, making notes to talk about at the end. One group was doing well, asking questions and continuing the conversation. Meanwhile the other group seemed to be struggling with follow-up questions. I resisted the temptation to throw in my own questions, then suddenly one of them blurted out a perfectly well constructed question. Excellent I thought, “anymore questions” I asked. Blank faces and the shaking of heads followed. The next person started to give their presentation, this was followed by another silent period and no questions and then again for the following presentation. One of the students had said she shared the same temper as her father and got angry occasionally. I decided to ask her about it to encourage the students to join in. ( it went something like this)
” So you get angry like your father then?” (me)
” angry?” (student)
” yes, you said you have a temper like your father” (me)
” I don’t understand” (student)
” A temper? You said your father gets angry sometimes. What does he do when he gets angry?” ( Me. By this time I have really slowed down my speaking voice and I’m now making gestures to signify anger)
“Does he shout, or sometimes bang things loudly?” (Me, know gesturing wildly)
A period of about 30 seconds passed. I was determined to get her to talk about this.
“Go on you can do it, take your time” (Me. At this point I was doing a gesture as though I was coaxing a cat out of a tree)
She looked left and right, shrugged her shoulders and laughed out loud.
“I don’t know” (student)
I gripped the side of the chair and closed my eyes. A big breath and then I launched into the feedback, highlighting certain things on the board.
- Struggling with saying dates, such as 1994 etc
- I have 18 yrs instead of I was/am 18yrs
- Questions to ask about how long or often things happened in the past
- The pronunciation of words ending in -ed
- The excellent use of the word ‘rebellious’ one of the students used to describe his brother.
I moved onto the next activity. I had brought a newspaper and cut out pairs of photos that had a common theme. Unemployment, celebration, work, weather, disaster. I asked the students to walk around in their pairs and choose the pictures they would most like to talk about. Once they had done this I asked them to discuss what they thought the pictures had in common and to write one word on the paper next to the pictures to describe this. Celebration came up straight away, and with some encouragement so did work and unemployment. Next I asked the students to describe to each other what they could see in the picture. Lots of vocab again. I then supplied the groups with one question about each set of pictures that they had to discuss and give an opinion about. Before doing so I elicited different language we could use to give our opinion. We had a good list;
- I think….
- I believe…..
- In my opinion…..
- From my point of view……..
- As far as I’m concerned……..
- My view is….
Okay we were off. It started well, some of the expressions were used. A little forced but nonetheless being used. I walked around listening and if the conversation dropped I wrote another question down to try to re-ignite it. It was hard going, to say the least. I encouraged them to talk about the question and discuss why, instead of just giving a short and extremely brief answer. We swapped pictures, the same thing happened, we swapped again. Well you get the picture. Blood out of a stone, springs to mind. The class dwindled to an end.
I asked the class to bring in their own picture for the next lesson. I think we need to try again with this one and maybe their own images will prompt some better discussion.
I felt very low at the end of this lesson, the lowest yet. Tonight was difficult, it taxed my patience and even made me a little angry. (see conversation) I’m becoming a little frustrated and perhaps even a little stressed. Feeling the pressure somewhat, I guess. I have never felt comfortable with this class and never feel relaxed enough to simply enjoy the lesson without worrying about what’s happening next. The complete opposite of what I knew Dogme/ teaching unplugged to be before I started this project. Before, in the unplugged lessons I had done previously, things were much more laid back and easy-going. Because of this the lessons were far more productive, I had more energy and excitement and the students fed of this positiveness. Now I feel as though I am only transmitting negativity and this is perhaps affecting the students. I mentioned earlier about the possible ‘teachable moment’ that came up at the beginning of the lesson. Normally I would have dived head first into it, instead I was more worried about what I had planned. I worry about covering what’s on the ‘can do list’ and student generated syllabus or what the book should be covering at this stage. I know that my DOS, who has been incredibly supportive and encouraging, is watching me closely and will be the first to tell me that it’s just not working and perhaps it’s time to call it a day.
Am I expecting to much, planning too hard, pushing too hard or simply not good enough?
“I wish I was a neutron bomb, for once I could go off!” (E.Vedder)