Contact FutureLearn for Support
Skip main navigation
We use cookies to give you a better experience, if that’s ok you can close this message and carry on browsing. For more info read our cookies policy.
We use cookies to give you a better experience. Carry on browsing if you're happy with this, or read our cookies policy for more information.

Skip to 0 minutes and 1 secondHello everybody, and welcome to our Week 2 review. I'm here this week with Mary - Hello. - who's one of the lead educators and moderators on the course. And she's been reading all your comments this week. Our themes this week were motivation and classroom management - two very important topics. A lot of you have been putting great ideas about motivation techniques that you use in your classes if you're already teaching and also lots of comments about how teachers motivated you when you were learning, perhaps when you were at school or perhaps how they de-motivated you - using sarcasm was mentioned. Using humor's good. Sarcasm - not such a good idea.

Skip to 0 minutes and 39 secondsSo Mary, what are the key things that have come out of this week's motivation? Well, there have been loads of good comments. And we had an activity where people had to think of the story behind the course image - so the picture of someone on the plane. And they had to invent a story. And there were loads and loads of different stories - really great. So there was one I really liked and that was about someone who said this is me taking a plane to my first teaching job after I've done the Explore ELT MOOC. Oh, fantastic. Yeah, so that was lovely and that was Laney who did that one.

Skip to 1 minute and 13 secondsAnd Natasha did a great story as well - very descriptive, very, very interesting so loads of good stories, loads of good sharing. And the Padlet board as well - I know not everyone could access it, but there were lots of pictures there, lots of ideas of what you can do with your class with a picture. So yeah, great, great ideas. And I think lots of people said, didn't they, that it was amazing how much you could get out of one picture, using one picture for different stories, use just that one resource. Yeah, someone took a picture on the way to work. And they took a picture of the bus that they were about to get on.

Skip to 1 minute and 44 secondsSo yeah, that's all you need. You just need your camera, a picture, and that's your class. Another important thing this week was questions. We thought about the questions that teachers ask in the classroom. Why do teachers ask questions in the first place? Well - Good question. Good question about questions. Yeah, an obvious point is if the teacher is asking questions, then the learners are responding, and they're speaking, and they're engaged in the lessons. That's the main reason for asking questions. But asking questions requires quite careful classroom management skills, because you need to think about what questions you ask, who you ask them to.

Skip to 2 minutes and 20 secondsFor example, a learner who's not very confident - it might be best to ask them an easy question, which needs an easy answer so typically is a yes/no question for example or questions which don't require a right or wrong answer. So you might ask, for example, what's the difference between living in a town or a village. What's better? So there's no right answer. It's just your opinion. Or you can give a question where you know that learner knows the answer. Or it's about something they like and that way, that's great. Because they can be more confident talking about it. So it's all about building confidence, isn't it? And engaging them. And also very importantly, questions give the teacher feedback.

Skip to 3 minutes and 0 secondsAre they learning what you're trying to teach them? Do you need to do more practice? Do you need maybe to vary the activity a little bit? So all that area of questions - very, very important. And Mary, there was another area of classroom management that we focused on last week. Yeah, instructions because they're a real big thing. When you start teaching the amount you talk in a class and your language for instructions are really key things. So we gave people four instructions and said which is best, and we had lots of interesting discussion about that. So lots of people pointed out that you need to be really short and clear, so the answer was actually C. The instructions are short.

Skip to 3 minutes and 35 secondsThey're clear, and they also ask a question to check the students who understand. Because it says are you working alone or in pairs? So for the other ones, one of them was too short - was grammatically incorrect, no good. One of them included words like "chinwag," which - Very colloquial. I don't know if anyone could understand. And there was another one which was really clear and good, but at the end, it said do you understand? So of course if you ask do you understand? Everyone's going to say - Everybody nods. Yeah, I don't want to say I don't understand. So yeah, we had the activity about instructions. And you'll find the answers on the step now as well.

Skip to 4 minutes and 12 secondsYeah, what else did you notice Monica? Well, there were lots of questions about whether it's easier to teach adults, or teenagers, or young learners. And generally, people think that teaching adults is easier, because they're more co-operative. Sometimes - depends on the adults. Not always. You can get difficult adults. Teaching very young learners can be very rewarding, because they're very enthusiastic. But you need a lot of energy, because you need to change activity frequently. Because they can't sit still. Lots of jumping around, lots of songs. Lots of kinesthetic activities. And then we've got teaching teenagers. Now teaching teenagers can be very rewarding too.

Skip to 4 minutes and 50 secondsYou have to tap into their interests, maybe you get them to kind of bring their own resources into the classroom. Find out what they're interested in, maybe get them to make a video as a project-based work because that engages them. And I think we have resources coming up in Week 5 using video resources, digital resources? Yes, so we've had a lot of talk in Week 2 about resources. But in Week 5, it's all about resources. And we're going to have a live question and answer session on Facebook with my colleague, Anna, who is also one of the mentors. So on Wednesday, 6th of July, we'll be answering your questions about resources.

Skip to 5 minutes and 22 secondsSo there's lots to look forward to in Week 5. I think it's true to say though, that sometimes in spite of our best efforts it's difficult to engage learners who just don't want to be in the classroom or who aren't interested in learning English. And we have also an idiom in English which is you can take a horse to water, but you can't make it drink. And that means that sometimes in spite of everything you've tried to do, you can't motivate somebody who really doesn't have any motivation at all. So Mary, what can people do to take forward their learning from this week? Well, this week we talked about motivation, and we talked about motivating your learners.

Skip to 6 minutes and 2 secondsBut also, you need to motivate yourself. So good things to do are to share, and there's been great sharing. So for example, Anna shared some links to an IATEFL presentation about using pictures. That was great to see. Louisa shared a game. So do more sharing and also look for other people's things and like them. That's a really good way to help motivation. The other thing to do is to reflect. So this week, we'd like you to think what have you learned this week about motivation? What will you take away and use? It could be in the classroom, or it could be you as a learner. So we'd like you to write a comment saying what you've learned this week.

Skip to 6 minutes and 40 secondsAnd if you've got a question, then ask it. And if you can answer someone's question, then answer it as well. Great. So those of you who are already teaching - as well as reflecting - you could actually try out new procedures, new activities, new ideas in your classroom. And don't get discouraged. Because one of the comments that Nora made in the question section this week was that in order to ask good questions, in order to become a teacher who asks very good effective questions, you need to practise. And that's true. You won't become a good teacher overnight. It takes lots of experience, lots of reflection, lots of practice. So don't get discouraged, you'll be there in the end.

Skip to 7 minutes and 17 secondsAnd I think that's all we've got time for this week, Mary. We really enjoyed the week. We really enjoyed the week, and we look forward to seeing you on the course next week and to reading all your contributions. We'll be back with another end of review video next week. So that's good bye for now. Bye.

Video review of Week 2

In this video, the educators look back from all around the world at some of the main talking points of this week. The video will appear here on Friday 17 June at around 4pm (UK time).

Add your comments and questions below.

Share this video:

This video is from the free online course:

Exploring the World of English Language Teaching

Cambridge Assessment English