My first impulse was to do an over-the-top eye roll in response to Elio’s question.

When I first introduced the next essay unit, I emphasized that students could use any of the five types of introductions we had studied. As they were starting their drafts, Elio asked me if they had to use a dramatic introduction, one of the five we had practiced.

My first inclination: Reproach him for not paying attention: “Don’t you remember what I said? Remember the PowerPoint? Were you not paying attention?”

However, I quickly realized that this was an opportunity to compliment a student for applying in real life a conversation strategy we had practiced—in this case, asking a clarification question.

My teachable-moment response: “Thank you for asking a clarification question before you started writing, Elio. No, you can use any of the five introduction types that we practiced. It’s always good to ask a question like this in all of your classes.”

The important thing wasn’t simply that Elio had asked a question. He had used English to solve a real problem at exactly the moment he needed it.

These kinds of teachable moments come up all the time. We just need to notice them and take advantage of them.

Research on language learning suggests that students are more likely to notice and remember language when it arises from something they are actually trying to communicate. When these situations come up in our classrooms, they give us a natural opportunity to teach language that students can use in real life.

More opportunities

Coming late. Irina had a tendency to come to class a few minutes late. After about the fourth time:

My first inclination: Lock the door so she couldn’t enter, or threaten not to accept her homework for that day.

My teachable-moment response (after class or during break): “Irina, I have an idea you could use in your classes. If you come late, when the teacher isn’t busy, you could say something like, ‘I’m sorry I’m late. I had car trouble.’ Your teachers will appreciate your apology and your explanation. What do you think about my idea?”

Plagiarism. Luc’s paper was obviously plagiarized. After I asked him about it, he first denied it but eventually admitted that he had copied from sources.

My first inclination: Explain how serious plagiarism is and tell him that he would fail the paper.

My teachable-moment response: “Luc, we know it can be hard to use information from a source without copying some of it. If you’re not sure whether you’re doing it correctly, you can always show your teacher your draft, point to a part, and ask, ‘Did I summarize this OK?’ You can also ask for more time to improve it. Your teacher will respect you for asking.”

Of course, plagiarism still has to be dealt with. But this also gives Luc some useful language—and a strategy he can use the next time he isn’t sure what is acceptable.

Student chatting. While I was explaining that day’s lesson to the class, Rudy and Kayo were having a quiet conversation in the back of the room. I paused for a moment and glanced at them. They stopped for a moment and then continued chatting.

My first inclination: Tell them that I didn’t want them to sit next to each other anymore.

My teachable-moment response (after class or during break): “Rudy and Kayo, I noticed you two having a conversation while I was explaining the lesson. You probably had a good reason for talking. You also probably noticed that I stopped talking for a moment and looked at you. I have an idea you can use in your classes when something like this happens. When there’s a break or after class, you can say to the teacher, ‘We’re sorry if we interrupted the lesson. Kayo needed to explain something to me. We’ll try not to do that anymore.’ I’m sure your teachers will appreciate it.”

No homework. I finished marking my students’ homework when I realized I hadn’t seen Luz’s. I looked through my briefcase and other files before concluding that she probably hadn’t turned it in.

My first inclination: Tell her that if she missed any more assignments, I would lower her grade.

My teachable-moment response (after class or during break): “Luz, I don’t think you turned in your homework yesterday, did you? I was worried that I had lost it. I know sometimes it’s hard to finish assignments on time. If that happens in your classes, there’s something you can do. When you come to class without the homework, you can say to the teacher, ‘I’m sorry I don’t have my homework. I tried to finish it, but I couldn’t do it in time. Can I turn it in later? If not, I understand. I’ll try to finish it on time from now on.’ I think your teachers will appreciate that you told them what happened—and they won’t have to wonder if they lost your paper.”

We’re on the same side

I’ve noticed that students are often a bit caught off guard when I use this approach. They’re probably expecting some kind of disciplinary reaction. Instead, they seem to appreciate the idea that we’re on the same side and that I’m trying to help them by giving them language they can use in similar situations in the future.

And this approach has helped me, too.

I don’t have to suddenly become a disciplinarian. I can maintain my role as a language teacher—which feels much more natural to me.

These situations are going to happen whether we want them to or not. I’ve found that they can be some of the best opportunities to teach our students language they can actually use.

(For more about approaching uncomfortable situations with students, see A Six-Word Phrase That Improves Students’ Cooperation

David Kehe
Faculty Emeritus