Teaching & learning English Teaching & learning English under difficult circumstancesunder difficult circumstances

graham.stanley@britishcouncil.org graham.stanley@britishcouncil.org

Workshop Workshop

• IntroductionIntroduction• Top-down innovationTop-down innovation• prevention/solution gameprevention/solution game• Group discussionGroup discussion• Your feedback and Your feedback and

suggestions from researchsuggestions from research• Final words and q&aFinal words and q&a

http://www.mexicanpictures.com/archives/photos/xinjiang/classroom.jpg

• large class sizeslarge class sizes• multiple levels in multiple levels in

the same classthe same class• demotivated demotivated

studentsstudents• lack of resourceslack of resources• social problemssocial problems• and…?and…?

Difficult circumstances?Difficult circumstances?

http://www.hole-in-the-wall.com/

http://www.flickr.com/photos/cristinacosta

http://www.hole-in-the-wall.com/Videos/Madangir.mpg

minimally invasive educationminimally invasive education

http://www.angiedweldon.com/2011/02/skype-granny.html

http://solesandsomes.wikispaces.com

Self Organized Self Organized Learning EnvironmentsLearning Environments

&&Self Organized Self Organized

Mediation EnvironmentsMediation Environments

Sole and Somes Sole and Somes

the “granny cloud”the “granny cloud”

http://chinadigitaltimes.net/china/crazy-english/

large classeslarge classes

Li Yang

http://www.screencast.com/t/OTVK2kl3dqR2

http://www.sino-platonic.org/complete/spp180_crazy_english.pdf

http://www.screencast.com/t/E5AKtChtdv

http://ethio.wikispaces.com/Ethiopia

plasma teachingplasma teaching

Plan Ceibal EnglishPlan Ceibal English

Teaching English to primary state school children in Uruguay via

video-conferencing

http://blog-efl.blogspot.co.uk/2013/11/ceibal-english-blog-posts.html

Prevention/Solution gamePrevention/Solution game

•Describe a difficult circumstance you Describe a difficult circumstance you have had to deal with – be specifichave had to deal with – be specific•Write it down on a post-itWrite it down on a post-it•In groups you are going to brainstorm In groups you are going to brainstorm possible prevention or solutionspossible prevention or solutions•Points will be awarded to the best Points will be awarded to the best ones!ones!

Further discussion (5 minutes each)Further discussion (5 minutes each)

•Large classesLarge classes•Multiple levelsMultiple levels•De-motivationDe-motivation•Lack of resourcesLack of resources•Social problemsSocial problems•OtherOther

FeedbackFeedback

•Large classesLarge classes

Large classesLarge classes

•Divide a large class into 2-3 groups. Assign practise or Divide a large class into 2-3 groups. Assign practise or review exercises to the other group(s) while you teach one review exercises to the other group(s) while you teach one groupgroup•Station work. Assign pupils to small groups and give them Station work. Assign pupils to small groups and give them projects or simple tasks to do together. Change the group projects or simple tasks to do together. Change the group once in a while.once in a while.•Train all the pupils how to lead a group. Give everyone the Train all the pupils how to lead a group. Give everyone the chance to be a group leaderchance to be a group leader•Make use of the strongest students to help be peer tutors to Make use of the strongest students to help be peer tutors to the weakest studentsthe weakest students

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•Multiple levelsMultiple levels

Multiple levelsMultiple levels

•Station work. Assign pupils to small groups and give them Station work. Assign pupils to small groups and give them projects or simple tasks to do together that are varied projects or simple tasks to do together that are varied depending on level of pupils. Change the group once in a depending on level of pupils. Change the group once in a while.while.•Student tutors. Get the strongest students to ‘teach’ the Student tutors. Get the strongest students to ‘teach’ the weakest ones.weakest ones.•Have extra material/tasks available for the fast finishersHave extra material/tasks available for the fast finishers

FeedbackFeedback

•De-motivationDe-motivation

De-motivationDe-motivation

•Know your students. What do they like? What don’t they Know your students. What do they like? What don’t they like? Use examples/material relevant to their lives.like? Use examples/material relevant to their lives.•Be a good example – pupils will be more likely to be Be a good example – pupils will be more likely to be motivated if you are.motivated if you are.•Get feedback from the pupils about what you do in class – Get feedback from the pupils about what you do in class – vary the activities according to thisvary the activities according to this•Give more choice/autonomy to the learners – teach them to Give more choice/autonomy to the learners – teach them to be more autonomous learnersbe more autonomous learners

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•Lack of resourcesLack of resources

Lack of resourcesLack of resources

•Share in innovative ways (station work, etc.)Share in innovative ways (station work, etc.)•Make more use of human resourcesMake more use of human resources•Get the ss to make resources (flashcards, etc)Get the ss to make resources (flashcards, etc)•Find opportunities for language learning in the ss everyday Find opportunities for language learning in the ss everyday liveslives•Make the most of the existing (limited) resources in Make the most of the existing (limited) resources in imaginative/inventive waysimaginative/inventive ways

FeedbackFeedback

•Social problemsSocial problems

Social problemsSocial problems

•Know your studentsKnow your students•Make your class the safe/fun place to beMake your class the safe/fun place to be•Show understanding/considerationShow understanding/consideration

FeedbackFeedback

•OtherOther

OtherOther

•Know your students wellKnow your students well•Establish good rapport with the studentsEstablish good rapport with the students•Communicate and give feedback frequentlyCommunicate and give feedback frequently•Show concern for both weak and strong studentsShow concern for both weak and strong students•Arouse the students’ interestsArouse the students’ interests•Create a safe/friendly atmosphere in classCreate a safe/friendly atmosphere in class•Manage students through grouping in different waysManage students through grouping in different ways•Keep class disciplined by establishing standardsKeep class disciplined by establishing standards•Promote learner autonomyPromote learner autonomy•Smile!Smile!

Teaching and learning EnglishTeaching and learning Englishunder difficult circumstances under difficult circumstances

graham.Stanley@britishcouncil.orggraham.Stanley@britishcouncil.org

References:

•Lamb, M (2002) ‘Explaining successful language learning in difficult circumstances’, Prospect, Vol 17 No.2 Available online: http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_17_no_2/17_2_3_Lamb.pdf

•Smith, R (2011) ‘Teaching in difficult circumstances: a research agenda’ in Pattison, T (ed) IATEFL 2010 Conference Selections, Canterbury, Kent: IATEFL. Available online: http://www.academia.edu/4175162/Teaching_English_in_difficult_circumstances_A_new_research_agenda

•Smith, R (2001-14) http://www2.warwick.ac.uk/fac/soc/al/research/groups/ellta/resources/telc/

•West, M (1960) Teaching in difficult Circumstances, London: Longmans, Green

TELC (Teaching English in Large Classes) initiative

http://telcnet.weebly.com