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Fostering a student-centered classroom to maintain student interest and participation

Fostering a student-centered classroom to maintain student interest and participation . Abigail Bruhlmann English Language Fellow CELI (Center for English Language Immersion) 27 th Annual Panama TESOL Congress September 21-22, 2013 . Student-Centered vs. Teacher-Fronted.

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Fostering a student-centered classroom to maintain student interest and participation

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  1. Fostering a student-centered classroom to maintain student interest and participation Abigail Bruhlmann English Language Fellow CELI (Center for English Language Immersion) 27th Annual Panama TESOL Congress September 21-22, 2013

  2. Student-Centeredvs. Teacher-Fronted • Teacher-fronted classrooms: • Teacher is the “sage on the stage” • Student-Centered classrooms: • Teacher is the “guide on the side”

  3. Why is a student-centered classroom important? • -Lessons more interesting • -Lessons more memorable • -Students held accountable for their learning • -Enables more informal assessment • -Caters to different learning styles

  4. Student expectations • Prevailing “student is an empty vessel to be filled with knowledge by teacher” model? • Students may be used to a teacher-fronted classroom • Teacher must explain concept of student-centered classroom • Students might need some time to adjust

  5. 1. Needs Analysis • Who are your students? • What do they want to learn? • How do they want to learn? • Why are theystudying English?

  6. 2. Throw things at your students • Stuffed animal ball toss to self-regulate participation

  7. Grammar quiz –subject/verb agreement • 1. I love/lovesteaching English. • 2. Why do students use/usestheir phones in class? • 3. One of my students give/gives me an apple every day. • 4. The teachers is/arelearning a lot at the Panama TESOL Congress. • 5. What a relief that this activity is/areover!

  8. 3. Use interesting material • If you are bored, the students will be too • Use material relevant to the students’ lives • Ex) Facebook posts, Twitter feeds, articles about their country/city • Don´t use thetextbookexclusively • Ridiculouswebsites?

  9. Ridiculous websites! • www.theoatmeal.com • Funny (edgy) grammar and punctuationcartoons • www.hyperboleandahalf.blogspot.com • Funny, illustrated, autobiographical blog • www.urbandictionary.com • Slangdictionary

  10. 4. Personalize content • Use students’ names/life experiences in example sentences • Sally took a bus totheconference. vs. • Diego took a Diablo Rojo tothe TESOL Congress.

  11. 5. Use student-generated materials • If you want to have students describe a picture, use a picture of your students vs.

  12. 6. Change partners often feel • Students get to know all their classmates • Match-ups to reinforce class content: • Vocabulary words and definitions • Pronunciation minimal pairs • Questions and responses ship wheel fill sheep will

  13. 7. Involve the students in grammar explanations • The Question Hand: • Great for teachingquestion structure • Have the students trace their own hand (Question Hand courtesyof AaronCorbin)

  14. 8. Use manipulatives to reinforce concepts • Vocabulary review in partners/small groups: • “Memory” game • Hang the spider • Partner fill-in-the-blank • Chainstories P , A , F _______ ___E____ _______ ___O___ ___L___

  15. 9. Givestudentsresourcestopracticeoutside of class • Studentstakecharge of theirownlearning • Share infotheydiscoverwiththeclass

  16. Other ideas?

  17. Thank you! • Abigail Bruhlmann • abigailb@celionline.com • abigail.bruhlmann@gmail.com

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