Giving clear instructions is a vital skill for every teacher.
Secondly, the use of instructions in English should be maximized in English lessons.
The articles in this unit consists of classroom phrases that the students will quickly learn and understand.
The phrases are recorded with pauses. So you just press the button and make your students say the phrases after the recording with pauses.
Instructions and classroom phrases
Very basic phrases for beginners
Phrases for intermediate beginners to use in a lesson
Phrases for pair and group work as well as station work and co-operative work
Class phrases with rising intonation and positive feedback phrases
Some ideas on teacher talking time (TTT) versus student talking time (STT)
In CLT we teachers need to observe ‘teacher talking time’ (TTT) in the sense that we do not talk too much and unnecessarily steal talking and practice time from our students (STT). The TTT-STT ratio depends on what we are doing in the class and the proficiency level of the students.
Maximize the use of English in your class and and organize the lessons so that the students talk a lot in pairs and groups!
The younger and weaker the students are the more they need the teacher’s assistance. In my opinion the ideal in a good class in the senior high is aroung 10 % for TTT and in the junior high about 20 %. In elementary level classes the percentage is much bigger.
However, there are lots of situations when the teacher has to talk and with a little bit of training the students can be taught the basic phrases used during lessons. As a result the teacher can avoid using the mother tongue in these situations. Especially teachers who are beginning their career might find these phrases useful.
The phrases in the unit cover some of the basic situations in an English lesson:
Giving short or detailed instructions and feedback
Asking questions or explaining about the goals for the lesson
Asking for clarifications, praising the students
Starting or wrapping up pair, group or any other kind of work in class
Introducing rising and falling intonation patterns
Some very basic instructions and phrases during a lesson
Hello, everybody. / Hi, everyone! Please come in now. Stand up, please! Good morning, everyone! Good morning, boys and girls! Good afternoon everybody! My name is Mike Jones. I’m your new teacher in English.
Good morning, Mr Jones / Good afternoon, Miss Johnson / Good evening, Mrs Jacksonl!
Sit down, please! / Please take out your textbooks, workbooks and pencil cases./ It is so nice to see you again. / How are you today?
Fine, thanks. / Very well, thank you. Is everybody here today? / Is anyone absent? / Where’s Henry this morning? /Sorry, we don’t know. / He’s ill, down with the flu. Oh, I’m sorry to hear that./ It’s time to start. / Are you ready?
Now, say these words after me./ Well done! / Very good, thank you! / Open your books at page 5. / Unit 1. / Look at me, a page like this. / Please, what was the page again? / Is it this page?/
Let’s listen to the text. / Sarah, can you translate the first sentence, please. / Yes sure, it’s an easy sentence. Err, Susan/Sammy, the next sentence, please. / Any questions? / Not really, this is an easy sentence too.
Let’s read the text aloud. / Read after me, please. / Read after the CD. / Can we read in pairs this time?/ I think it would be nice./ That’s a good idea! Let’s try it. / Read with your partner./ Raise your hands if you like the idea./ OK, let’s do it./Then look at my questions and answer them in pairs. / We are ready. / What do we do next?
Giving clear instructions is one of the skills we CLT language teachers should master. To avoid repeating the instructions many times I have started to have the very same instructions on the screen. In my experience one student out of ten always asks for clarifications.
The phrases below are divided into four groups: Pair work, group work, station work and co-operative work.
Please make your students understand the instructions below and then make them repeat the phrases. They serve as examples of pair and various group work phrases. The recordings already have pauses in them so there is usually no need to stop in between. The actual techniques for pair and group work are explained under heading ‘Modern pair and group work methods’.
Today we are going to work in pairs. Find yourself a partner. Who’s my partner? Well, it’s up to you. / You can decide. / It’s all the same. Has everybody got a partner? Ah, OK Mike is without a pair. The three of you can work as a group. Mike, please join this group.
Today you will get a pair at random: I have numbers in this box. Pick up one paper and find your pair. They have the same number as you. Numbers ones sit here, numbers two sit here, threes over there, fours at the back and fives over here.
One of you is A and the other one is B. One of you will read the question and the other one will find the answer in the text. Take turns in answering. Then do the same and change roles, you are A and you B, alright? Understood? Got it?
Today we are going to work in groups. Pick up a number from this box and go to the right table. Number ones here, twos there, threes there and finally fours here. Here is a handout for each group. / Here is a copy with the task for you.
Every group has the same task. / Every group has a different task. Please start working. You have 20 minutes to finish the job. In the end everyone has to say something in front of the class.
OK, your 20 minutes is gone now. Group 1, please come over here to present your findings. Excellent work. Does anyone have any questions for Group 1 or something to add? OK, let’s move on to Group 2.
OK, today we will have work stations. The groups are selected randomly, so pick up a number from this box and go to your table.
As you can see we have five sets of tables together and each of them is a ‘station’ with a different task. You will have 10 minutes to finish the task and there are also extra tasks if you are very quick. Even a super task for the super quick ones on the whiteboard.
The correct answers are in the envelope on the table and after 8 minutes I will ask you to check the task. Don’t worry if you did not finish the task. You can do it at home. Look at the instructions on the table and start working.
Today we are going to work in number and letter groups. First, pick up a numbered paper from this box and go to the right table. Number ones here, twos there, threes there and finally fours here. The topic is ‘What to show a tourist in our home town/village/region’. The same topic in all groups.
Never mind the letter on the paper (A, B, C and D). We’ll use them later on. Everybody, take notes on the things you talk about in your group. Look at the task on the screen and start working. 20 minutes to go.
Time to stop working in numbered groups. Get to your Letter Groups, please. As here, Bs here, Cs here and Ds over here. Take your notes with you and tell the others what your group was talking about. In 15 minutes you will go back to your Number Groups to hear what the others thought about your ideas and what they had to say.
If the student senses that you care, they will start to care as well. If the teacher does not care about the welfare of the students, why should they care about the teacher and the subject.
To learn the skill of giving constructive feedback took me a long time. But I did get better in doing that – by trial and error method. Quite a lot of principles to remember!
Feedback comments to encourage your students
The expressions below can be softened by adding ‘I think …’ ‘I have got a feeling that …’ ‘I am very pleased that …’ ‘It seems to me that …’to them.
‘I think …’ You participate enthusiastically in discussion. ‘I’ve got a feeling that …’ You are superior in dividing work in your group. ‘I am very pleased that …’ You listen to and follow directions well. ‘It seems to me that …’ You express ideas clearly and logically.
You will find 55 sample comments below that you can use in giving positive feedback to your students, those in senior high school or over 16 years of age. You will, however, notice that in practice you will use less than 10 phrases in the development discussion because you need to lure the students to say many of the ideas themselves.
SOCIAL SKILLS – feedback comments
‘I think …’ ‘I have got a feeling that …’ ‘I am very pleased that …’ ‘It seems to me that …’USE THESE PHRASES TO SOFTEN THE MESSAGE
1 The other students seem to admire you for your calmness.
2 You have demonstrated great organizational skills.
3 You enjoy dramatization and encourage the others well.
4 I love to watch you working in groups and get the others back on track.
5 You have a great sense of humour and you lighten up the atmosphere.
6 The others say you are the one who encourages others most.
7 Your classmates like to be around you.
8 You are often the thoughtful leader in the group discussions.
9 You have developed more positive ways to interact with others.
10 The way you cooperate with others in group work is exemplary.
11 I admire your willingness to take responsibilities and follow them through.
12 What you are particularly good at is dividing work in your group.
13 You follow my directions well and advise the others if they do not get what I mean.
14 The way you treat the shy ones is superior to anyone else in class.
15 It is you the classmates turn to if they have a problem in English.
Modify the phrases for your own purposes and to encourage those who are not very good in English.
STUDY SKILLS – feedback comments
1 You have started to do your homework well and it shows in class too.
2 The others have noticed how you concentrate on learning much better this year.
3 Despite your hobbies you seem to manage your time well.
4 The strategy you follow in essay writing works beautifully now.
5 I’m so pleased that you seem to rely on yourself now.
6 You solved the problem with multiple choice questions and your open-ended answers are superb.
7 You probably realize yourself how much your vocabulary has expanded in just a few months. The tips seem to work well.
8 You are gaining academic skills, such as using effective learning strategies.
9 The way you pronounce English is music to my ears, just like native speakers. Recording your own speech on the phone was a great idea.
10 You are consistent in using English all through the lessons.
11 I’ve noticed how you help the others to find information quickly in the internet.
12 You have become so good at expressing your opinins that I suggest you will take part in our next school debate.
13 Reading newspapers and magazines in the internet has improved your reading skills tremendously.
14 I’m glad you don’t worry about grammatical mistakes any more and still you make fewer and fewer of them these days.
15 You seem to have found your own style of learning English better. And you even give hints to others.
Study skills, learning to learn well, requires a lot of time and patience.
ATTITUDE and MOTIVATION– comments
1 You have realized that you are an auditive learner and youtube seems to serve you well.
2 The others have noticed how you take more and more pride in the way you make progress.
3 You have understood how important the learning tips I’ve given to the class are. The sky is the limit now.
4 Lately you have show enthusiasm for learning English.
5 You asked me how to improve your pronunciation, I gave you some advice and gosh how beautiful you sound now.
6 I’m glad you pulled up your sock when I returned your essay last month. The one this week nearly blew me away. Marvellous!
7 You really seem to enjoy speaking English and you are very active in class these days.
8 It’s great you like to challenge yourself in class and not do the easy assignment.
9 You have the guts to keep on asking relevant questions. I’m happy to answer them and the others benefit from them too.
10 You give constructive feedback to the others and me too.
‘The teacher is fair and on my side’ – a message that makes a big difference in the students’ minds.
ENGLISH PROFICIENCY – feedback comments
1 You have shown noticeable improvement in speaking and pronunciation.
2 You comprehend reading tasks quickly and can explain the content in your own words.
3 You seem to make steady progress in learning active vocabulary and it is shown in both writing and speaking.
4 You have learnt to use more complicated grammatical structures with few mistakes.
5 Your essays have a clear logical structure and the points are soaring.
6 The presentations you give in front of the class are enjoyable to listen to.
7 When you have set your goals you do not give up no matter what.
8 You are able to analyse the listening tasks in detail and even challenge the formulation of some questions.
9 Your knowledge of the English-speaking world is amazing.
10 You seem to be able to think in English without any hesitation just like native speakers.
11 Thanks to reading English novels your passive vocabulary is admirable.
12 Your ability to argue for your case both is speech and writing is most convincing.
13 You have really made use of all the strategies we have been studying to learn English more efficiently.
14 The lesson on auditive, kinesthetic and visual learners seems to have openend your eyes to what sort of learner you are.
15 Your fluency in speaking leaves nothing to be desired. And your pronunciation is music to anyone’s ears.
Language skill is the most delicate skill to give feedback on. Low-achievers in particular need encouragement even for minor improvement.
What we teachers say to our students, has a much more profound meaning to our students than we can ever imagine.
When we give feedback to the students it is easy to give positive feedback since we know it will boost the self-esteem of the students.
Giving positive feedback is easy but the real challenge emerges if we need to give negative feedback on or challenge some part of a student’s performance.
How can we give constructive feedback and avoid hurting the students’ feelings?
This is a true skill and requires a lot of practice before it becomes natural. You will most likely find yourself in your own traps many times.
Read the dialogue below and try to work out the teacher’s tactics in giving feedback on an essay. Don’t cheat! The analysis is under the photo below but think for yourself first.
T:“Jim, your essay is improving month after month and I am so happy for you. Last year you got 55 points out of 100 and now you are at 70. Can you show me the essay and my corrections. Am I right in assuming that your next goal is 80 points, ? Any challenges?” (1)
S: “Thanks. Yes, 80 points has crossed my mind. I’ve been reading a lot of internet magazines recently and I think I need to keep on doing that. I’ve noticed how some writers have great logic in their texts and I have not got that yet. And I seem to mess up with the passive voice and misspel too many words.” (2)
T:”Yes, you are right. Stick to the essay model structure that we practised last month. What is the problem with the passive voice?” (3)
S: “I do not know how to use the tenses there. I’ve forgotten how it works. I’ve still got the handout about it. I’ll ask my girlfriend to explain it.” . (4)
T: “Ok, if it does not work get back to me about it. And the misspellings, they are a problem even for natives. What can you do about them?” (5)
S: “I’ve started to write difficult words in the reminder file in my phone. Mike advised me and I’ve already got 25 words there that I always get wrong.” (6)
T: “That sounds good. I’m truly pleased with your attitude this year. You do your homework and you seem to know how to study in your own style. Besides your classmates think you are kind and appreciate the help they give to you. Ok, I have to go now. Keep up the good work and you’ll reach 80 points in a month or two.” (7)
(1) The Teacher (T) says a very positive thing first to get the discussion going verifying it with 15 % increase in points. The T implies that the points may even get better and lures the S(tudent) to reveal his/her goals. The T is satisfied with the S’s personal goals. The T certainly remembers what the S’s problems are but does not want to repeat them since the S sees them in the essay. The T does not use words like ‘but’ or ‘however’ since it would bring the positive message to zero in the mind of the S. ‘Your essay went from 55 points to 70 but …’
(2) The T lures the student him-/herself to say the problems aloud and the S reveals what he/she has been doing to improve the quality of the essay and has an idea where the problems lie. Self-awareness is clearly there, which the T praises later on.
(3) The T agrees with the S on what needs to be done to the logic of the essays. The T also reminds of the things already done.
(4) The S admits that the fault is his/hers and has thought about the solution. So the S knows he/she is responsible for solving the issue.
(5) The T comforts the S and instead of providing the S with a solution wants the S to find it him-/herself.
(6) The S is already trying out a solution and it turns out that he/she is willing to take advice from other students as well.
(7) The T ends the discussion with very positive but frank comments on other than language skills the S’s attitude to studying English and other people, his/her social skills and maturity to be responsible for his/her own studies. I-messages like ‘I’m so happy for you’ or ‘I’m truly pleased with your attitude.’ send a message ‘I am on your side and try to help you.‘
The words of the teacher are easily forgotten but the feelings aroused by the feedback are not. So, let’s be careful!Our nasty remarks may be remembered for decades.
A summary of the main points in giving feedback
I am repeating these ideas here to make it easier for you to check if the teacher is following the strategy. Have this list and the phrases at the end of this article in front of you when you are giving this kind of feedback for the first time.
Give the positive feedback first.
Don’t voice the negative points at all.You trick the students to say them themselves. So, lure, lead and let the student tell what the problems are and how to solve them. Turn the challenging issue to a question and ask the recipient’s opinion about it: “What do you think about the logic in your essay? Was there anything you were not pleased with in your presentation?” How do you feel about the essay /presentation now that you look at it? Did the presentation / essay writing go as you planned it? What do you now think about the group discussion / process of essay writing ? Which parts do you think you succeeded best in? What are the next steps you intend to take?
If the students cannot suggest a solution, send I-messages which will reveal your caring attitude; Asking for clarification: “Am I right in saying that writing logical arguments and using the passive voice are challenging for you?” or Expressing concern: “What I worry is that it seems hard for you to come up with strong main arguments.“
Avoid words like ‘but, however, nevertheless, nonetheless‘. They bring the positive feedback to zero.(This is the BIG TRAP!)
Positive feedback is easier to find in other skillsthan language(working well in groups, helping others, asking for help, increase in motivation, better attitude to studying etc.) (Study skills, Social skills, Attitude / Motivation)
Teachers often pay too much attention to assessing language skills only. Focusing more on the efforts, study skills, social skills and attitudes of the students, low-achievers in particular, would boost the students’ self-esteem and motivation.
Repeat the most positive feedback at the end. And encourage genuinely.
The question we teachers need to ask ourselves is:
“Our intentions in giving feedback may be good but what are the feelings aroused by the feedback session like? Disappointment, anger, humiliation, indifference, joy, relief or encouragement.”
Having read the dialogue above, my analysis on it and the summary on how to run a constructive feedback session with a student, you should be able to answer the following questions.
Why should we focus on giving positive feedback?
What is the best tactics bringing up challenges or negative comments?
What can you do if the students have no solution to the problem at hand?
Why should you avoid using words like ‘but’ or ‘however’?
What are the skills areas on which you can give feedback?
Why should you not focus only on language skills? Who benefit most?
How do you end a feedback session?
OK. One more try. See if you spot the teacher’s tactics better this time.
T:“Mike, here is your listening comprehension test. You got full points for the multiple choice test. Congratulations.”
S: “Oh, thanks.”
T: ”Something the matter? You don’t seem happy.”
S: ”Well, the open-ended questions.”
T: “What about them?”
S: “I only got 6 points out of 15. It’s always the same. I don’t know what to do?”
T: “There may be many reasons for that. I’ve come across this problem many times but I think you may have some idea what is going wrong.”
S: “Sorry but I don’t have a clue what to do about it.”
T: “Ok, am I right in saying that on the basis of your essay your vocabulary is not wide enough. And any movements or noise around you seem to disturb you, right?”
S: ” Could be. In this test I did not know what ‘ sufficient’ and ‘pedestrian’ mean and I was lost. I haven’t had time to practise any of the vocab learning tips we rehearsed last month.”
T: “Yes, you are on the right track. Your passive vocab has to be much larger than the active one. What about the concentration issue?”
S: “Now that you said it, you may be right. I follow what the others are doing in class and forget to focus on what I hear. Can I move to sit in the front in the next test, by the window and see if it is any better?”
T: “Yes, sure. But your multiple choice questions show that you listening skills have improved a lot since we started last year. I’m sure you will soon overcome this problem since you are motivated and you study hard in groups and hand in the assignments on time. I will go through the questions one by one tomorrow in class and let me know after the lesson where and why you missed the correct answers.
One of the things mentioned under ‘Pronunciation’ heading was intonation. It is something we should also bear in mind when we use classroom phrases or in general when we speak to the class.
Pronunciation is mostly based on models and so is intonation. Make it a natural thing in class, something not to be ashamed of, even if it is very different from the mother tongue.
By intonation we mean the changes in speaking melody produced by the rise and fall of the voice. The wrong kind of intonation may change the meaning completely.
Having made your students repeat the phrases below after the recording, let them improvise an oral dialogue with their pair where they have a teacher – student role play using the phrases below with an appropriate intonation. They can, of course, use other phrases too.
The idea is, of course, that when picking up the phrases the students will think hard what the phrases mean and remember them better. Learning by doing!
Classroom phrases for beginners
Stand up, please!. Good morning, everyone! / Good morning, boys and girls! / Good afternoon, everybody! My name is Mike Jones. I am your new teacher in English.
Good morning, Mr Jones! / Good afternoon, Miss Johnson! / Good evening, Mrs Jackson!
Sit down, please! Please take out your textbooks, workbooks and pencil cases. It is so nice to see you again. How are you today?
Fine, thanks. / Very well, thank you.
Is everybody here today? / Is anyone absent? / Where’s Henry this morning?
Sorry, we don’t know. / He is ill. Down with a flu.
Oh, I’m sorry to hear that. It’s time to start. Are you ready? Now, say these words after me. Well done! / Very good, thank you! Open your books at page 5. Unit 1. Look at me, a page like this.
Please, what was the page again? Is it this page?
Let’s listen to the text. Sara, can you translate the first sentence, please.
Yes, sure. It is an easy sentence.
Err, Susan/Sammy, the next sentence, please. Any questions?
Not really. This is an easy sentence, too.
Let’s read the text aloud. Read after me, please. / Read after the CD.
Can we read in pairs this time? I think it would be nice.
That’s a good idea. Let’s try it. Read with your partner. Raise your hands if you like the idea. OK, let’s do it. Then look at my questions and answer them in pairs.
We are ready. What do we do next?
Let’s do an exercise. Workbook page 7, Exercise A Write the two sentences in English, please! OK, everyone. Err, two minutes more. / A couple of minutes more and then we stop for today.
Thank you. This was an interesting lesson.
You’re welcome. Your homework is on the blackboard / on the screen. / Goodbye, everyone. / Have a nice weekend!
Do you have the right time on you? Hold your horses, we are not done yet. This lesson is supposed to finish at a quarter to two. We have five minutes to spare.
One more exercise and we can call it a day. There’s no use starting exercise 4 today. Your homework for the next lesson is on the board. Revise the text and the vocabulary. The deadline for the essay is next Tuesday. Make sure you hand it in then.
Hold on a minute! I have one more thing to say to you. We’ll have no lesson next Monday. Put everything back in its right place. Take all your things with you.
Logical order of precedures and control are needed at schools, too.
The teacher is the boss in a class. The students take as much power as they are given! If you do not take the command in class, the students will!
This article is an introduction to this topic and I will start by introducing
10 basic principles on class management and control for new teachers and those who wish to reconsider their ways in class
some ideas to bear in mind when the teacher is starting with a new group and planning the very first lesson with them
Because of its large scope I am going to deal with ‘Class management and Control’ in 7 additional articles under the following headings. There will be some repetition of the key ideas to tie the contents of the articles together and make it a more coherent unity.
Class management and control
Qualities of good and bad teachers
Class control, how to succeed and fail
How to avoid being too tolerant or too strict
Gordon’s principles, a wise teacher
Gordon’s method, a sample dialogue
I- and YOU-messages
Active listening, I-messages and win-win solutions
Many teachers are afraid of applying CLT principles and student-centred methods because they are afraid of losing control in class.
I sympathize with this feeling since I have experienced it too. My advice is to try out the changes gradually and always tell the students what you are trying to do and why. Besides you can always go back to your old systems. I never did, neither did my colleagues.
10 principles for class management and control, a summary on teacher measures
The teacher
is the Queen or the King of the class; group control requires authority
takes the power for him-/herself from the very beginning; otherwise the students will take the power in the class
has clear rules for behaviour, explains the rationale behind them and makes sure the rules are followed
is on the students’ side, helping them in all situations
treats everybody the same way, no matter how good they are as students; the measure of students is not in the grades
is fair in making decisions and when marking papers
makes sure nobody is teased or bullied at school and the working environment is peaceful and safe
gives interesting captivating lessons with a good sense of humour
creates an atmosphere of mutual respect and patience
is interested in students as individuals and helps them to find new ways of learning
Many teachers are facing an authority problem with their pupils or students thinking that they are not supposed to give commands to their students. This is a misconception and problems follow. The truth is that the students take as much power as they are given. It is the teacher or students who run the show in the class and every responsible teacher has to realize that they are the Queens or Kings in the class. It is scary for some teachers at first but the other option is a teacher with burn-out and lowered self-esteem. If the teacher is scared of the students, they sense it and take advantage of it.
This does not mean strict military commanding but the students have to respect the work the teacher has put on the lesson in advance at home. Everything we do in class has to have a purpose, a goal and no time should be waisted on unnecessary hassle. It is perfectly ok to be jealous of time and use it wisely.
The students are dying to know who you are, what your values and principles are but still, be careful not to tell too much. Likewise you need to know about the students’ lives, hobbies and gradually about their worries. This is vital for a healthy teacher-student relationship which is the key to class management based on MUTUAL RESPECT.
Still, don’t try to be your students’ buddy. Some inexperienced teachers may think that being nice is the only thing needed. Wrong. It may easily lead to a situation where some students take advantage of that cozy atmosphere. You are the boss and things run your way. I fell in that trap with one class in the 1980s and learnt my lesson.
Every time we are dealing with a class, any size of class, the teacher has to organize the learning process logically and individual wishes can be taken into account. All this requires a lot of pre-planning and becomes easier only with a lot of experience. There is no room for chaos: the teacher gives instructions, all the students begin with the same task or choose one of the options, work alone, in pairs or groups and the teacher observes that the work gets done. As simple as that.
The teacher is supposed to observe the class all the time helping individuals, pairs or groups when needed. Learn more about differentiation.Learn more about Gordon’s method. In my other articles.
The importance of the first lesson
First impressions count. You are measured within the first five minutes.
You are walking along the school corridor full of noisy students. You are having your first lesson ever with a group of 30 students. “How am I going to cope with the situations”, you think. If you have not thought it out already, you have made your first serious mistake. Always go to lessons fully prepared.
Think carefully in advance what you are going to say to the students and do with them. Practise by saying all the things aloud at home.
Check the classroom and the equipment beforehand and learn how to use them. Find a way to make the classroom a bit cozier.
Greet them at the door personally and establish proper warm eye-contact. A firm handshake * will confirm your silent message: “Welcome to my class, I am the boss.” (* if it is customery in your culture)
Age groups 5 -15: at the beginning of a lesson make them stand and be quiet before they sit down. It means the lesson is about to start, peacefully.
Explain about yourself, your life and move on to your class rules, explain why you have them. As few rules as possible but as many as you feel are needed.
Ask each student to tell you their names and hobbies and write them down.Pulling the hobby-string to establish a more personal relationship with the students is one of my favourite things at school: Hi Janet. How’s your street dancing? Performing for us soon? / Hi, Mark. Scored any goals lately? / Good morning, Susan. I have a new song for us. Could you help me with it today? / Jim, can you come and help me with this programme. Your math teacher said you are the wizard in the class. The message is clear: The teacher cares about ME, not only about my skills in English.
Don’t ask them anything too personal or intimate since they probably are shy to tell about their family and background. Privacy issues can be very delicate.
Finally, explain about your philosophy and methods of teaching English (or whatever you subject is) and why you are using them. Encourage the students to give you feedback at the end of each course.
Be as tall as New York skyscrapers in your class. Proud and persistent about the things you do in your class.
YOU-messages judge the behaviour of a student. As a result they feel hurt and may disobey because of that.
In Gordon’s terminology YOU-messages refer to utterances which involve a problematic situation where the teacher is not pleased with the students’ behaviour or the way they work in class.
N.B. You-messages do not refer to situations where we are satisfied with our students and genuinely want to advise, thank, praise or guide them.
Situation in class: Malcolm has difficulties in getting started with his essay writing. He cannot get started and it clearly annoys him and he also shows it clearly.
Can you imagine saying the following things to him? Yes / No / Depends How effective are these utterances in solving Malcolm’s’s problem?
If you already answered ‘Yes / No / Depends’ in an earlier article , you may want to move on to look at my comments on the utterance below.
Stop complaining and start working!
You had better get started if you wish to get a good grade for this course.
Solve your own problems at home. When you are at school you have to study and not daydream.
You have to stop wasting your time and then you will be able to finish the work.
We only have one more week of school and this essay has to be ready by Tuesday morning.
You are pigheaded.
Grow up. You behave like this was a daycare centre.
It’s hard to believe you have planned to start senior high next year.
You are just finding excuses not to finish the assignment on time.
This task is a piece of cake for you. It has never caused you any difficulties.
Listen, essay writing use to be a challenge for me too. You are not the only one who thinks so.
Was this assignment too difficult for you?
Why did you not tell me earlier you did not understand the theory?
Come on, stop talking about the bad grade and let’s do something nice.
You are feeling guilty about not being able to return the essay today. I can see it in your face.
Miltary discipline in classes? No thank you. CLT teachers prepare the students for ordinary life and situations.
The point in thinking about these utterances is to consider their effect on the students and how they interpret them. Of course,the tone of voice and intonation are decisive how the messages are understood. How would you react if any of the things were said to you?
The potential interpretations below illustrate the harmfulness of some of these ‘innocent, benevolent’ utterances that we all are guilty of. So, let’s be careful in being too judgemental.
Stop complaining and start working! ORDER
You had better get started if you wish to get a good grade for this course. WARNING/THREAT
Solve your own problems at home. When you are at school you have to study and not daydream. MORALIZING
You have to stop wasting your time and then you will be able to finish the work. CRITICAL ADVISING
We only have one more week of school and this essay has to be ready by Tuesday morning. GUIDANCE
You are pigheaded. INSULT / BELITTLING JUDGEMENT
Grow up. You behave like this was a daycare centre. SCORN / REDICULING
It’s hard to believe you have planned to start senior high next year. INSULT / SHAMING
You are just finding excuses not to finish the assignment on time. UNJUSTIFIED INTERPRETATION
This task is a piece of cake for you. It has never caused you any difficulties. COMFORTING
Listen, essay writing use to be a challenge for me too. You are not the only one who thinks so. BEING EMPATHIC
Was this assignment too difficult for you? QUESTIONING
Why did you not tell me earlier you did not understand the theory? INTERROGATION
Come on, stop talking about the bad grade and let’s do something nice. HUMOUR with DIVERTING ATTENTION
You are feeling guilty about not being able to return the essay today. I can see it in your face. PSYCHO ANALYSIS
If the relationship is open and free from problems, the teacher can, of course, genuinely thank, praise as well as guide the student with questions and reasoning. Numbers 5, 10, 11, 12 and even 15 might be quite harmless. It all depends on how you say them.
Why do YOU-messages NOT work?
The other utterances above are so-called ‘YOU’-statements that we have to be careful with. Let’s see why and look at examples 1 and 7.
YOU-messages
1 Stop complaining and start working! ORDER
7 Grow up! You behave like this was a daycare centre, SCORN / RIDICULING
Message:
This is what Malcolm hears:
Malcolm, you are a failure and I don’t like you.
Another disappointment for the student. See the examples below how to use I-messages to soften the message in a positive way.
YOU-messages easily block communication between the student and the teacher. Let’s have another example why YOU-messages are not effective.
Situation:The teacher is getting nervous.
His/Her YOU-message: “Stop it! You are disturbing the class!”
The student’s interpretation: ‘He/She doesn’t like me. I don’t want to obey or co-operate with him/her.
‘He/She doesn’t care about me. Why should I care about him/her?’
And as a result the communication is blocked.
I myself have a very black sense of humour and I am easily very sarcastic. poker-faced. I have learnt to warn my students about it because in many cases the students have thought I was serious and they felt offended. Luckily my students told about it to me and I have learnt to be more careful and apologize for it if I still mess around.
Ok, maybe you agree with Gordon’s way of thinking. Let’s take a couple of more examples to hammer in the difference between ‘I- andYOU-messages’.
Can you feel the difference and grasp the effect of the YOU- and I-messages below? Roughly the same message but a different effect!
YOU-message
I-message
You are wrong.
I disagree.
Start helping me now!
I could use a hand, please!
You drive me mad.
I feel annoyed when you do that.
That’s just an excuse to leave the class without a reason.
I feel disappointed now. Am I right in assuming that is just an excuse?
I stumbled for a long time in getting rid of YOU-messages and learning to use I-messages.
Why do I-messages work?
The students are willing to do things for us and respect us
if they feel we accept them unconditionally as they are
if they feel we are on their side, helping them even if they have misbehaved
if we treat them fairly regardless of their skills
if we take their feelings into account
This is how you can start the I-message: I think …, I feel …, I believe …, I need …, I want …, I wish …, I’d like to …
I-messages don’t damage the student’s self-esteem because he/she does not feel he/she is judged or criticized.
I-messages do not directly tell the student what to do or stop doing. That is why he is more willing to change his behavior.
I-messages imply that the teacher is an ordinary human being with his/her feelings and needs, and requests for some respect for his/her work.
You-messages mostly carry a negative tone and the student is unwilling to co-operate after hearing and interpreting them (The teacher does not like me. Why should I obey?)You-messages solve the problem only from the point of view of the teacher, often at the expense of the student’s self-esteem.
If you send you-messages, you will hurt your listener’s feelings and the person will think:
‘You don’t seem to care how bad I am feeling so why should I try to please or obey you.’
Unless we are telling a story the number of phrases we teachers use in class is fairly limited. We can start with a small number of phrases and expand the vocabulary and number of phrases little by little.
Let’s read and learn some more basic phrases for beginners in English.
First say the instructions in English and then give the translations in the mother tongue during the first lessons. You can also show with your hands what the students are supposed to do; show the page, point at the screen, place your hand on your ear etc.
There is no point the teacher would be giving these instructions in the mother tongue all the time since these are simple but useful phrases in everyday life as well and the students will learn them quickly.
The teacher should maximise the use of the target language all the time in lessons.
The list below is not meant to be a coherent text but can be used at the beginning of the course with beginners of English. Let’s learn some more basic phrases during the lesson
Ask your students to repeat all of them. This is not meant to be a coherent text. Just a list of phrases. PRESS the BUTTON!
Everyone, can you hear me now? Yes, we can. / No, sorry I can’t. Ok, l’ll try to speak a bit louder. / OK, I’ll speak up. / Sorry, I didn’t hear that! / I’m sorry. Too much noise here. / What did you say? / Can you repeat what you said? I didn’t catch it. Can you see the photo on the screen? Yes, it’s fine. / No, it’s a bit unclear. Ok, any better now? How about now?
Look at exercise 4 on page 9, starting on line 3. Page 9, line 3. One sentence at a time. Who wants to start? It’s your turn, Jane and Peter, you’re next.
Thank you, Colin. You have been very active today. / Let’s give the others and someone else a chance now, shall we!
Any volunteers? Sally, I think you know the answer, right? Would you like to try? Awesome! / Great! Marvellous! / Wonderful! / Terrific!
Alison, could I borrow your book for a while, please. /Thanks. Look at page 29. Page 26, not 29. Sorry, my mistake. / My apologies. / Sorry about that. /That’s alright. It doesn’t matter. / No harm done. No problem.
Sir, can I work alone? Ms Hill, can I work on my own today? Sorry, I’m afraid no, not today.
Here is a handout for each of you. / Here is a copy with the task for you./ Could you pass the handout to the boys at the back, please! / And this one to the girls, please! /That’s very kind of you. /Here you are. / There you are. / One for you and this one is for you.
Thank you./ You’re welcome. / That’s all right. / No problem. / Be my guest.
TIPS for the teacher
Having read the boxes the teacher says any of the phrases in the box in the mother tongue and the students respond everyone at the same time saying the same thing in English.
Pair work: Student A reads one of the phrases abd student B says the idea in the mother tongue.
Over the years I have developed a habit to observe my students constantly. What is new in CLT principles is to teach the students how to observe themselves and others using a criteria form. Then I compare my observations with theirs in development discussions.
The final aim is, of course, that observation becomes automatic and no form is needed in the end. It becomes a life-long habit.
Topics for this article:
Why should we observe individual students? Beliefs!
How can we do it in practice?
What is meant by observation criteria?
And what is a development discussion?
What kind of positive phrases can I use in it?
The procedure in class observation is very straight-forward:
First we observe and look at the criteria, then we assess what the strengths and weaknesses are, give feedback and lead the student to decide what needs to be done.
I believe that …
doing systematic class observation does not increase the teacher’s workload; it simply reveals where the problems might lie, it can easily be done if we use student-centered methods
if the students learn to think about themselves as learners, they will take school more seriously but they need to know exactly what we expect from them (what to observe + get criteria to do it)
self-observation will lead to the development of many skills that are not evaluated in school reports (needed in life-long learning)
the use of observation criteria is needed maybe 3 times in the first year and later on once or twice in development discussions with the student
the use of observation criteria soon becomes an automatic tool to guide the discussion in groups how to study and treat others
the focus should not be in filling in the criteria form but in applying the ideas while studying
once we know where our weaknesses lie, we can start finding a remedy for them; observation, analysis and concrete actions are needed to make the change
5 Class observation and self-/peer-observation
In fact, my final aim is that self- and peer-observation become so automatic that no forms are needed any more.
In the previous article we dealt with points 1 – 4 below and now we will focus on points 5. to 8.
Formative tests and ‘Quizzes
Questioning techniques
Differentiation= Mixed-ability class techniques
Discussing learning styles and strategies
Class observation and self-/peer-observation (which serves as the basis for assessment)
Observation rubric /criteria opened up
Performance appraisal / Development discussion
Effective feedback – tips and phrases
The order of AfL points 5. – 8. is a bit complicated because they are so much intertwined. The logic in class runs roughly as follows.
Observation – can be done by anyone (the students themselves, peers, the teacher or some outsider)
Observation done by other students – peers – is extremely valuable for both parties provided it is done respectfully (See below what the feedback form may be like)
Observers must know which skills to observe (4 areas! See below)
Observers must be trained to use the criteria stating the ideal goals and the form to be used must be a simple by-product of the lessons
Observers should be able to give constructive feedback
The ones who were observed and given feedback to must be able to take actions to improve their performance (See the next article on effective Feedback)
Let’s look at these points one by one.
Class observation can be done by anyone in the classroom but it is useless if it is not followed by criteria-based feedback that shows how the students can improve their performance.
Observation is constantly done by the teacher but students can and should be trained to observe each other (peer-assessment) as well and while doing that they will learn to make observations of themselves, too (self-assessment).
Did anyone ever gice you feedback or discuss with you about your a) Language proficiency, b) Study skills, c) Social skills, d) Attitude and motivation? You are very lucky if you answered ‘Yes’.
Observation requires a lot of time and the only way to arrange it at school is to use student-oriented methods; get the student groups working and start observing.
“What am I supposed to observe? How can I make it more systematic?” you ask. They are the four things above. Let’s have a look at them now.
6 Observation rubric/criteria opened up
At first glance one might assume that the teacher’s job is only to observe the students’ language proficiency level in speaking, listening, reading, writing, grammar and vocabulary. Sorry, that is not enough.
Nevertheless, if our aim is to develop the students’ whole personality and prepare them for the future there are four things to observe: a) Language proficiency, b) Study skills, c) Social skills, d) Attitude and motivation
The problem with rubric / criteria forms is that they tend to be too difficult to use and that is why teachers stop using them soon. Therefore our forms should be very simple but still give enough useful information.
The form below is an example for a self- observation form. It can be in English or sometimes in mother tongue as well. If you change the wording from ‘I’ to ‘‘The student =St’ you can use the same form when you as the teacher observe and assess the students.
So, the idea behind this form is to make the students assess themselves first and then the teacher makes his/her collective mark in a different colour pen. Language skills are placed last on purpose since we want the focus to be on AfL. The scaling is up to the teacher (A –E, always – never, Excellent – Needs improvement etc.)
An example of a self-observation form for junior high students.
You may need to formulate a form of your own. Some things always overlap.
A = always, B = often, C =sometimes, D = seldom, E = never
Study skills
A
B
C
D
E
I always study hard at school and at home.
I always do my homework by myself.
I use very many ways to learn English better.
I know how to use dictionaries and the internet.
I always finish the tasks given to us.
Social skills
A
B
C
D
E
I co-operate very well in pairs and groups.
I am kind and always follow the class rules.
I help others willingly and ask for help too.
I control my own and other students’ behaviour.
I encourage the shy and quiet ones.
Motivation and attitude
A
B
C
D
E
I want to work hard alone, in pairs and groups.
I try to find new ways of learning English.
I want to learn English outside school as well.
I practise speaking alone and with others.
I read, write and listen to English in my free time.
Language skills
A
B
C
D
E
My spelling is nearly free from mistakes.
My writing is logical and convincing.
My vocabulary is excellent.
My pronunciation is very good and clear.
My speaking is fluent and with good ideas.
My listening skills are very good.
My reading skills are excellent.
I can use grammar taught to us very well.
A = always, B = often, C =sometimes, D = seldom, E = never
So explain them beforehand that you want to have a short discussion (development discussion) with everyone alone so that you learn to know them better and will be able to teach them better. They should be open and express themselves freely.
Expressions for the strengths of your students:
The expressions below can be softened but adding ‘I am under the impression that …’…’ ‘I have got a feeling that …’ ‘I think …’ ‘I am very pleased that …’ ‘It seems to me that …’
‘I think …’ You participate enthusiastically in discussion. ‘I’ve got a feeling that …’ You are superior in dividing work in your group. ‘I am very pleased that …’ You listen to and follow directions well. ‘It seems to me that …’ You express ideas clearly and logically.
The form below is another example of the form the teacher could use to observe each student. This could be used in senior high classes (even in mother tongue if the teacher finds it more appropriate).
SOCIAL SKILLS
You have a delightful sense of humor.
You demonstrate leadership skills.
You are well-liked by your peers.
You enjoy dramatization and encourage the others.
You exhibit great organizational skills.
You seem to have found your own ways of learning with others.
You have demonstrated increased social skills, such as helping others.
You ask for responsibilities and follow them through.
You are learning to be cooperative when working in groups.
You are developing more positive ways to interact with others.
STUDY SKILLS
You are becoming a good listener and your notes are superb.
You are using your time efficiently despite your hobbies.
You do neat, thorough work and follow the deadlines.
You have demonstrated a desire to work more independently.
You seek information independently.
You are developing concentration skills.
You are developing consistent work habits, such as …
You are gaining academic skills, such as using effective learning strategies.
ATTITUDE AND MOTIVATION
You take more and more pride in your work.
You are showing enthusiasm for learning English.
You have developed a positive attitude toward learning English.
You are becoming self-reliant.
You really seem to enjoy learning and speaking English.
You are gaining self-confidence and your comment are constructive.
You demonstrate initiative and ask relevant questions.
LANGUAGE PROFICIENCY
You have shown noticeable improvement in speaking and reading.
You have shown steady progress in vocabulary learning, for instance.
You write fascinating stories and your pronunciation is music to my ears.
You have become much more fluent over the last few months.
You use English correctly both in writing and speaking.
You have an expansive knowledge of cultural aspects.
You comprehend tasks quickly and use language well.
You have advanced in spelling and using intonation.
Remember that the students will forget your words quicker than the feelings this situation evoked in them.
See the next articles on how to deal with observation and positive constructive feedback! And how to avoid the pitfalls in giving negative comments!
Listen to the recording and repeat the phrases. Pay attention to the intonation!
Using the correct intonation in class
By intonation we mean the changes in speaking melody produced by the rise and fall of the voice.
Now we will practise rising intonation in yes/no-questions, requests and encouragements.
The wrong kind of intonation may change the meaning completely. The point is that the intonation carries the final meaning through.
Compare: ‘The film was interesting.’ with a falling and rising intonation. If you don’t sound interested, the film was actually boring in your opinion.
Some basic yes-no questions with rising intonation
Are you ready now? Let’s go in the class, shall we? Are you feeling cold? Is anybody absent today? Are you all here now? Does anyone know where Ali is? Is he often late? Does anyone have his phone number?
Is everybody ready to start? Any problems? Anything to ask? All clear? Have you finished? Is that clear? Any questions? Did you do your homework?
Can you hear me better now? Is the volume loud enough? Is the text font big enough? Has anyone got scissors? Is it my turn? Err, any volunteers?
Some basic requests with rising intonation
Open the door, please. Stand up, please. Please sit down. Take out your textbooks. Look at this photo, please.
Encouraging the pupils and students with positive feedback
Good. Very good. Fine. Well done. Right. Quite right. That’s right. That’s it. I like that.
Yes, you’ve got it. Yes, you seem to have got the hang of the idea. You did a good job there. Well done, all of you. That sounded very good to me. Wow!
That was a great presentation. Congratulations! Take your time. We are not in a hurry. Better luck next time! Never mind, you did just fine.
What did you put in number 7? ‘come’ Well, not exactly. Sorry but you can’t use that word here. Not quite right but you almost got it. You’re almost there. Could be, it depends. You’re on the right track. You’re very close. Try again!
There’s no hurry. This is a nasty point. Have another try. Are you sure? Look at the word order. Have a guess if you don’t know.
That’s better. That’s more like it. You’re getting better and better every week. Keep up the good work! You’ve made a lot of progress this year.
