Tag Archives: positive feedback

The Teacher’s Role During Student-Centered Conversation Activities (on YouTube)

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Cover t-role Blog wt Youtube logo shot

(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

David Kehe

The Eyes Have It: Keeping Students Focused During Group Work

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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.

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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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Common Teacher Myth: Students Don’t Like to See Red Marks on Their Papers.

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I conducted a survey of 26 students to find out how they felt about getting red marks, which indicated grammar mistakes, on their writing assignments.  I was motivated to do this after some colleagues had told me students get upset or dejected when they see these, so they only marked a few mistakes, and one even changed to a different color, thinking that, like her, students associated red marks with something negative.

Three types of marks on students papers

When I give students feedback on their writing assignments, I want them to notice three things:

  1. Good writing points.  These are ideas, details, examples, expressions, sentence styles, grammar that they did well.  I underline these in GREEN to indicate good.  (See Students’ Positive Responses to this Teacher Technique  for more details.)
  2. Weak grammar points.  These are grammar mistakes or wordings that they should revise to improve their papers.  I try to indicate these in a way that seem like a puzzle that can be stimulating for students to discover. I use RED to indicate these.  (See Most Effective Technique for Marking Grammar on Essays to Develop Self-Editing Skills  for more details.)
  3. Places to improve content.  These are places where students could improve their papers by adding details and/or including examples. I use BLUE to indicate these.    (See “Wow” is not Necessarily the Goal in Students’ Essays and The Huge Advantage International Student Writers Have Over Their American Classmates for more details.)

The survey question to students: If you could only have one type of mark on your papers, which one would you choose?

Color code survey

If those colleagues who thought students were upset by red marks (grammar mistakes) were right, then it would seem that the students would not choose that option, and in fact, probably prefer the Green (good parts) option.   Spoiler Alert: that didn’t happen.

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Students’ Positive Responses to this Teacher Technique

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success

          “I feel proud of myself when I see these.”

         “They are helpful because I feel that you are encouraging me and understand what I’m writing.”

These are two of the comments students wrote in response to my survey question: “On your essays, I underline in GREEN words, expressions, sentences, ideas, details and examples that were good.  Are these GREEN underlines helpful to you?”

Most Writing instructors like to give students positive feedback on their essays in addition to indications of where they have grammar mistakes or where they have content problems.  These positive comments often are in the form of a message at the end of the essay.  However, there are a few problems with giving feedback in this end-of-the-essay manner.

First, it takes time and extra mental energy to write these in a style that will be meaningful to students.

Second, they are usually too general to be of much use for students to apply to future writing assignments.

And third, it requires the teacher to write with clear handwriting, something that many of us don’t have a talent for.

In one program, on their essay rubrics, they now “include a section where students can earn points for successful language use rather than being strictly penalized for only misuses.”  This is admirable, but it (1) involves extra work and calculations for the teacher and (2) doesn’t specify exactly what the student did successfully in the essay.

The technique of using green underlines is very user-friendly time-wise and energy-wise for the teacher to use. 

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Most Important Tool for Classroom Management (Case two and Caveat)

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Classroom management

“David, Please report to the Director’s office as soon as your class finishes.  He needs to talk to you.”  A program assistant handed me a note with those sentences on it.  Gulp!

In the early 1980s, my wife and I, without much thought, accepted teaching positions on the Greek island of Lesbos.  It was a Greek island, so what could possible go wrong?

It was a prep school that high school students attended in the late afternoons/evenings after high school to study English.  Shortly after arriving, we met one of the teachers whom we were replacing.  He told us that the school had a lot of discipline problems because many of the students didn’t want to be there.  He said that the teacher-turnover was quite high as a result.  In fact, a couple of teacher had just disappeared a few months earlier.

On the first day of class, as we walked down the hallway, we could see students literally chasing each other around the class rooms and jumping on the desks.  My first class was with 16 tenth-grade students.  Although most of the students paid little attention to me but instead continued to chat as I started the lesson, there were three female students sitting in the front row appearing eager to begin.  Those three became the focus of my attention.  Gradually, most of the others started to engage in the lesson, while a couple slept or doodled or looked out the window.

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Most Important Tool for Classroom Management (First Case)

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African classroom

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

This “tool” has helped me remain calm in many stressful teaching situations.  Without this, I probably would have changed careers many years ago.  I discovered this tool during my first month of teaching ESL when I was in Africa in the Peace Corps.

Here is what happened that first time in Africa.  One day early in the term, I was conducting a lesson in a class of 35 students.  Sitting in the front row were two popular students, Kato (the class president) and his best friend, Abdula.  They were have a good time privately whispering and laughing while I was explaining the lesson.  I could tell the other students had noticed them, so I knew I had to do something before the other students would start talking and I’d lose control of the class.  Because Kato and Abdula were popular, I knew that I could alienate the other students if I didn’t handle this situation delicately.  I could feel my stomach churning and blood pressure rising.   Probably many teachers would have the same initial inclination that I had which would be to just tell them to stop talking.  But what if I did that, and they continued talking?  Then what could I do?   I decided to not say anything right then and to think about it after class.

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