stirrers and settlers


Making it up as you go along…

I had a brief chat with TalkTEFL after class about how some activities we make up during class work better than the things we plan! Today was a prime example.

My teen class were really lacking a bit of get up and go. We were doing a few activities based on this vocabulary (Beyond A2+, page 80):


They had to underline the words (in bold) related to study and circle those related to work. Then they listened to definitions and matched these to the words. We did a bit of group work (backs to the board-esque) to practise these words/meanings, but they just weren’t buying into it. Energy levels were really low. I needed a stirrer and FAST. Come on, Pete – think like a student! What might be fun? (more…)


Planning tasks for young learners

To an experienced YL teacher this post is just stating the obvious. To me it’s not, because I’m new to teaching primary aged learners.

I’ve got in the habit of tweaking almost every activity to try and make it fun. I enjoy getting my planning hat on and making things more engaging for YLs. Things like the spelling races and the travel quiz I spoke about last week are the recent additions to my toolkit.

Things to consider

A few general tips for tweaking tasks to make them more YL friendly:

  • How do things look? Changing fonts, adding images, colour… these can all make your activities look more engaging
  • Can I make my tasks more ‘multisensory’? Sorry, I’m not buying into the VAK neuromyth with this! I’m just suggesting that varying tasks in general can lead to more interest and engagement
  • How long are my activities? Short activities are better. I try and keep most stages under 10 minutes, but of course it depends what you’re doing!
  • Where does the activity fit in the lesson? What comes before and after it? It’s good to have a balance of ‘stirrers’ (get students up and active) and ‘settlers’ (calm down, focus, etc)
  • Can I add an element of competition? I guess this depends on whether you want to… My students respond well to competition. I like that a competition element often promotes teamwork and collaboration, but students do come to expect a game element a bit too much sometimes…
  • Do I need to differentiate the task? You probably will, so how can you make sure that you meet the individual needs of each learner?

Se at TalkTEFL is a brilliant teacher of young learners. I know he has tonnes of posts lined up on YLs, so I’ll leave this topic to the expert. However, I will share one example of a tweak I tried which has gone down well:

Hiding words for matching tasks. Instead of giving learners a set of words and meanings for a vocab matching tasks, I just hide the target words around the room. Everywhere – stuck on the projector, on the underside of skirting boards, in the middle of the dictionary… They have to find the words and write them (correctly) in their books before I give them the meanings to match. They go MAD for this for some reason!

Feature image:

I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.