• Discouraging Smartphones from Disrupting Students’ Focus in Class

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smartphone

(This posting includes a handout which you are welcome to use with your students.)*

Research has found that students who multi-tasked with emails, text messages, and social media during class had lower scores on tests than students who did not multi-task.

I wanted to share that research with my Writing students, but, instead of just giving a lecture, I incorporated it in a fluency writing activity.  (I’ve described the step in a fluency writing activity in a previous posting Fluency writing: reading, speaking in triads, and listening culminating in a writing task. )  It involves reading, speaking, listening and writing.  In brief, students in groups of three, each having a different part of an article, read their part to their partners, and then, individually paraphrase the entire article.

I’m attaching the complete fluency activity about smartphones below in case you’d like to try it with your students.

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• “Wow” is not Necessarily the Goal in Students’ Essays

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Surprised

“Wow!” can be expected from professional writing not students’ writing.

An English Comp instructor told me that after reading a student’s essay, she wants to think, “Wow!  These are amazing ideas.”  I’ve also met ESL writing instructors who also looked at her students’ writing in a similar way.  She wanted them to write about “something significant.”  She wanted to be entertained.  She wanted to learn something new.

Actually, those are NOT what we are trying to accomplish in our ESL writing courses. And even if they were the goals, how could they ever be honestly evaluated?  I’ve witnessed a conversation between two instructors in which one of them was in total amazement about one of her student’s essays.  In it, the student, who was African, described how happy the people in her village were and how people there did not experience depression even though they were some of the poorest people on earth.  The other instructor yawned and said, “I already knew all that.”

After I read an essay, I might say, “Wow!” but it’s not because of the student’s profound ideas.  It’s because s/he used a technique in a way that really helped explain his/her idea.

What we’re looking for in essays is how well they are using writing techniques.  These are tools that we can teach students, that they can apply to other writing tasks, and that we can evaluate.

Needless to say, we don’t just list the techniques and expect students to apply them.  The art of teaching ESL is leading students to learning the techniques so they can have them available in their “tool box.”

Here a just a few of the writing techniques that we can teach our students:

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• Amazing Technique to Customize Listening to Movies, Podcasts etc. for any Level of Ability

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Cover Best Ever

(This posting includes a handout which you are welcome to use with your students.)*

This amazingly simple technique revolutionized how I teach listening skills and completely liberated me.

(To see a video in which I demonstrate this technique, see Best Technique to Teach ESL Listening Skills (in Classes and for Tutors!) Part 2: Using Videos)

After watching a good movie or a documentary on PBS or listening to an interesting segment on NPR or a TED Talk, I often thought, “My students would really like that.  Too bad their listening skills aren’t high enough.”   It was especially frustrating when I was teaching adult students because it was such a challenge to find mature content that they could understand.

Then I learned about this technique.  By using this, my students at almost any level can understand and enjoy any movie, documentary or program/podcast that I share with them.

I’ll explain more details about using the technique with movies, but here is a brief summary: Basically, the students are not trying to understand the narrator or actors.  Instead, they listen to their instructor tell them (at their listening level) what is being said or even describe in English what they just saw.  Every 10-60 seconds (or more, depending on the students’ level), the instructor stops the video/program, and explains what they had just heard or saw at a discourse level that they can understand.

For example, this came from an NPR segment about recycling.  This is what the students heard the person in the recording say, “They also gave the volunteers cans of soda and after the volunteers had drunk the soda, the cans went in the recycling when the cans were intact.  But if the cans were dented or crushed in any way, the volunteers ended up putting those crushed cans in the trash.”

The instructor stopped the recording and told them what they had just heard at a level that they could understand, “The researchers gave some volunteers some cans of soda.  The volunteers drank the sodas.  After they finished drinking all of it, some of their cans looked new.  But some volunteers squeezed (instructor pantomimes squeezing the can) so it looked bad.  Do you understand?   Then the volunteers had to throw away their cans.  If the cans looked good or new, they threw them in a recycling bin.  But if the cans didn’t look new or looked bad, the volunteers threw them in the garbage.”  All this input is at their level.  And the information is probably new and interesting for the students.

Using videos for listening-skill development

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• Making the Perfect Mixture of Structure and Autonomy in Conversation Activities (Customizing Exercises)

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(This posting includes a handout which you are welcome to use with your students.)*

YouTube This posting is discussed on my YouTube video:   Perfect Mixture Structure and Autonomy

“Ms. Brown, do we really have to do anything we want to do again today?”**  Ms. Brown is probably an extreme case of instructors who try to give their students autonomy because they believe students know best what they are interested in.

The chances are that you are from a different culture, different generation and/or different socio-economic group from your students.  You probably have a different marital status, different interests and/or different goals.  So how can you tap into what will be most stimulating for your students to talk about when they are practicing conversational techniques?  In other words, how can you customize the exercise for your current group of students?

A key phrase in the question is “conversational techniques.”  Students should be learning techniques that they can apply in conversational situations.  Some technique examples are: beginning a conversation, giving understanding responses, clarifying something, politely interrupting someone, rephrasing something, soliciting details, giving opinions, summarizing what was said, ending a conversation.

Let’s say Ms. Brown wants her students to practice giving opinions.  To customize the activity, she tells the students to think of topics that are interesting to them, get into groups and tell their opinions.  But, without any kind of structure, the students will probably just take turns monologuing, not actually engaging in a conversation.

The “perfect mix” of structure and customizing involves three parts:

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