Filed under: professional development | Tags: English With Jennifer, Jennifer Lebedev, JenniferESL, reasons to teach, teacher support, why do you love to teach?, why I'm a teacher
Americans tend to plaster the bumpers on their cars with stickers that make various statements. They range from political to humorous. A doctor might choose I’d Rather Be Golfing. A suburban mother may use a bumper sticker to boast about her children: Proud Parent of an Honor Roll Student. If teachers had their choice of slogans, what would some favorites be?
Love to Teach, Love to Learn.
I’d Rather Be in a Classroom.
Got questions? I got answers.
To teach is to learn twice. (This one I found online at CafePress.com.)
Well, not all of us own cars, and there must be alternatives to the not-so-classy use of bumper stickers. How else can we take pride and delight in what we do? One way is to simply state what we love about teaching and make sure others hear. The list below is just a start. Feel free to add on, and let’s celebrate our profession together. This entry isn’t really about professional development. It’s about professional support. Enjoy.
Why do you love to teach?
- I love to explain things to others.
- I love to know that I’m helping others reach their goals.
- I love the fresh perspective I get by teaching people from other cultures.
- I love the challenge of trying to understand how English is used. It’s a never-ending challenge.
- I love the creativity allowed and required in language instruction.
- I love the artistry and pedagogy involved in the formation of a teaching approach.
- I love the balance between collaboration and leadership.
- I love to use my organization skills in lesson planning and materials writing.
- I love to feel a part of something larger than myself, whether it’s a school I teach in, a textbook I’m collaborating on, or the development of global communication.
- I love to know that there is something I possess that is useful to others.
Filed under: Grammar, Vocabulary | Tags: CALL, clothing vocabulary, communicative activity, describing physical appearance, English With Jennifer, Jennifer Lebedev, JenniferESL, Makeover Games, past progressive, present progressive, Verb Tenses
Oh, the things you can find online these days! For teens, tweens, and ESL learners, much fun can be had doing Cool Makeover Games. This site has a number of games, each with the potential of being the basis of a communicative activity. Take Colors of the Rain, for example. You can change the clothes of a couple. The man can wear a casual plaid shirt or a variety of trendy shirts and coats. The woman can wear a floral skirt or sleek black pants. There’s a lot to choose from. If you give them an umbrella to share, it starts raining. This is wonderful for reviewing clothing vocabulary and practicing the present progressive.
- Option 1: Students work in pairs at computer stations during the lesson. Student A makes choices for the male model, and Student B describes the finished picture. “The man is wearing jeans and a sweater. He’s holding an umbrella. It’s raining.” Then they switch. Student B makes choices for the female model, and Student A describes the finished picture. “The woman is wearing a black dress and pink boots. She’s carrying a white purse.” The activity can repeat if new clothing choices are made.
- Option 2: You can “dress” the models yourself on one main computer if there is a screen large enough for the class to see. As you make selections, have students describe what they see.
- Option 3: Students can do the activity at home. Have them print out their finished pictures and write 3-4 sentences about each person using the present progressive.
Other games include changing the facial appearance of an animated character: hair color, hairstyle, eye color, etc. This could be used to contrast past and present tenses. Example: “She had blonde hair. Now she has red hair.” / “She was wearing a white and blue shirt, but now she’s wearing a pink shirt with stars.”
Need something more appealing to the guys? Try the Simpson Dress-Up game. Mr. Simpson (a.k.a. Homer) needs clothes, accessories, and a setting. This activity can help students practice describing physical appearance using the present progressive.
Don’t want to talk about fashion and physical appearance? Try designing the exterior of a house. This activity makes for a meaningful exchange between two students using prepositions of place. You can also highlight the order of modifiers: “There is a large door in the middle of the house. Above the door there is a small round window.”
Filed under: Classroom Tips, Methodology | Tags: CALL, English With Jennifer, Jennifer Lebedev, JenniferESL, pitfalls of using technology in language instruction, technology in language instruction, technology in the classroom
As follow-up to my discussion on the need for technology in the classroom, I’d like to consider some common dangers or misuses of technology by teachers. I don’t mean to point any fingers. In fact, I’ve failed to avoid at least one of these pitfalls myself in the past. Perhaps you can add other dangers to the list along with your own advice.
1. You forget to test the technology before the start of your lesson.
Oops! The DVD player isn’t hooked up to the TV! Rule number one: You must be certain the technology works. Go ahead and fancy yourself a rock star for just a moment. Would you go on stage without an equipment check and dress rehearsal? The lesson is your performance. Make sure everything is operational before the spotlight turns on you.
2. You fail to have a back-up plan when the technology fails you.
Oh no! I had my PowerPoint file open at the start of the lesson, but now my screen froze! Rule number two: Learn some basic troubleshooting for the technology you are using. Often a problem can be solved in a matter of seconds if you know exactly what’s wrong. Unfortunately, certain errors require more time than you’re able to give at the moment. You need plan B. If you planned to use a PowerPoint presentation and cannot access it, are you able to present a modified version at the board? Don’t let a frozen screen freeze you.
3. You rely on the technology to do the teaching.
Didn’t they learn this already from the online tutorial? Let’s clarify the role of technology in classroom teaching. Teachers can use technology to facilitate their teaching, but the technology isn’t meant to replace teacher instruction. The students need you to help them understand examples, form conclusions, and practice the language. Rule number three: Technology should be an aid in language instruction, not a substitute for it.
4. You limit the technology to a role outside the classroom.
I incorporate technology in my lessons. Many homework assignments involve lab work. Great, but that’s not enough. Students should be aware of resources outside the classroom, but why have you limited the use of technology to self-study at home or in the lab? Uses of audio CDs or websites shouldn’t always be optional. Multimedia can be the ingredients of a main dish, not the sprig of parsley you throw on top of the food to add color to the plate. Rule number four: Use technology with a purpose. Bring technology into your lessons and be able to justify its use to yourself and to the students.
5. You limit yourself to the technology that is most familiar.
All the CD players are being used by other teachers, but I really wanted to use one, too. Rule number five: Expand your knowledge about technology. It took me a while to figure out that a DVD player can play an audio CD. If only I had known sooner! I only learned about this option after talking to another staff member. There’s always someone who knows more than you about a certain topic. Our colleagues are a good resource. Talk to others and see what they can teach you about technology.
Filed under: Methodology | Tags: English With Jennifer, Jennifer Lebedev, JenniferESL, technology in the classroom
The answer to this question may not be a clear yes or no. Some teachers have a favorable opinion on instructional uses of technology, but they do not have access to much of that technology. Their answer is yes in theory, but no in practice. Other teachers would not speak out against using technology in the classroom, but prefer to teach using traditional methods they are more familiar with. Their answer is no for me, but it’s fine for others to use technology if they want to. Among teachers who do utilize technology in their instruction, are those who may state an absolute yes; certain forms of technology have become integral in their lessons.
I’d argue that in a traditional classroom setting, it’s definitely possible to teach effectively with only chalk and a chalkboard at the teacher’s disposal. Sound pedagogy, sufficient knowledge of one’s subject, sensitivity to the students’ needs, and a genuine love for one’s work is a simple enough recipe for a teacher’s success. But on a daily basis ready-made materials in the form of a textbook facilitate a teacher’s job and can reinforce or even add depth to a well-done presentation at the board. Carefully crafted activities by other educators can offer the right kind of practice your students need. If a good textbook is available, why not use it and let the students benefit from two resources: you and the book?
Likewise, technology that allows us to use media such as audio CDs, DVDs, digital slide presentations, and online interactive exercises can increase the effectiveness of our classroom teaching. We must be open to new ways of providing instruction. This doesn’t mean that all old ways must be replaced, but we do need to reflect and examine the old alongside the new. Then we consider the possibility of modifying and updating our approach. If technology is available, how can we ignore it and still fulfill our professional obligation to continually develop and perfect our craft? At the very least, shouldn’t we test the technology out and see how it might facilitate our teaching and our students’ learning?
I should clarify that I’m arguing in favor of technology being used both in and outside the classroom. The full instructional potential of multimedia isn’t reached when it’s limited to self-study resources in a school lab. Teachers should ideally have access to different forms of technology in their classrooms and should be trained to use it.
A final argument for the use of technology in language instruction is tied to the growing use of technology worldwide. The number of people who are computer literate and able to use electronic devices is on the rise, not the decline. Children in many countries are exposed to computers even before their first day of school. Thousands of teenagers around the globe cannot imagine life without online social networking sites. Students at more and more universities are receiving course information and turning in coursework over the Internet. In the Digital Age, we need to convey information to our students in a form that is familiar to them. Instruction without technology may seem very one-dimensional to learners who have become used to processing information embedded in rich digital contexts.
Filed under: Classroom Tips | Tags: English With Jennifer, Jennifer Lebedev, JenniferESL, technology in the classroom, using cell phones in the classroom
I bet you thought you’d never find a teacher actually wanting her students to own cell phones. After all, the cell phone is probably one of the most common and annoying classroom distractions. However, they may actually be seen as a means to facilitate language learning. They were made for communication, weren’t they? Why not consider putting them to use in ESL? For a group of students who all own cell phones (with texting and built-in cameras), here are some possibilities to consider:
- For High Beginners
Language targeted: Telling the time of day and using prepositions of location.
Students send 3-4 photos to an assigned partner over the course of one day. Each photo must be in a different place. There must be clues indicating the location. The student receiving a photo must note the time and identify the place. For every photo, two sentences must be written. Model:
It’s 12:30 PM. Maria is at school.
It’s 3:00 PM. Maria is on a bus.
It’s 3:30 PM. Maria is at work.
It’s 8:45 PM. Maria is at home.
The students show the pictures and read their sentences aloud at the next lesson.
- For Intermediate Students
Language targeted: Present simple and present progressive.
Students send 3-4 photos to an assigned partner over the course of one day. Each photo must show the student doing a different activity. The student receiving a photo must note the time and identify the place and activity. For every photo, 2-3 sentences must be written. Model:
It’s 12:30 PM. Maria is at school, but she’s not studying. She’s eating lunch.
It’s 3:00 PM. Maria is on a bus. I think she’s going to work.
It’s 3:30 PM. I think Maria works in a restaurant. She’s getting ready to work.
It’s 8:45 PM. Maria is at home, and she’s making dinner.
The students show the pictures and read their sentences aloud at the next lesson.
VARIATION: You can use this activity for the simple past to describe a sequence of actions. You can also use this activity for the past progressive. Just have the students write about all the photos after the last one is received.
- For Advanced Students
Language targeted: Paragraph organization and reporting.
Students play a game of 20 questions with an assigned partner. However, in this game, each student must ask the other a total of 10 questions about his/ her current activity. The information must be collected via texting and then organized into a paragraph. While texting, students are free to use abbreviated words and non-standard language. In the paragraph students must use standard English. Model:
[texting – first half, 10 questions by Student A]
Student A: hi wassup?
Student B: not much
Student A: where r u (1)
Student B: home
Student A: where is that? (2)
Student B: brookline
Student A: wat r u doing? (3)
Student B: reading
Student A: for school? (4)
Student B: no for fun
Student A: wat r u reading? (5)
Student B: a magazine Mens Health u know it?
Student A: no wats in it? (6)
Student B: stuff about exercise diet clothes advice etc
Student A: u work out? (7)
Student B: yeah
Student A: how often? (8)
Student B: almost every day
Student A: @ nite? (9)
Student B: yeah cuz i got school and work in day
Student A: u work out today? (10)
Student B: not yet
[Student A’s paragraph]
I started texting with Max around 8 PM last night. At the time, he was reading a magazine in his home in Brookline. He reads Men’s Health. I didn’t know about it, but Max explained that it gives advice on exercise, diet, clothes, etc. I’m not surprised because Max seems like a healthy guy. He said he works out almost every day. When I texted him, he still hadn’t worked out, but he planned to later.
Filed under: Classroom Tips, Conversation, Writing | Tags: classroom debates, debates, debating, English With Jennifer, Jennifer Lebedev, JenniferESL, online resources
The Internet is full of resources for ESL, although many of them are not actually designed to facilitate language learning. The trick is finding a good site among the thousands out there. Then you must consider how to put the site to good use.
I recently stumbled upon the site of I.D.E.A., the International Debate Education Association. This site has a good-sized database of topics, from global climate change to sports. For each topic, there is some background info provided (labeled as “context”). This introductory paragraph could be used as a reading or listening passage (with the teacher reading aloud). Appropriate vocabulary should be highlighted. Each page then presents in two-column form the pros and cons, followed by all the possible motions (conclusions). There is also a “Database Junior,” which seems to have been created for younger students. The language seems at a lower reading level than the main database, making it accessible for intermediate students.
Teaching tools on this site include suggested exercises, such as an argument assembly activity that requires students to work together to assemble the pieces of an argument into a logical order. (The teacher will have cut up the argument beforehand.) This great exercise integrates reading and speaking skills and develops their critical thinking skills as well. Other possibilities I’ve thought of include:
- Class debates with the two sides represented by two groups of students, who are given time to gain familiarity with the information from the site before the start of the debate.
- Paired presentations in which each student is assigned a position on a main point. Debate topics generally have around 5-7 points with each point discussed from two different positions (pro and con). This works out well for classes of 10-14 students. Presentations are made in twos, so partners should prepare together. Students are given time to gain familiarity with the information from the site, but during the actual presentation they may not read.
- Writing practice at the sentence level, paragraph level, or essay level. At the sentence or paragraph level, students should only work with one main point and its pros and cons. They can use the information to practice statements of contrast: although, despite, etc. They can also use the information for one main point to structure a paragraph. They’ll need to compose a unifying topic sentence, insert a transition from pro to con, and end with a concluding sentence. At the essay level, several of the key points can be used from a given debate topic. You might teach them the point-by-by format (pro-con for Point 1, pro-con for Point 2, etc.) and assist them in developing a thesis statement, introduction, and conclusion.
- Independent study is certainly possible via the online forums run by I.D.E.A. Students can not only read other debates online, they may also write on a discussion board. The discussion threads I reviewed were civil and stimulating, making it an appropriate place for our language learners to engage in self-expression.
Filed under: Classroom Tips, Methodology | Tags: affective factors in the classroom, English With Jennifer, Jennifer Lebedev, JenniferESL, learner's self-esteem, pop quizzes, setting goals, student tutors, ways to give language learners confidence
In no particular order, here are some recommended practices for boosting your students’ confidence:
- Place them in the role of language tutors. We may be inclined to think of student tutors as assistants who are hand-picked for being strong academically and being at the highest level within a language program. I’d argue that even a solid intermediate student could help others at the same level or at a lower one. In fact, it’s that intermediate level that seems to stretch endlessly on, so students at this level could really benefit from an experience that reveals how much they’ve already mastered. Students can tutor others as part of a classroom activity in which you ask one to assist the other in completing a task. Students can also tutor others outside of class at your request. Student tutors can be a good solution for all parties involved, especially since your own time is limited.
- Have them set realistic goals. I’ve written about learning goals in the past. They certainly aren’t just for the start of a semester. You can set daily goals as a class. Make sure everyone knows what the lesson topic is and what they’ll be expected to do. Set a minimum standard that is attainable for everyone. When goals are met, congratulate the students.
- Have them share their written work. A great way to showcase student compositions is through a student newspaper or literary magazine. But if that’s not an option, let them share their work in the classroom. Remember how Mom used to put your artwork and spelling tests up on the fridge? Well, the equivalent of the kitchen fridge is your classroom wall. Some compositions are appropriate for a wall display, and by posting them you encourage your students to take pride in their writing. Did they recently compose a poem or essay for an upcoming holiday? Create an appropriate wall banner and below it post their work for others to enjoy. Of course, you’ll need to ask students’ permission to do this because some may not feel comfortable with such a public display. An alternative is to have them read corrected and revised compositions to a friend or family member who has also studied English.
- Let them know you’ve made mistakes as a language learner. Whether you yourself have studied English as a second language or spent time learning another language, you very likely remember the difficulties you had as a student. Funny anecdotes about your own confusion as a language learner can inspire students and remind them that making mistakes is part of the learning process. I love the story my American colleague told me about how she wanted to ask her Russian friend to break a large bill, but mistakenly invited him to hug her because the Russian verbs for exchange and embrace are quite similar.
- Revive and reform the infamous pop quiz. I never liked pop quizzes as a student, and I’ve avoided them as a teacher, but after some consideration, I see a benefit from giving them. The quizzes don’t have to count towards a final grade. They can serve as a review. You are making sure that information was retained, and students can gain satisfaction from performing well on the spot. The quizzes can be very short. They can be taken on paper, or they can be done orally. For quizzes on paper, students can work individually and a “passing grade” can earn them fun rewards like stickers or fortune cookies. If done orally, the quiz can be taken as a class. When a student falters, allow another to assist. You have 15 students. You posed 15 questions. Did they get at least 11 right? Congratulate them.
Filed under: Classroom Tips | Tags: authentic materials, English With Jennifer, Jennifer Lebedev, JenniferESL, recycling language activities, use of film in the English classroom
Creative activities and authentic material strengthen a language lesson, but preparing the activities and finding the material can be time-consuming. Here are two suggestions for conserving time and energy:
- A creative activity can remain fresh by changing the subject matter. You don’t have to feel pressured to come up with new activities every week. In fact, it helps the students become better learners if they have the chance to gain familiarity with the tasks required by one particular activity. Recycle a few of your favorite activities throughout the school year. I’d argue that by doing the same activity more than once (without overkill) students have the chance to develop their own strategies for completing that specific set of tasks. For example, the first time they must write a plot description for a movie sequel, they may need more time to organize their thoughts. The second time they do this activity (with a different film or by targeting a different grammar structure) they may have a strategy in place: First, come up with a title. Second, decide who will be in the sequel. Third, write a few sentences about what each person is going to do in the sequel. Fourth, go back and see if the targeted language structure was used and used correctly.
- Authentic material can be reused. When you hunt for authentic material, it can take time to find something interesting and appropriate. This is especially true when you use film. First, you have to narrow your choice down to one film that you know, has subject matter with broad appeal, and provides the speech models you feel are suitable. Then you have to select the scene(s) that is most compatible with your lesson. (You may also lose time like I do getting lost in a movie and forgetting that I need to watch as a language teacher!) So after all the work of finding a scene and possibly spending further time locating the script online, why let all that effort go to waste by using the material only one time? You can use a selected scene for more than one lesson. This not only saves you time and energy, but the students also have the chance to strengthen their comprehension of that scene. For example, I recently recommended a clip from Dead Poet’s Society to practice modals. The emotional conversation between a father and a son provides enough content to illustrate and practice how modals can be used to express necessity. For another lesson, the same scene offers a few phrasal verbs in context: talk back, get away with it, let me down, count on me, and others. In a third lesson, you could also combine online materials. I have a video on expressions related to bulls as well as a follow-up exercise. You could use the same scene from Dead Poet’s Society to stimulate students’ original use of the targeted expressions, which include bullheaded and take the bull by the horns.
Filed under: Classroom Tips | Tags: authentic material, English With Jennifer, Jennifer Lebedev, JenniferESL, using junk mail in the classroom
With an open mind and some creativity, we can view junk mail as free material for language instruction. The bonus is that it’s all authentic. My recycling box at home fills up with various forms of advertisements every week, from the cable company’s latest promotion to the services of a neighborhood baby-sitter. If you’re not in the U.S., you might be able to ask an American friend to set aside a few days’ worth of junk mail and send it to you. Another possibility is to use the email in your spam box. (Of course, then you’ll need to print out the mail.)
What can be done with junk mail? There are endless possibilities. Let me offer a few ideas:
- READING & WRITING CONTACT INFO. For a group of beginners, collect magazine renewal postcards. Give one card to each student. Have them take turns reading the magazine titles and return addresses aloud. Next, have them practice writing their names and addresses on the appropriate lines.
- SCANNING FOR NUMBERS. For an intermediate group, collect letters offering a service. (Black out any private info of yours that may be listed.) Phone and cable TV companies regularly send such letters. Have students practice their reading skills by scanning for points expressed with numbers. Challenge them to find and circle a cardinal number, an ordinal number, a percentage, and a price. Then test their ability to read for details. Ask them to write a sentence about the significance of each number. Example: A letter from Direct TV lists the service fee at $29.99 for 12 months. The student circles the numbers (as a price and a cardinal) and then in his notebook writes: Direct TV costs $29.99 for 12 months. Students can share their information with their classmates.
- WRITING CONDITIONALS. For an intermediate or advanced group, collect coupons or certificates. Have them create one or two conditional statements based on the information printed. Example: (using a coupon from the Jos. A Bank retail store) “Use this Note to Save an Extra $25 OFF any purchase of $100 or more.” = If you use this coupon, you get $25 off your purchase. You have to spend $100 or more if you want to use this coupon.
- USING PARALLEL STRUCTURE. For an advanced group, find ads with bulleted lists. Ask them to identify parallel structure. Then challenge them to rewrite the information using different grammatical forms as a new illustration of parallel structure. Example: (from a company offering Internet service)
Switch and you can
- Save an additional $120
- Get unlimited High-Speed Internet access
- Do online banking
The student may write:
By switching, you’ll be
- Saving an additional $120
- Getting unlimited High Speed Internet access
- Doing online banking
Filed under: Grammar, Student Stumpers | Tags: EnglishwithJennifer, indirect speech. modals, Jennifer Lebedev, JenniferESL, modals in reported speech, modals verbs, reported speech
QUESTION: How does may change in reported speech?
ANSWER: As a colleague of mine said, I opened the proverbial can of worms by taking on reported speech recently on my YouTube channel. The number of rules concerning changes to verbs is especially high, and some of the rules I dared to challenge.
If grammar sources address modal verbs in reported speech, the list of changes is often limited to a half dozen or so. One modal that is often included is may, but the only rule stated is that may changes to might. Is it as simple as that?
Example 1a:
“The meeting may end early,” Pete said.
Pete said that the meeting might end early.
This makes sense, though I’d note that the general rules for verb tense changes still apply. If we are immediately reporting Pete’s words, then it’s not really necessary to change may.
Example 2a:
“No one may leave the meeting before the vote is taken,” said the director.
The director said that no one __?__ leave the meeting before the vote was taken.
Is it necessary and logical to change may to might in this reported statement? Wouldn’t it sound more natural to use could? I’d argue yes. For statements expressing permission (or lack of it, i.e., prohibition), may changes to could:
The director said that no one could leave the meeting before the vote was taken.
And here’s an example with the negative:
Example 2b:
“You may not abstain from voting,” the director said.
The director said that we couldn’t abstain from voting.
Does that mean may changes to could only when we’re expressing permission? No. Let’s go back to Example 1 and test out could:
Example 1b:
“The meeting may end early,” Pete said.
Pete said that the meeting could end early.
Isn’t could an acceptable alternative that expresses the possibility of the meeting ending early? If so, then let’s see what happens in negative statements that express possibility:
Example 3:
“You may not make the 5:15 train home,” Sally said.
Sally said that I __?__ not make the 5:15 train home.
I think only might is possible in this statement. Could no longer expresses the unlikelihood that may did in the original statement. The reported statement must be:
Sally said that I might not make the 5:15 train home.
Summary
Quoted speech > reported speech
MAY > might - or - could = to express possibility
MAY NOT > might not = to express unlikelihood
MAY > could = to express permission
MAY NOT > could not = to express prohibition
