WorksheetsModule 4 : Teacher Actions
Total questions: 7
Worksheet time: 5mins
Pupil A: seems nervous or afraid to participate in groupwork and some pair work.
7. When I see this, I note it in my class notebook, and try to group pupils differently next time, e.g. pairing pupils who are friends together
8.I always monitor carefully and give pupils support and plenty of praise individually, especially to quieter pupils. Then I make sure to give praise to the class after an activity (assuming they tried hard of course!).
10.I never force a pupil to speak, especially not in front of the class. If an individual doesn’t want to speak, I talk to them (L1) to find out what the problem is, then help them gradually develop confidence to begin to speak in English. Then support them as they do so more and more.
3.To avoid this problem, I always give models of language to the whole class before speaking activity. I often write the target language (the language I want the pupils to use) on the board to support less proficient pupils.
Pupil B: doesn’t seem to have any ideas to contribute.
2.If this is a problem for lots of pupils, I make a note to include an activity with input about topic (e.g. a reading text) in the next lesson. I often then repeat the speaking activity.
1.When I see this in my class, I sometimes stop the activity and give instructions again in a different way. Then I check them carefully before restarting the activity.
5.I try to use the pupils’ ideas as much as possible. If there is a chance they can choose a topic to focus on, then I always take that opportunity!
7.When I see this, I note it in my class notebook, and try to group pupils differently next time, e.g. pairing pupils who are friends together.
Pupil C: hesitates a lot when he/she speaks and aims for perfection in speaking
7.When I see this, I note it in my class notebook, and try to group pupils differently next time, e.g. pairing pupils who are friends together.
9.I regularly ask pupils to self-assess their speaking. The criteria can focus on both accuracy and fluency. If there is a fluency-focussed activity, I ask them to self-assess using only the fluency focussed .
5.I try to use the pupils’ ideas as much as possible. If there is a chance they can choose a topic to focus on, then I always take that opportunity!
6.I have a traffic lights system. When the lights are green, they can use some L1, orange and they use as much English as they can, but I allow some L1. When they are red though, they must use only English.
Pupil D: seems like he/she can’t be bothered to participate.
1.When I see this in my class, I sometimes stop the activity and give instructions again in a different way. Then I check them carefully before restarting the activity.
4.I often use a communication regulator, such as contribution cards which pupils ‘use’ when they say something in a group – when all cards are gone, they can’t contribute anymore!
5.I try to use the pupils’ ideas as much as possible. If there is a chance they can choose a topic to focus on, then I always take that opportunity!
10. I never force a pupil to speak, especially not in front of the class. If an individual doesn’t want to speak, I talk to them (L1) to find out what the problem is, then help them gradually develop confidence to begin to speak in English. Then support them as they do so more and more.
Pupil E: is off-task (i.e doing something else, not the task).
1.When I see this in my class, I sometimes stop the activity and give instructions again in a different way. Then I check them carefully before restarting the activity.
3.To avoid this problem, I always give models of language to the whole class before speaking activity. I often write the target language (the language I want the pupils to use) on the board to support less proficient pupils.
5.I try to use the pupils’ ideas as much as possible. If there is a chance they can choose a topic to focus on, then I always take that opportunity!
6.I have a traffic lights system. When the lights are green, they can use some L1, orange and they use as much English as they can, but I allow some L1. When they are red though, they must use only English.
Pupils F & G: are doing the task but are talking only in L1.
1.When I see this in my class, I sometimes stop the activity and give instructions again in a different way. Then I check them carefully before restarting the activity.
3.To avoid this problem, I always give models of language to the whole class before speaking activity. I often write the target language (the language I want the pupils to use) on the board to support less proficient pupils.
7.When I see this, I note it in my class notebook, and try to group pupils differently next time, e.g. pairing pupils who are friends together.
8.I always monitor carefully and give pupils support and plenty of praise individually, especially to quieter pupils. Then I make sure to give praise to the class after an activity (assuming they tried hard of course!).
Pupil H: is dominating the activity
6.I have a traffic lights system. When the lights are green, they can use some L1, orange and they use as much English as they can, but I allow some L1. When they are red though, they must use only English.
8. I regularly ask pupils to self-assess their speaking. The criteria can focus on both accuracy and fluency. If there is a fluency-focussed activity, I ask them to self-assess using only the fluency focussed assessment criteria.
4.I often use a communication regulator, such as contribution cards which pupils ‘use’ when they say something in a group – when all cards are gone, they can’t contribute anymore!
2.If this is a problem for lots of pupils, I make a note to include an activity with input about topic (e.g. a reading text) in the next lesson. I often then repeat the speaking activity.
