Having “LOTS” of fun with “HOTS”- with TEACHERS!

Attention, please! Naomi's Photos
Attention, please!
Naomi’s Photos

 

I was in charge of preparing a fun activity for a staff event.

I can only do what I know how to do – use visual material.

So I turned to my stack of video-lessons. In class I use them to work on answering reading comprehension questions of both types:   LOTS – Lower Order Thinking Skills / HOTS – Higher Order Thinking Skills.  I decided to utilize the same principles for the staff!

They seemed to like it!

The first activity was a KAHOOT! quiz related to the video  “Paper vs. Tablet” . With KAHOOT! everyone answers the questions using their cell phone. It turned out well to start off with something energizing and there was some good-natured competetion regarding teachers’ places on the scoreboard. In class I used this to practice WH Questions and I decided to stick with LOTS type questions for the staff too. Before showing the video I told everyone that they must be on their toes because they are going to watch a 39 second video and then they will  have to recall details regarding what they saw. Here are the questions that worked well (the KAHOOT! was not in English, so I’m not sharing it):

  1. How many characters were in the video?  (*Some missed the child!)
  2. How long was the video? (*Only teachers who listened to instructions got that one right!)
  3. What language was used?
  4. What is the MAIN purpose of the video ( I used “vengeance is sweet” as a distractor and that caused a lively argument about the word “main”).
  5. What is the woman’s name? (Everyone got THAT right, but that is important with teachers too).
Time to think... Naomi's Photos
Time to think…
Naomi’s Photos

The second activity was a KAHOOT! Survey and this was the most successful activity of all. We were 17 teachers and everyone likes being asked their opinion. Or, in HOTS terminology, we distinguished between different perspectives. This time they had to answer the following questions BEFORE watching the video:

Beginning at what age would you let your child do the following:

  1. wash dishes
  2. load the washing machine
  3. hang the wash on the line
  4. do the ironing
  5. water the plants
  6. make the bed
  7. take out the garbage
  8. walk the dog
  9. tidy up a room

Many teachers thought I was going to show some  sad video about the terrible plight of overworked children. Not so! They loved “Dial Direct”!

Feeding Frenzy! Naomi's Photos
Feeding Frenzy!
Naomi’s Photos

The third activity did not involve using cell phones. I showed a slide show with screen shots from what I described as an “instructional video to teach you to cook something”.  The teachers had to guess what dish it was. The skill of “prediction”, of course. No easy task when you see a section of Rubik’s cube being chopped and pin cushions being crushed. Quite a few teachers realized that picking a dollar bill off a plant and chopping it must be a green spice (basil, in this case). They all the thought that the animation in Western Spaghetti was very well done (BTW, the Rubik’s cube represented garlic).

I should have stopped there. Three activities were enough. For the last activity we did the Emotions of Sound activity as it is on the site (note, you have to click on the link on the bottom of the screen to get to the relevant screen to begin). It’s a nice activity but slow and that was too much. It is also a vocabulary activity not a HOTS one, so it didn’t fit in.

It’s a good thing to let other staff members (who aren’t EFL teachers) see what materials are being used in class.

Good and fun!

 

 

 

Saturday’s Book: “Oracle Bones” by Peter Hessler

Different perspectives! Photo by Iddo Epstein
Different perspectives!
Photo by Iddo Epstein

I’ve been enjoying Peter Hessler’s articles in the New Yorker magazine for years, so was understandably delighted to find his book “Oracle Bones” at the free readers-for-readers corner at our library*.

It’s not a travel book about China. It is a great many things. Peter Hessler lived in China for many years and his conversations / interactions with people were direct, without the filters of interpreters.  Yet he doesn’t seem to be trying to claim “I KNOW China and am an absolute authority of this diverse country”. Hessler gives us a long-term  personal view of what it was like to be a foreigner living in China in general, and during global events such as 9/11. He also follows the lives of certain people over the span of quite a few years, such as former students of his and people he met. These are not just descriptions, but quotes from conversations and correspondence.

But that’s just one part of the book. The framework of explaining the significance of the ancient oracle bones (earliest forms of local writing!), how archaeology in China is a whole different ball game from what I’m familiar with in this archaeological rich area, adds a whole new dimension to all that I have ever read about the country. Sadly, it seems that everywhere study of the past and politics cannot be separated…

In short, the style is very readable and easy to get into it, though quite long. I took my time reading it but am very glad I did.

*Note: A while I found a treasure trove of three books the library took out of its collection and added to the “free for readers to take” corner. I guess the library decided these books aren’t being borrowed enough, hence not worth keeping. But I’m having a great time with them! This is the second of the three (The Hare with the Amber Eyes was the first). I have now begun the third: “Farewell Anatolia” by Dido Sotiriou.

 

Saving Board Games from “Classroom 101” – a Comment

Is this what Room 101 looks like? Naomi's Photos
Is this what Room 101 looks like?
Naomi’s Photos

Listening to podcasts is what keeps me sane (and happy!) when doing housework, particularly folding laundry or ironing. The fact that there is no visual input to distract me helps me be reasonably efficient as well.

I am delighted to be subscribed to several different podcasts (all free!), so I can choose to listen to whichever one suits my mood. But I only have one podcast exclusively for teachers who teach English as a foreign language – the TEFL COMMUTE! All those behind the scenes are experienced teachers, teacher-trainers and ELT writers, with a sense of humor!

In their latest episode they played a game of consigning annoying teaching practices , aggravating ELT terms and more, to “classroom 101″ (a spin-off of the television show Room 101”), then locking the door and throwing away the key. No gripes about things like salary or administrators allowed. Things such as teaching “inversions”, “reported speech”, playing certain ice-breakers or using too many acronyms when training teachers to use technology (BYOD is one I recall).

Thought provoking and good fun.

But I’m here to break into the locked “Classroom 101” and rescue BOARD GAMES!

illegal entry... (naomi's photos)
illegal entry…
(Naomi’s photos)

In the podcast they were unhappy with photocopying the board games and the pages of cards from the course book, cutting and pasting all that is needed, hoping for access to a laminating machine that probably wouldn’t work… In addition, they spoke about time wasted setting up the games and getting the students to understand the rules. In short, board games were described as more trouble than they were worth.

I disagree!

All you have to do is follow these simple guidelines:

  • Use just about any commercial board game you can get your hands on.  Talk to all your friends and relatives – unwanted games go to YOU! Games that require moving a marker from one point to another along some sort of track are the easiest to use. It doesn’t matter whether it’s a “road race” or a “space race” or “snakes or ladders”. They all have the player moving forward and backwards along the route (or missing a turn). Students are familiar with the rules to such games. Commercial games are attractive and are designed for multiple use and it’s great that different groups get a different board each time. Games like “Contact 4 (Tic Tac Toe with 4 discs in a row) will work too. Worth owning a few of these games. Adults like them as much as the kids.
  • All games are played with the exact same rule. Always. Very little time spent on explaining.  Whatever it is you want to practice by playing  the game is “the target”. Each player must answer the target question before throwing the dice and playing his/her turn according to the general rules of the game. Perhaps they must use a word in a sentence or complete a collocation. If they got it right, they get two turns. If not, they must correct it and play once.
  • Assuming you are teaching students who hear well (which I don’t..) you don’t have to make cards. In each group have one student be “the teacher” . The “teacher” presents the “target” and determines if the answer was correct by holding a question and answer sheet. Really smart to give your weakest students this role! They feel so good!

Simple! So don’t send board games off to “Classroom 101”!

Using the Word “Promise” in Education, Freaks Me Out – A Comment

After The Mad Hatter's Teaparty Naomi's Photos
After The Mad Hatter’s Teaparty
Naomi’s Photos

Robyn Jackson, as always, makes some excellent points in her Mindsteps Article: 10 Promises We Should Keep to our Students.  I completely agree with the first part of the article, that it is irresponsible for an educator (teacher or principal) to promise that a student will graduate high-school or will finish a course successfully.

I am  a HUGE believer in the attitude expressed so well by Shel Silverstein in the poem “The Bridge”:

“This bridge will only take you halfway there / the last steps you have to take alone”.

I can put my heart in helping students learn, utilize all my professional skills, but I can’t learn for them. Therefore, I cannot promise they will master the material, pass the test and graduate successfully.

Clear enough. Or as the students might say, “duh”.

It's a real wolf! Photo by Omri Epstein
It’s a real wolf!
Photo by Omri Epstein

However, Jackson claims that there are ten promises we should be making to our students and that we had better keep them.

Calling them “promises” scares me completely.

And I won’t make those promises.

Because promises must be kept. I was also brought up that way. I don’t make promises to students because there are always too many variables.

I strive to give you, a safe learning environment, I really do. But I can’t promise that it will never happen that you think another student was making fun of your answer when my back was turned (even if he wasn’t) and you get insulted (or worse, with consequences) because your social skills are highly problematic.

I strive to provide challenging and engaging instruction that will meet your needs and help you grow but it is extraordinarily difficult to do so for all students all the time. Especially with some curriculum demands. Sometimes you may not like the task which I thought would be engaging…

I strive to listen to the verbal & non verbal feedback you are giving me to help you study, but sometimes what you want is not what you need, or is not something I am able to provide as a teacher.

I can’t even make promise number five, which is my favorite on Jackson’s list:

“I promise to keep trying until together, we figure out the best way to help you learn”.

Again, “together” requires a partner. I’m “game”, I’ll do my best to get you to be motivated too, but I can’t do anymore than that…

Finally, I can’t promise that on some days I won’t have a rough day of my own and not be the most attentive and  patient teacher I want to be.

Goals to strive for – YES!

But not promises.

Digital Literacy, Cyber Safety – What about COMPUTER HYGIENE?!

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What we don’t see CAN harm us. (Naomi’s Photos)

We teach the students how to copy links, look for information, submit answers,  switch between languages and formats and so much more.

We teach the students to protect themselves online, as in not sharing their telephone numbers / home addresses, being careful with their passwords and staying away from dubious sites.

And we do all this (and more) on the shared computers at school.

In my case, one computer in the English Center.

Students from all grades and the teachers have their ten fingers and their palms on the same keyboard and the same mouse for about forty hours a week.

Where else have these hand been and what have they been touching?

While I believe all teachers around the world support fostering a classroom culture of sharing, I don’t think sharing germs is on the list of goals.

And I haven’t been doing anything about it.

I came back to school the other day after being out sick for a week. That very same day one of our new students reminded me right away that he has “hygiene issues” (not verbally, of course. I’ll spare you the details) and then went over to do something on the computer.

Photo by Ido Epstein
Photo by Ido Epstein

I went out right after school and bought a big package of wipes (luckily another teacher gave me some wipes  that day at school after the aforementioned student worked on the computer).

All the sessions at conferences, discussions groups I’ve attended and posts I’ve read on using shared devices in class don’t mention hygiene. You don’t have to a special student with “issues” – so many kids sneeze, sniffle and cough for months around here.

Should I place the package of wipes at the edge of the computer desk and encourage each and every student to use one before his/her turn at the computer? I don’t want anyone making fun of another student or turning it into an issue. I would like the message to be the same as the one for protecting your password.

Common Sense.

What do you do?

 

 

Companion Flashcards for “Romance in Rome” Video Lesson

Elementary school dropout (Naomi's photos)
Elementary school dropout (Naomi’s photos)

Just a quick post to let you know that I’ve added Quizlet flashcards to give the students a chance to practice some of the prepositions that were highlighted in my “Romance in Rome” activity.

You are welcome to use my flaschcards. It is important to note that Quizlet is full of ready made sets on the topic of prepositions so there are lots of options. I tailored mine to be closely related to the specific video lesson. It is easy to make your own as Quizlet offers the picture bank as well.

https://quizlet.com/_2mrrs3

 

When a Teacher Must Reinvent the Wheel – a Comment

Time to reflect (Naomi's Photos)
Time to reflect
(Naomi’s Photos)

The iTDi  blog is known for the wide range of topics and varied perspectives it offers its audience of EFL teachers around the world. Yet it can hardly be taken for granted that the latest batch of posts included one on teaching a deaf learner in Japan. The topic of teaching students with special needs (SEN) has long been neglected in many international forums and training centers so I’m moved to see issues related to mainstreaming highlighted.

In his post, EFL teacher Mathew Turner describes the challenges he was faced with when integrating a deaf student in his English discussion class, “a class that required the ability to actively listen and respond to other people’s ideas and express opinions”. Turner also writes the following:

“In all my years of teaching, I’ve never had a learner with any kind of hearing impairment, nor by extension have I really experienced teaching a student with a recognised or self-identified disability. In in-service courses, such as my MA program, my DipTESOL, and even my pre-service CertTESOL, there was never a module, workshop, or focus on teaching English as a foreign or second language to learners with disabilities”.

Who will be sitting in that chair in YOUR class? Naomi's Photos
Who will be sitting in that chair in YOUR class?
Naomi’s Photos

First of all, I would like to say how much I admire Turner for tackling the formidable problem of involving a student who doesn’t speak and can’t hear in a discussion class. With no precedent to work from he found ways to both involve the student academically and as a contributing group member of the class. Turner clearly put a lot of time and effort in it. It is also heart-warming to hear how the entire staff and administration collaborated.

As a national counselor for teaching EFL to deaf and hard of hearing learners , it seems to me that the experience could have been a bit easier.

Turner writes: “Firstly, I had to script my teacher talk. Before the lesson, I wrote down all of my planned teacher talk on separate sheets of paper that reflected the stages of the lesson.”

I’m sure that helped the student (who had two student notetakers). However, not only is that incredibly hard work and not always feasible, but good notetakers using a laptop or a tablet  should be able to keep up with a reasonably paced lesson without getting a script in advance and at a much quicker pace than writing. This allows the student to read as the text is being typed and the teacher to go with the flow of the lesson, responding accordingly  (and to have some free time now and then…).  Perhaps some things need to be done by professionals.

There are text-to-speech programs available today. Again, if a computer was being used, the student would not need an additional intermediary to speak for her – her computer would be her voice and the others could get used to that voice. It would be a more direct way to communicate (and again, faster).

I’d like to end with a special note of thanks to Turner for emphasizing this very important fact, with which I agree wholeheartedly:

Talk with the student about how best to help her/him!

 

Highlighting Prepositions with some Romance in Rome

Wishing everyone a wonderful year! Naomi's Photos
Wishing everyone a wonderful year!
Naomi’s Photos

My deaf and hard of hearing EFL students tend to completely ignore prepositions. I don’t take it as personal affront since they demonstrate an equal lack of interest in using them in their mother tongue as well.

You don’t need prepositions when you use sign language.  It’s all clear without them.

When they do use them there is language interference because many prepositions are used differently in different languages (this year I have students who speak or sign Hebrew, Arabic, Russian, Amharic and French at home!). For example, in English you live “on” a street but in Hebrew you live “in” a street.

I know the lovely video below could be used for many many other things (feelings, wishes for the future) but I use videos for what I need and it does a good job of highlighting  the direction of movement.

Especially as I’ve never had the opportunity to teach “bump into” before!

All this doesn’t mean that we can’t discuss the other issues as they come up. I’m just not going to include them on the video lesson.

One more thing.

My teenage students love romantic videos…

*** Many thanks to the amazing Regina Shraybman for finding this video for me!

*** For companion flashcards – see this post:  here: http://visualisingideas.edublogs.org/2016/10/13/flashcards-for-romance/


A reader, Julia Mor, kindly organized the material into a worksheet format. Thank you Julia! Click on the link to download it.

preposition-romance-worksheet

 

(Almost) Saturday’s Book: The Hare with Amber Eyes by de Waal

A genealogy research journey that absolutely brings the past to life. And what a past it is!
The book begins in a very unexpected location for a tale following Jewish roots. In Tokyo! The author inherits 264 Japanese Netsuke (one first learns what they are) from his great-uncle in Tokyo. An inheritance from the author’s grandmother’s great-uncle (read that again to let it sink in) who was busy being a patron to such  impressionist artists as Renoir in Paris. By following the trail of the Netsuke the story takes the reader on a journey with a unusal family from Odessa to Paris, Vienna, Britain and Tokyo. These places are vividly brought to life at the different time periods as well as the characters.
The author is a ceramic artist and there is a great deal of emphasis on art, particularly in the first part . The first part reads slower but then the pace picks up (with richer details) when the tale moves to Vienna. I knew very little about Vienna, particularly before and during  WWI and now I feel I can picture so much.  Historical facts are intertwined so cleverly with the family’s personal history that everything is in an understandable context.
I’m blown away by the research he conducted – this is a family that left a huge paper trail.
Of course, it all boils down to what you do with all that information and I found the writing skillful and the language rich.
Enjoy!

Pondering the Death of “Hangman”

Naomi's Photos
Naomi’s Photos

I’ve always prided myself on almost always using games that actually require the students to practice the target language. Take board games, for example. The target language isn’t printed on the board, where the students can memorize what to do / say according to location. The target language is always on cards that we shuffle and change.

But I did play “hangman” with my deaf and hard of hearing students sometimes. My rationale was that slowly filling in each missing letter of the unknown word makes the students really pay attention to the word and what it looks like.

At the ETAI International Conference I attended last July, quite a few speakers brought up the issue of precious time being wasted on activities, including games, where what was really being practiced was not meaningful use of the language. “Hangman” was mentioned as an example.

I’ve been pondering this.

Naomi's Photos
Naomi’s Photos

My deaf and hard of hearing students need emphasis on the visual aspect – it would seem that this game makes students look very carefully at the letters that form the word, which helps them commit the word to memory.

But does it actually do that?

I’ll have to admit it doesn’t.

When I look back on the times we’ve played it in class, I think the thing we reviewed most is the alphabet. Some students may have picked up  some information about the frequency of letters in a word. But once my high school students discovered what the hidden word was, often after randomly and wildly guessing letters, most of them were not interested in the word itself and the meaning of the word went in one eye and out the other (eyes are better than ears in my classes, remember?). Usage and context wasn’t even a question. The students mainly wanted to know if we have time to guess another word before the bell!

Even if the students chose the words themselves, out of a printed dictionary, they weren’t paying attention to anything other than the length of the word…

So…

I’m relegating this game to the “almost” category I mentioned in the first line of this post. We’re talking about real life after all. Sometimes class dynamics (or teacher exhaustion) requires something light and simple to end a long day for everyone. It least the game is in English…

 

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