(This posting includes a handout which you are welcome to use with your students.)
Here is the link to the YouTube video: The Teacher’s Role During Student-Centered Conversation Activities
In this video, I discuss how teachers can provide valuable feedback to students about how they are carrying out pair/small-group activities. I explain how the teacher can be observing students and keeping brief (realistic) notes for each student, even in large classes. I also share some user-friendly feedback forms which teachers can fill out and give to each student. See link below. This process can provide students with specific information about how they can improve their conversation skills when working in pairs/small groups.
Here is the link to the feedback forms that I had discussed in the video which you can download for free to use you’re your students: Feedback forms for Conversation Classes 3
For more video discussions about teacher ESL, visit my YouTube channel: . Student-Centered Teaching ESL by David Kehe
I recently downloaded my first five videos to my YouTube channel: “Student-Centered Teaching ESL by David Kehe”. These videos provide me the opportunity to discuss some of the background and to explain with a bit more details some of the teaching techniques and materials that I’ve posted on this blog, Common Sense ESL.
Here are the links to the first five videos.
Here is the link to the channel: YouTube Channel: Student-Centered Teaching ESL by David Kehe
Maybe this is why students tend to love their ESL classes.
We can actually include something in our lessons that will fire up the reward brain circuits in our students’ brains. However, there can be a downside to this.
Neuroscientists at Harvard found that people’s brain reward circuits lit up when they were talking about themselves. Amazingly, doing this can trigger the same sensations of pleasure in the brain as food, money or sex.
In other words, talking about ourselves feels good. In fact, it feels so good that participants in a study were willing to accept 25% less money if it meant that they could talk about themselves rather than talk about someone else.
This research has interesting implications for our ESL classes.
We now know how to help our students enjoy conversation activities, and that’s good. However, it’s not as easy as it sounds. Apparently, some students like the brain pleasure they feel so much that they can’t stop themselves from dominating conversations talking about themselves.
Techniques to encourage conversations/discussions but that keep students from dominating the activities.