Tuesday, September 28, 2010
By Tamara Jones
ESL Instructor, SHAPE Language Center, Belgium
A couple of semesters ago, I had a problem in my French class. It all started on the first day of the class. I wandered in and took a seat. The seat next to me was empty, but before the class began, a student (I’ll call her Ms. Steam Roller) came in and sat beside me. She seemed nice and her French was good, so I felt like I could learn from her. However, by the mid-semester point, I had found that I did not enjoy working with her at all. Because her French was better than mine, she ignored my suggestions when we had to write dialogues. Doing pair work with her was like standing in the path of a steam roller. Sure, she was a nice person, but if I had to keep working with her, I was going to scream.
So, after the class, I approached my teacher and said that I would like the chance to work with other students. She asked me why I didn’t just change seats the next class. But I felt that, since I had been sitting in the same place for months, it would be a bit rude to change that late in the game. I needed another solution. My French teacher was great. She worked out a system that allowed us all to change partners every class, so I got away from Ms. Steam Roller without hurting anyone’s feelings.
Changing it Up – Why Bother?
This experience has impacted my own classroom management style because I now go out of my way to make sure students don’t always work with the same partners. I know from experience that students, for many reasons, may not want to work with the same person class after class. There are other reasons, too, to change it up a little.
First, students need exposure to different kinds of English and different levels of ability. If a Korean student always works with a Brazilian student, both students will eventually become accustomed to each other’s pronunciation and errors. That can feel more comfortable, certainly, but we all know there are a wide variety of different accents and a huge continuum of abilities, even in one class. It is better, in my opinion, for students to be exposed to different kinds of English so that they have to work at negotiating meaning, which, according to Folse (2006), is an important part of language learning.
Also, working with students of different levels allows for a wider variety of learning opportunities. When I had to work with Ms. Steam Roller, I constantly felt like the slow student. However, when I worked with other students, I sometimes got the chance to teach them, which helped me learn the skill better myself. I don’t always want to be the “helper” and I don’t always want to be the “helped”. It’s nice to have a little variety.
Changing it Up – The How To
I try to shuffle my students at the beginning of class. Sometime, I just count off. If I have 12 students, I count 1, 2, 3, 4, 5, 6 and 1, 2, 3, 4, 5, 6. The 1s get together, the 2s get together, the 3s get together – you get the idea. They actually pick up their books and move everything to sit with their new partner. At first, this takes a while, but after a few lessons, students expect to have to move and it only takes a minute.
If I am feeling more creative, I work the shuffle into my warm up. I might have a set of index cards, one for each student. Half the cards have pictures or definitions or gap fills (depending on the level of the class) and the other half have vocabulary words. The students stand up, walk around the room and say their word until they find their partner. Then, they move their stuff and sit together for the rest of the lesson.
A couple of years ago, I went to a session at TESOL called “Get into Groups Made More Efficient and Effective” by Kitty Purgason. She suggested doing the above activity with questions and answers or using common idioms or phrasal verbs cut in half. In Maryanne Wolfe’s presentation at TESOL 2010, she suggested an interesting activity if space permitted. She gives each student a card with some information (in the demonstration, the information on the cards was the life expectancy in a number of different countries) and told students to put themselves into a line from the longest life expectancy to the shortest . Then, once the students are all lined up, she folds the line in half, like you would fold a string, so the students at the end meet up and become partners, all the way down the line. What fun!
Students deserve to have a little variety in their partners. They may seem to be happy working with the same person day after day, but I bet that many of them will welcome a change. The class gets to know each other better, the affective filter is lowered, and students develop new friendships. It’s a win, win, win!
Folse, K. (2006) The Art of Teaching Speaking, University of Michigan Press.
Olson, K. (2010) Movement and Learning, Paper Presented at TESOL 2010: Boston.
Purgason, K. (2007) Get into Groups Made More Efficient and Effective, Paper Presented at TESOL 2007: Washington.