Tag Archives: engaging students

Stimulating Small-Group Discussion Activity 3: “Does Social Media Make People Sadder?”

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

Some reasons why students seemed stimulated by this discussion:

  1. They were interested to hear how their classmates used social media.
  2. They thought it was funny how they tended to post positive events in their lives rather than negative.
  3.  The article stimulated them to be “honest” about their reactions to the effects of social media.
  4. They discovered that some of their classmates have stopped using social media.

Here is the basis for this discussion: In an episode of NPR’s “Hidden Brain,” Shanker Vedantam explores the effects that social media can have on people. He shares examples of people who found themselves feeling dissatisfied with their lives after comparing themselves with others.  After reading the one-page article that I drew from that episode, my students were eager to share their experiences with their classmates.  The ideas in the article seemed to resonate with them.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their experience and opinions about the topic before discussing them in groups.
4) Small-group discussions of the article in which each student is given a paper with different content/personal experience questions in the form of Student A, B or C.

About Discussion Activity 3: Does Social Media Make People Sadder? and the handout.

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The Eyes Have It: Keeping Students Focused During Group Work

Eyes image

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

I once had a colleague who was feeling distraught because her students didn’t seem to take group work seriously.  Her students tended to chat instead of doing the task and often finished early without completing it.  She asked me to observer her class to see if I could come up with any suggestions.

Within a few minutes of observing her class, I was reminded of a social psychology study that seemed related to her situation.  As you read the summary of the study below, you may wonder how this could be connected to ESL students working in groups.  Bear with me.

The study

The Psychology Department at Newcastle University conducted this interesting study using their coffee station.  There was a sign above the coffee station:

Smaller coffee station screenshot

As you can see, it operates on an honor system.  For the 10-week study, researchers taped a picture of flowers for a week over the coffee station and then switched to a picture of a pair of staring eyes for a week.  They continued to alternate these pictures each week.

This is where it gets interesting

During the weeks that the poster of the eyes was staring, coffee and tea drinkers contributed almost three times as much money as in the weeks that the flower picture was on the wall.  What’s so amazing is that it was just a PICTURE of eyes, not an actual person, which seemed to make people more honest.

The researchers conducted a similar study to see if the flowers or eyes pictures could motivate people to clean up after their meals.  In that study, the number of people who cleaned up doubled when the eye picture was present compared to when the flower picture was.

How this social psychological study is connected to teaching ESL

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One of Best Uses of an ESL Program’s Funds—And a Giant Help to Teachers.

Reading Journals

This is one of the best things we’ve implemented in programs where I’ve taught for three reasons:

1. It has helped students improve their reading and writing skills, and grammar, and vocabulary.
2. It adds NO EXTRA WORK for teachers.
3. It costs relatively little money.

As most teachers in the field already know, one of the best ways for students to improve their skills is to do more reading.  (See A True Story to Motivate Students to Read More a detailed example).  However, adding more reading assignments usually means more work for the teacher—in the form of worksheets or quizzes or  feedback in some way—because students need to be held accountable for actually doing the assignments.

Here is the Perfect Solution

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One of the Worst Mistakes Conversation Teachers Make

race competition

For some strange reason, some ESL instructors think they can improve any activity by making it as some kind of competition between students or between groups.  Unfortunately, doing this can be counterproductive and actually discourage the most serious students.

To illustrate, consider an information-gap activity like the one from the March 1st posting Another Conversation Activity: Listen to Partner and Ask Questions to Complete Information-Gap Chart .  In this, pairs of students fill in missing information in a schedule by talking, asking questions, and using clarification strategies.

Imagine the teacher tells the students that he will give a prize to the pair who finishes the schedule first.  This is what will happen and how students will miss out on the skills that the activity is meant to develop.

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