One of the biggest challenges faced by an ESL teacher in China is trying to re-invent yourself to your students. As you spend more time with the same students, your methods will have a shorter lifespan. You want your students to learn, but no one learns well if they aren’t engaged with the lesson materials and activities.
Over the course of my four years teaching in China, I’ve used numerous activities, warmers and games. Some are instant hits, others don’t quite fit the energy or English level of the students. It’s unrealistic to think every activity will be a “home run”, so it’s important to accept that some activities will fail. Good teachers learn from those experiences as well. A successful TEFL activity takes preparation, planning, and sometimes a little luck.
Running an activity can be divided into Five Steps. Each step has a specific purpose, and following this guideline will ensure your activities are effective and run efficiently.
- Lead in
Before starting an activity, it’s a good idea to get the students focused on what they’ll be doing. For example, if I’m teaching new vocabulary and the words are mostly verbs, I might start by having the students brainstorm all the verbs they already know. Since kinesthetic learning is so important for children, I’ll also tell them to act out the words as they say them. This way I’m getting the students engaged, and previewing what’s next. Now they’re already thinking about verbs, so I’ve given them context when I present the new vocabulary.
- Set Up
Naturally, the students will not be able to do the activity without clear instructions, so demonstrate the activity first. If the activity is simple, you can give instructions for the whole thing at once. If it’s long or complex, do it in stages and have the students follow you. Never hand out papers, tools or toys before you’re finished explaining. Students will be more interested in what you just gave them, rather than listening to your instructions. To be sure your students understand what you want them to do, ask concept check questions, or ask a student to explain the activity back to you.
Once all your students understand what you want them to do, the activity should be able to run itself. The teacher must monitor, make sure students use the target language, and make corrections as necessary (try not to interrupt unless you have to!). Some corrections can be made after the activity, because every time you stop the students it disrupts the flow of the activity.
Closing an activity can be difficult. Try to sense when the students are ready to stop. It is better to stop an activity before the students get tired or bored, but make sure you give them enough time to be productive. Time warnings are a good way to inform the students the activity is about to end without suddenly stopping. Sometimes you stop when one team has finished, or when the majority of the students are done. You can’t always wait for everyone to finish your activities. Try and set a time-limit or a clear goal for when the activity will end, and make sure the students understand when the activity is finished.
When your activity has finished, it’s a good idea to ask the students what they learned. You can also correct some of the errors you observed while the students were doing their activity. And don’t forget to praise your students for doing a good job!
Remember, regardless of the age or level of your students, they will feed off your energy. If you’re presenting an activity with no enthusiasm, your students won’t get excited, either. Make your activity fun and interesting, and use big gestures when you’re demonstrating what to do; even if you look or feel foolish! Your students want to have fun, and sometimes you need to show them they’re allowed to have fun while learning!
By: Mikkel Larsen