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Motivating Students

Motivating Students. Abigail Bruhlmann English Language Fellow June 2014. Warm-up Discussion. Why are your students learning English? What role does English play in their present lives ? What role might English play in their future lives ?.

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Motivating Students

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  1. Motivating Students Abigail Bruhlmann English Language Fellow June 2014

  2. Warm-up Discussion Why are yourstudentslearning English? What role does English play in theirpresentlives? What role might English play in theirfuturelives?

  3. “Three Questions to Ask in Any Classroom” • What am I learning? • Why am I learning it? • How do I know I have learned it? Adapted from: Drummond, S. (2014, May 27). The 3 Questions to Ask in Any Classroom. NPR. Retrieved from: http://www.npr.org/blogs/ed/2014/05/27/315294389/the-3-questions-to-ask-in-any-classroom

  4. Classroomsetup • Rows vs. Semi-circle • Turn-n-talk to yourpartner vs. starestraightahead

  5. Classroomcommunity • Studentsfeelcomfortable • Studentsfeelliketheybelong • Studentsconnected to eachother and theteacher • Studentsknowtheteacher and knoweachother

  6. Classroominteraction • Individual work • Pairwork • Small groupwork • Wholeclasswork

  7. Classroommanagement • Clear rules and expectations • Routines • Smoothtransitionsbetweenactivities

  8. Formative Assessment • Checking in with students along the way • Informal • Prepares students for summative assessment

  9. Examples of Formative Assessment Exit/entrance papers (KWL) Peer/individual assessment Individual white boards Response journals/logs Kinesthetic assessments Discussions Think, Pair, Share Graphic organizers Numbered Heads Together Adapted from: http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

  10. Summative Assessment • Cummulative assessment at end of unit • Final assessment of how much was learned • Formal (tests, quizzes, projects, presentations)

  11. Authenticmaterials • Materialsthatstudentssee and use in theirdailylives • Songs, comics, cereal boxes…anything!

  12. Dialogue Journals • An individualized, private “conversation” between student and teacher • Worked on all throughout the term • Fluency > Accuracy Denne-Bolton, S. (2013). The Dialogue Journal: A Tool for Building Better Writers. English Teaching Forum 51(2), pp. 2-11.

  13. Dialogue Journals May 31 I think is very interesting the book “Charlotte’s Web” because I like the animals, but is sad because Fern’s father wants to kill Wilbur. June 7 Yes I think I would take care of the pig because is not his fault that he is small, so I would help him. June 4 I am happy to hear that you are enjoying “Charlotte’s Web”! I agree that the story is interesting. I think it is heartwarming too, because Fern shows so much love for Wilbur. Do you think that you would take care of a little pig to save its life? June 10 I think I would help him too, though it would be a big sacrifice for me.

  14. Personalized post-it notes • When monitoring small group work • Put post-it note on student desk • (vocabulary, pronunciation, grammar) • Optional: follow-up with student later

  15. Error Correction • How effective/necessary is oral error correction? • How do you practice it? • How often do you practice it?

  16. An error isnotanemergency

  17. Error Correction Basics: • Error vs. Mistake • Look for patterns (systematic) • Self correction > Teacher correction • Balance fluency and accuracy • Affective filter

  18. Types of Error Correction Indirect Recast Clarification request Elicitation Repetition Direct Grammar explanation Explicit

  19. Recast • Student: –I go to the store yesterday. • Teacher: –Oh, you went to the store yesterday. That’s cool. What did you buy? -Teacher restates Ss’ utterance correctly, but without drawing attention to the correction -Indirect correction, best used for mistakes -Most often used by teachers -Often understood by Ss as an alternative to their utterance rather than a correction -Source: http://journal.tc-library.org/index.php/tesol/article/viewFile/160/158

  20. Clarification request Student: -I go to the store yesterday. Teacher: -I go to the store? Wait, what did you do yesterday? -Teacher pretends not to understand Ss, causing them to self-correct -Indirect correction, best used for mistakes -Ss are expected to correct their own mistakes by following the T’s clues

  21. Elicitation Student: –I go to the store yesterday. Teacher: –Ah ok, yesterday I… www.youtube.com/watch?v=tm5dqn08TME -Teacher uses rising intonation to repeat the S’s sentence up until the error -Indirect correction, best used for mistakes -S is subtly made aware of the error and has to complete T’s sentence

  22. Grammar Explanation Student: -I go the store yesterday. Teacher: -Ah, you said “yesterday,” which means this action happened in the past, so we need a simple past tense verb, not the simple present. So… www.youtube.com/watch?v=JsMA44kclME -Teacher highlights and explains the grammar rule being violated -Could be direct or indirect (depends if it´s a mistake or error) -Ss can use the grammatical clues to correct their own mistakes, or teacher uses the grammar explanation to correct the mistake for the student

  23. Explicit Student: - I go to the store yesterday. Teacher: - No, it´s not “I go.” I went to the store yesterday. www.youtube.com/watch?v=rvSXqVzr5Mg Teacher explicitly tells the Ss that the utterance is incorrect Direct correction, best used for errors Very clear that there was a mistake Ss do not get an opportunity to correct their own mistakes

  24. Repetition Student: -I go to the store yesterday. Teacher: -I go? https://www.youtube.com/watch?v=kkusnsacpsQ Teacherrepeatsthe error (usingquestionintonation) Indirectcorrection, bestusedformistakes Clear thatthereissomeconfusion Studentsgetanopportunity to correcttheirownmistakes

  25. Assessment #1! Can you identify the different types of error correction? http://www.youtube.com/watch?v=VFVSQTNUxtc

  26. Which type to choose? •Use a variety/use them in combination •Mistake or error? –Is the student able to self-correct? –Explicit correction for Ss who have no idea how to correct the error or don’t understand that an error occurred •Know your Ss and their learning styles –Ss who are good at grammar might benefit from metalinguistic correction –Highly observant Ss might recognize recasts as error correction

  27. No matter which one you choose... • Give concise explanations • Don’t correct above the Ss’ level • Don’t interrupt the student • Don’t correct every single error • Stick to a theme • Remember the goal of the activity Does correcting this error help achieve the goal?

  28. Assessment #2! •Match the name of the error correction technique together with its definition and an example for the error. “I go the store yesterday.” •Then, write your own example for each technique for the error, “I am agree.”

  29. Peer Feedback Active listening during presentations Listeners write: Something I learned: ____________________ Question: ____________________ Comment: _____________________

  30. Feedback from Students “Ticket out the door” • I learned… • I liked… • I didn’t really like… • I’m still confused about… • Questions/comments/suggestions...

  31. For more information: • http://www.teachingenglish.org.uk/blogs/alexenoamen/ways-motivating-efl-esl-students-classroom • http://fel.uqroo.mx/adminfile/files/memorias/hernandez_mendez_edith_et_al.pdf

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