Skip to 0 minutes and 1 secondHello, everybody. Welcome to our Week 2 review. Hello, everyone. This week, we talked about motivation and classroom management. And we will pull up a few points about motivation. To begin with, we had the exercise where participants were asked to say what the picture was. We had Carrie's picture. It looked like a wing of an aircraft. And we had some fantastic stories, some really interesting - we have really imaginative people on the course. And your favourite one, Marie Therese? Well, I have - I really had two, actually, 'cause I can never have one favourite. I liked the one that was about me, because Ali said that the picture was taken by me going to Tanzania to learn Swahili, so jambo! Ali.

Skip to 0 minutes and 44 secondsAnd it wasn't, unfortunately, me going to Tanzania to learn Swahili, although I wish it was. The other one was from Mark, who for young learners, this would be a fantastic story. So the picture was taken by a superhero lady who is not going to be a superhero anymore. So she's flying back to the UK. She's going to Savile Row, because that's a very famous place for making clothes. And she has to take the costume back for the next superhero. Kids would just love that, wouldn't they? Yeah. So that was really nice. And then after that, we asked people to post pictures. And you might be wondering why I have the computer open, but this is the Padlette.

Skip to 1 minute and 27 secondsAnd we've had so many really, really good pictures posted by - hundreds, actually, of pictures posted by people. And what's really nice about it is that people have explained how they would use them in class. So if you have a look at this and you think, oh, I fancy using that, you can see the picture, and you can see how it can be used. So that was really magical this week. What else did we have? Well, lots of people make comments about how to motivate learners and what makes a motivating lesson. And I was trying to remember all the points. So I made a little acronym for myself, which was REAL. Lots of people said - R-E-A-L. R-E-A-L, yeah.

Skip to 2 minutes and 3 secondsSo the R is for relevant. Your learners have got to be able to relate to the content that you're teaching. The E is for enthusiasm. That's my number one. So many people said the teacher has got to be enthusiastic. So Tatiana, for example, said, if there's lack of eye contact and lack of enthusiasm, that's going to bore the learners. They're going to disengage. Ferrawanti said, there has to be a smiling teacher and a teacher who is exuding interest as well. OK. So that was a really important point, I think, that a lot of people made, that enthusiasm is infectious. So what's the L? The A? The A was - Oh, the A. - all the learners.

Skip to 2 minutes and 41 secondsMake sure that you're teaching all the learners, not some of them. Yeah. And the L was about learning. Quite a few people said that learning is a process, and that's a really important point. And it's a process of learning. So I thought they were really important points that lots of people were making. Now, Marie Therese, you're one of the most motivated and motivational people I know. OK. So what do you - what are your suggestions for motivating learners? I think, actually, we also had, this week, we had some really interesting stories about horrible experiences that participants had. Yeah. And I think having a bad experience can be quite good, actually, because you know what not to do.

Skip to 3 minutes and 18 secondsI think motivation is really hard. I think motivation - especially if you see the same students for a long period of time, and you know them and they know you. And what more is there to say? You've used up all your topics and conversations. And I think one way of keeping things alive and keeping things interesting is to turn the tables onto the learners. So you say to the learners, what interests you? I'm not going to bring in a song this week. You bring in a song. You go find a song that you are interested in. Or you go find an article or a story or a picture. Have a Padlette created by your learners.

Skip to 3 minutes and 55 secondsCreate a Padlette with images that they've brought in. So make - give them ownership of the lesson, because if it's their idea, and it's their piece of material, it might only be one student, but the chances are that more than one student would be interested in that topic. And if it's every student - a different student each week, then they'll all - and they'll be waiting for their turn. The other thing, as well, and I think a couple of participants mentioned this on the course, is get out of the classroom, if you can. I know it's not always practical because of health and safety issues, and that sort of thing. But even go into the playground, if you could.

Skip to 4 minutes and 29 secondsDon't - you can't actually leave the school premises. Go have a flower project or a wild birds project or just something that - or maybe get them to draw the outside of the building, and just anything to get them out of the classroom and to get them doing something that's different from reading in a book or writing stuff down. OK. Yeah, they're great ideas. Marie Therese. Now there's one step that people got a bit confused by, and that was the activity where they had to guess the right set of instructions. They had to choose between A, B, C, and D. That's right. And most people said the answer was D, didn't they? That's right, and it's not right, actually.

Skip to 5 minutes and 10 secondsD, which is the shortest answer, D was, "Let's do exercise 4 on page 3 in pairs. Does everyone understand?"

Skip to 5 minutes and 27 secondsThat's not the right answer, because what response, Monica, did I get to "Do you understand?" I nodded, but maybe I didn't understand. Exactly, exactly. And also, I don't know what your nodding means. I don't know, do you understand that you're doing the exercise? Do I understand you're working in pairs? What do you understand? So the correct answer actually was C, which is this one here. And that is, "Turn to page 3 and do exercise 3 with a partner. Spend about five minutes on your own, and then -" oh, "Spend five minutes on this, and then write the answers." So are you working alone or in pairs? In pairs. Very good.

Skip to 6 minutes and 9 secondsAnd are you going to speak or are you going to write? I'm going to write. Very good. And how long have you got? Five minutes. Very good. So the difference there is that in the second set, I know what's happening in your head. I know that you understand you're working in pairs. You're going to write things down and you're doing it - you have five minutes to do it, rather than just imagining that you've understood. Good. Now the other area where there were lots of comments was the activity where we asked you to think about questions that you can ask to get learners talking.

Skip to 6 minutes and 41 secondsAnd one of the frequent responses on the difficulties there was that the learners might not be able to answer. And what does the teacher do if the learners don't answer? Now here I'm going to invite Vicky to join us. Hello. Hello, Vicky. Hello. Vicky is one of the moderators on the course, and lots of you would have seen comments from Vicky. So I'm going to be teacher. We're going to be students. Yes. And Marie Therese and Vicky are my learners. So Marie Therese, what colour is this? Blue. Vicky, is it blue? Yes. So in that question, Marie Therese needed to know the answer. Vicky just needed to recognise the words. So that's one way - Or not. - or not.

Skip to 7 minutes and 22 secondsYes, but - She just needed to say yes. Yes, she did. OK. But we could have more interesting questions when we're talking about colours. So Marie Therese, what's your favourite colour? My favourite colour is blue. Why is it your favourite colour? Because I like blue skies and blue oceans. Ask Vicky. Vicky, what's your favourite colour? My favourite colour is green. Green, why is your favourite colour green? It's my favourite colour because it's the same colour as the grass. Oh, OK. OK. So that meant that it wasn't just me asking learners the question. It was instead of it being a game of table tennis, the question to learner, back to the teacher, question to learner, back to the teacher.

Skip to 8 minutes and 1 secondIt should be like a game of football. You pass the ball to somebody else. Another way of doing it is you could actually have a grid. You put the learners' names down the side - or we could do it in groups if it's a large class. On the top, you have Favourite Colour and another column for Reason. And then everybody mingles and goes around the class. And then you could actually use that data and make a graph, a bar chart of different colours in the class. Absolutely. Let's try one more. All right. OK. Don't ask me a hard question. Marie Therese, do you like English weather? I hate English weather. Why do you hate English weather?

Skip to 8 minutes and 33 secondsBecause it rains all the time, and because it's cold, and because today is a storm day. And Vicky, do you agree with Marie Therese? I don't agree. I really like British weather. It's very varied, and there are different seasons at different times of the year. OK, now I'm going to ask the rest of the class, who agrees with Marie Therese that English weather is awful? Who agrees with Vicky that the change of seasons is best? OK. So that's another way of involving the whole class. Now we'd like you to think about questions and how questions can be used for differentiation, like helping learners of different levels, which we'll be talking about on Monday in our Q&A. Yeah. Yeah, good.

Skip to 9 minutes and 14 secondsAnd also, think about questions. Think about questions that will lead to more than single-word answers. Yeah, exactly. I think that's the other thing as well is if you can get students to say more than just "yes" or "blue" but expand on their ideas. Then you'll get a lot more talking. Somebody mentioned 21st century skills and using questions to develop people's thinking skills, getting them to do more than just give the answer. Exactly. And this thing of, what's your opinion? Why do you like green? And why - just ask "Why?" It makes a huge difference too. It also personalises the activity, that you're talking about yourself and what colours you like. And personalisation, another thing that helps motivation, isn't it?

Skip to 9 minutes and 52 secondsTo personalise. Yes. Yes, I also like this idea of the students asking each other questions around the room. And maybe when you're doing answers, say, Vicky can you choose another student to answer question number three? Or can you choose somebody else to ask a question? So that you - again, it's this thing of ownership again. Instead of everything coming through the teacher, the students have responsibility for what's going on. And next week, I think we should talk about what's coming up. What's coming up next week? Next week, we're talking about communication skills. But we're not going to talk too much now, today, about what they are, because there's a little clip of Amal. You remember Amal's lesson from last week?

Skip to 10 minutes and 33 secondsWe have the next clip from Amal. And she's doing - her lesson is all about developing a communication skill. So that's what we're talking about next week, communication skills. OK. And our quote of the week? Oh, my quote of the week is actually from Scott McGuire. And Scott was really - he, again, was talking about enthusiasm, which your E in REAL. And he was saying that he thought enthusiasm is really important. But he talked about open heart teaching. And I thought that was so - that's such a positive way of approaching classroom things, especially nowadays. But open heart teaching, so teachers that have enthusiasm but have that empathy with learners. Yeah. And so thank you, Scott. There was another one.

Skip to 11 minutes and 21 secondsWe were going to do another one because you liked Rafah's comment. Actually, there's Rafah and Valentina. And I want him - and Rafah said that a teacher is like a cook, putting all the ingredients of a lesson together. Yeah. And Valentina said a lesson is like a story. You're telling a story. You've got a beginning, a middle, and an end. And actually, on our first course, somebody made the comment that Week 1 was like the hors d'ouvre, the starter to the lesson. Oh, yes, that's right. Yeah, yeah. And then we went on to the main course, which was Week 2. And we're going to carry on with the main course next week.

Skip to 11 minutes and 50 secondsSo join us next week for Week 3, when we're going to have a bit more of the main course, which is teaching communication skills. So see you then. Yes, bye. 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 24th February at about 3pm (UK time).

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This video is from the free online course:

Exploring the World of English Language Teaching

Cambridge Assessment English