Category Archives: Motivation

On speaking: Motivating learners with immersive tasks

On speaking: Motivating learners with immersive tasks

On speaking: Motivating learners with immersive tasks


— Read on www.cambridge.org/elt/blog/2018/05/10/motivating-learners-immersive-tasks/

What do you do when students NOOOOOOOOO! your lesson intro?

What do you do when students NOOOOOOOOO! your lesson intro?

So this happened to me on Monday. It was the last lesson of the day and I’d already enjoyed success with my ‘wonderful and imaginative’ lesson plan (my review) five times – including with a couple of difficult groups – and I was looking forward to winding down with the same lesson plan with a high-level group who are usually personable and intelligent people.

I took the register – about eight students were in attendance. It was too hot in the room; the blinds were down and the windows open to allow a meagre wisp of cool air to enter when it chose. I stood in front of the class and introduced the topic: ‘We’re going to discuss social networks!’

I was astonished to hear a chorus of ‘NOOOOOOOOO!’s from the students. Again, I repeat, my lesson plan involved starting with discussion in pairs about social networks. Not a grammar exercise. Not a review of present perfect, or – heaven forbid – future perfect. Not a spelling test, or a written composition ‘na ocena’ – ‘for a mark’. No, discuss social networks in pairs. I had chosen a topic that I knew my students (aged 14-15) were not only interested in, but absolute experts in. They didn’t know but my secret weapon for the second half of the 45-minute lesson was a Kahoot quiz where they were to answer true/false questions about social networks on their (normally forbidden) mobile phones.

‘NOOOOOOOOO!’

So what do you do when the students reject your (fun) lesson plan out of hand at the beginning of the lesson? ‘We want to go home!’

‘OK, but you can’t go home.’

‘We’re tired!’

‘We have to do the lesson.’

‘BRAAAGGHHH!’

‘OK, but this will be fun. Let’s try it.’

I persuaded them to discuss the simplified version of this set of questions, that I had written on the board. Then I led group feedback. IMHO it was interesting and they were more engaged and made some intelligent comment about social networks. (Although they refused to believe that they are, in fact, only ‘free’ with air quotes, as opposed to free without air quotes.)

Then they dropped the bombshell. I announced: ‘Now we’re going to do a quiz about social networks.’

‘NOOOOOOOOO!’

Again – a chorus of NOOOOOOOOOs. What part of my sentence provoked this reaction from the heart – from the belly – ‘NOOOOOOOOO!’ Was it the word ‘quiz’? Did they associate it with ‘test’ and ‘exam’? Did they still not believe, after months of evidence working together, that I only wanted to engage them with interesting and relevant content? I hurriedly put the quiz up on the whiteboard via the projector and asked them to get their phones out and log in with the Kahoot PIN. This kind of quiz is really fun because it’s interactive – you watch the quiz unfold on the big screen and participate by pressing the answer on your phone. I think it’s cool. My other groups had enjoyed it…

The real knockout blow for me came when the students were entering their screen name or nickname for the quiz. This appears on the big screen and everyone can see it, so there is plenty of potential for writing ‘naughty’ nicknames and getting a bit group laugh. In this case they didn’t use swear words (as other groups had done previously) but one student chose the nickname ‘chcę do domu’ – which means ‘I want to go home.’ Like a child in a pre-school or first class of primary school: ‘I want to go home.’

We did the quiz – all twenty questions – but the wind had been knocked out of my sails and I left the school after the lesson feeling a little sad.

How do you engage students who have rejected your lesson plan out of hand before they know what it is, because they want a ‘fun’ lesson – when actually your lesson plan IS the ‘fun’ lesson? (This is the key question for me, but it was too long to be the title of this post!)

How do you engage students who want to go home? ‘Wolny lekcja!’ – ‘free lesson!’ they chorused. They wanted to be allowed to sit and do nothing but chat in Polish for the last lesson of the day. I couldn’t allow that, but then I realised that maybe other teachers do. Can it be true? Perhaps they baulked at having to use thinking and speaking skills when they would have found it easier to answer a reading comprehension in the course book – which I’m briefed not to use in lessons. Did they think I would be a soft touch because my lessons ARE usually more fun and communicative – or because I’m a naïve foreigner? – so they thought they’d try their luck with getting a ‘free’ lesson?

In this blog post I don’t have the answers, just questions, so if you have any tips for how to deal with or avoid the NOOOOOOOOO!s I would be more than grateful!

Image: https://pixabay.com