Here's the deal. Over the past few months I have been teaching a few conversation classes at a higher education institute.
So what? I hear you say...
Well, these conversation classes last 90 minutes, only run every two weeks and the class size is around 30 people, all with varying degrees of English (However all of them are at least Upper-Int). It's possible for these students to pass the course just by attending and showing some vague signs of life. These classes are also late in the evening after other classes connected to linguistics and for many students a full day at work... basically 90% of the people in front of me are mentally shagged, and they look it too...
However, I didn't just want these conversation classes to be something that people only 'attended', I want the buggers to learn something.
But how? For some of these students their only practice speaking English are these 90 minutes twice a month. Although you can read some very good academic articles or personal opinions on the net around designing the perfect conversation syllabus but is learning actually possible in such constrained circumstances? plus most of the resource available regarding the execution of conversation classes assumes a much larger degree of contact.
Nevertheless, here are my ideas...
0. Check what your teaching: I guarantee, If your doing these classes at an institution of higher education the frame syllabus will not describe merely 'conversation' it will actually be speaking that you need to teach. This is a much more wider subject.
1. Your syllabus needs to be interesting: And since I can't use any textbooks in my class, I need to hand prepare everything. I can however give reading or vocabulary for homework. Therefore, I went about finding one interesting text for each lesson. Once I had a collection of interesting texts, I picked the ones which had the widest use of phrasal verbs and set that - with the hope that at least passively the new vocab might sink in.
2. Interesting but new: This is also critical, If people only have to turn up to the classes, why would they bother to read the texts or learn the vocab unless it really gets them going?, and it can't be something they have talked about before otherwise they'll zone out. Popular subjects I often use are how to be a good liar, how to pick up the opposite sex, how to survive an interrogation, how to suck up to someone, how to tell a joke etc...
3. Don't just discuss...DO!: From the beginning I decided to give each of my lessons a clear practical objective. As I said above, conversational English is not just about talking about something, sure that's one element but what about presenting ideas, being an effective liar in English, coercion, persuasion, arguments, small talk... all of these are important areas of speaking. Therefore you need to think of practical situations to practice these skills.For lying, I once recreated an episode of 'Would I lie to you' in my classroom. After this lesson some students actually congratulated me and shook my hand... I have also done interrogations and something similar to Dragons Den - again very popular. Also the lesson where we covered how execute a good business presentation, although mind numbingly boring for me, was hugely popular with the students who don't get to practice these essential skills any where else.
4. Small groups: Probably, teaching 30 odd students will be a new experience and the lessons need to be practical. My biggest tip therefore is from the beginning split the groups into smaller, more manageable groups and circulate between them like a motherf.... Often it will seem like your teaching 10 classes at once and often, to be honest, you are but it's the best way to create a tailorable 'micro learning' environment for everybody... at least that's what the theory says.. in reality it just means it's easier for you in the long run.
I can't say that with these ideas people are developing their English at a fantastic rate but at least the students are relatively engaged - it would be quite easy for them to sit back and coast but they don't and everyone gets opportunity to practice English in varying, but useful situations.
I also can't say I'm an expert at teaching in such conditions, therefore does anybody else have any experience teaching in shitty circumstances.
So what? I hear you say...
Well, these conversation classes last 90 minutes, only run every two weeks and the class size is around 30 people, all with varying degrees of English (However all of them are at least Upper-Int). It's possible for these students to pass the course just by attending and showing some vague signs of life. These classes are also late in the evening after other classes connected to linguistics and for many students a full day at work... basically 90% of the people in front of me are mentally shagged, and they look it too...
However, I didn't just want these conversation classes to be something that people only 'attended', I want the buggers to learn something.
But how? For some of these students their only practice speaking English are these 90 minutes twice a month. Although you can read some very good academic articles or personal opinions on the net around designing the perfect conversation syllabus but is learning actually possible in such constrained circumstances? plus most of the resource available regarding the execution of conversation classes assumes a much larger degree of contact.
Nevertheless, here are my ideas...
0. Check what your teaching: I guarantee, If your doing these classes at an institution of higher education the frame syllabus will not describe merely 'conversation' it will actually be speaking that you need to teach. This is a much more wider subject.
1. Your syllabus needs to be interesting: And since I can't use any textbooks in my class, I need to hand prepare everything. I can however give reading or vocabulary for homework. Therefore, I went about finding one interesting text for each lesson. Once I had a collection of interesting texts, I picked the ones which had the widest use of phrasal verbs and set that - with the hope that at least passively the new vocab might sink in.
2. Interesting but new: This is also critical, If people only have to turn up to the classes, why would they bother to read the texts or learn the vocab unless it really gets them going?, and it can't be something they have talked about before otherwise they'll zone out. Popular subjects I often use are how to be a good liar, how to pick up the opposite sex, how to survive an interrogation, how to suck up to someone, how to tell a joke etc...
4. Small groups: Probably, teaching 30 odd students will be a new experience and the lessons need to be practical. My biggest tip therefore is from the beginning split the groups into smaller, more manageable groups and circulate between them like a motherf.... Often it will seem like your teaching 10 classes at once and often, to be honest, you are but it's the best way to create a tailorable 'micro learning' environment for everybody... at least that's what the theory says.. in reality it just means it's easier for you in the long run.
I can't say that with these ideas people are developing their English at a fantastic rate but at least the students are relatively engaged - it would be quite easy for them to sit back and coast but they don't and everyone gets opportunity to practice English in varying, but useful situations.
I also can't say I'm an expert at teaching in such conditions, therefore does anybody else have any experience teaching in shitty circumstances.
I have to say that 30 for a conversation class is unbelievable. Jesus, for a general class its too big.
ReplyDeleteGenerally your approach sounds great and I agree with your ideas. Perhaps I would add spontaneity. It sounds like your environment doesn't require always ensuring that vocab targets are reached etc. The pleasure of teaching conversation is that vocab comes naturally with the discussion.
It sounds like I’m preaching to the converted, but I would add that you should never be afraid to bin the lesson plan completely. Or even better, don't write one. Have a vague general outline of your lesson, but let the students steer the lesson as much as you, preferably more :)
These students will undoubtedly be used to a one way direction of information in their learning. They will be lectured at in every lesson. This should be the one chance for them to participate in their learning.
Your topic ideas sound great and I admire your creativity :)
Although I wasn't teaching English, I was with people who had mixed English abilities. I spilt them into three groups, each developing different approaches to the subject. They then came together to argue their position. Although they had a spokesperson, a wide range of people from the groups wanted to speak as well, so about ten people were actively involved: more than in table-led discussions. An Italian professor who was with us was most complementary about the result.
ReplyDeleteOne of the large (ish) groups I teach consists of nearly all language teachers and I can see the look of pity in their eyes...
ReplyDeleteworks out at less than £7 per hour, I personally wouldn't bother
ReplyDelete