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What To Do When Things Go Wrong In The Classroom

1/25/2017

1 Comment

 
Things will go wrong!

Failing to plan is planning to fail – or so the saying goes. But sometimes, even with all the planning, things will go wrong. The computer won’t work, an activity is not as engaging as you had hoped, or maybe even the weather prevents you from doing something you had planned. Whatever it is, the best piece of advice I can give you is to just keep calm, maintain your composure, and be ready to adapt and adjust at the drop of a hat.

The second best piece of advice I can give you is to read my list on 5 Ways to Cope When Things Go Wrong in the Classroom (a list based on experience and advice and feedback from my good friend, and one of the best elementary school teachers I have ever met, Theo. Check out our discussion on a separate topic - Motivation and Goals).

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5 Ways to Cope When Things Go Wrong in the Classroom
 
1. Keep calm and take a minute to compose yourself: This will allow you to think more clearly and afford you a better opportunity to adapt to the situation.

2. Rethink: Is the disruption or problem really such a big deal? Sometimes problems are not problems – they are opportunities. Too often we get so caught up worrying about what has just gone wrong instead of putting that same energy into thinking about how we can turn a problem into a teaching point, lesson, or a solution.

3. Be fluid: A plan is just that – a plan. It is not one of the Ten Commandments set in stone. It is just a plan. You are allowed to change plans (see point 5). The students might be a little disappointed if they miss out on doing outdoor activities due to rain etc., but this can’t be helped. Being fluid and dynamic is part of being a teacher – as you become more experienced you will usually find these challenges are nothing more than small annoyances.

4. Many problems are not really problems: When things go wrong teachers often think they have failed their students. This is usually not true. And I will tell you why. Usually the students don’t even know there is a problem (E.g. You forgot to bring a presentation file to class that you had worked on all night. Now, you think this is a problem because your lesson is RUINED! Right? Wrong (usually)! See, YOU know you forgot the file, but your students don’t. They have no idea (usually). This being true, you can just change the way you are going to present the lesson – or do a different activity and teach that awesome presentation file tomorrow.

Don’t make mountains out of molehills. It really serves no purpose.

5. Have a backup plan: As you become more experienced you will have an entire range of ideas and backup plans to draw from – but initially it is a really good idea to have a couple of lesson plans in your back pocket just in case you need them.

If all else fails – smile and don’t take it to heart. We all have bad days

I hope this advice helps you navigate situations more effectively (and with less stress) and helps you to cope when things go wrong in the classroom.

If you enjoyed reading this post and have any ideas that you would like to share then please post a comment of your own below – I would love to hear from you.

Have a great day and thanks for reading.
 
Josh

Keep English Real!
1 Comment

Using tests to increase student ownership and accountability. 

1/11/2017

1 Comment

 
Today I had an interesting text message conversation with a teacher friend of mine. It went a little something like this:

Josh: So, are we going to take the TOPIK test in 2017?
Friend: Why? I am not going to pass, so why even try?
Josh: Seriously? You think I am taking this test to pass? Hell no! I am taking this test to give myself some accountability. I am taking this test so I am committed to something.
Friend: Oh yeah, I never thought of that. Maybe I will do the test. When is it?
 
As you can probably guess – today’s post is all about the topic of ownership and accountability. Or, more specifically, the role tests can play in helping students develop a sense of ownership and accountability.

Using tests to encourage students to take ownership and be accountable.
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All too often teachers use tests in the traditional way (i.e. to evaluate, rate, or diagnose one’s language ability) and forget about the power of using tests to motivate, inspire, and challenge students.

Personally, I believe that having a firm commitment to do or achieve something helps me become more accountable. It helps me take ownership. When I commit to something (such as the TOPIK test) I feel like I am now responsible for passing the test (or at least doing my best). I feel like I am now in charge of my own destiny. I must take the lead in making sure I do what is needed to prepare for this exam or fall flat on my face.

Just by committing to something I have now become accountable to not only my teacher, but to myself. After all, I have decided to do this test – this means I must take ownership and be accountable.

Before signing off I would like to say that this approach is not for everybody. Just hearing the word ‘test’ is enough for some students to run for the hills. Therefore, I have provided a set of guidelines for you to consider before using tests to motivate your learners.

Using tests to increase ownership and accountability in second language learning – a guide!
 
1. There are two main rules when taking the test. First, the student should try their best. Second, the student should be responsible for planning and implementing their own out-of-class study plans (a perfect chance for teachers to help their students develop this necessary skill).

2. The student (or class as a whole) should choose which test they wish to take (e.g. TOEIC, IELTS, TOEFL, etc.)

3. The student needs to be encouraged (and supported) to take responsibility for their own learning actions while preparing for the test. (The teacher can take this opportunity to help their students develop a sense of ownership.)

4. The student should (if it suits their personality and learning style) have a ‘test buddy’ who is also committed to this activity (this adds another level of accountability).

5. The result of the test should be of no consequence (as this activity is aimed at developing a sense of accountability). No one needs to reveal their results to the teacher, the class, or their ‘test buddy’.

6. The teacher should be available to give feedback and advice both before and after the exam has taken place.

7. Due to the maturity levels required to understand the importance of accountability and ownership this activity is probably best suited to adults and late teens.

I hope this activity helps you and your students. 

Thanks for reading.
 
Josh

Keep English Real!
1 Comment

    Josh's ESL Blog

    Josh' blog about teaching ESL/EFL in Seoul, South Korea.

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