Korean Job Discussion Forums

[Kurtz]

OK I have a new class of 5 elementary and middle school kids who have never had a foreign teacher. They understand me, but are very reluctant to talk. I tried asking them about their hobbies ( surprise surprise computer games!!) and most things are boringto them and they don't seem to have any desire to do anything apart from studying, computer games and one likes reading science magazines.......any ways of breaking the ice?, can you suggest a conversation textbook?. They can't freetalk so I need a good book to work from.
This isn't the first time I've had this problem, but I would like to hear what you guys have done in similar situations.
Cheers.

[ddeubel]

Good question and a situation all of us teachers are faced with, usually sooner rather than later.

I've handled it by 1) starting out with what they are used to. No shock therapy.

2) then most importantly, sharing your life and person. After that, slowly have the focus on their own lives, desires, actions, day, interests. This is imperative and students gradually lose the "fear" as they focus less on language "correctness" and more on trying to talk about themselves. You have to really make it relevant to their own lives and this in a major way -- creates a mind shift in the students. But first, you must be open and show and talk and teach using your own example.

DD

[oneofthesarahs]

Since there are only five of them, would you get in trouble with your school if you sat down instead of stood in front of the class? I had a one-on-one class with a quite advanced student, but she was really reluctant to talk (although she would because she had to, being the only student). Eventually I just thought it was silly to be standing over her, especially when we were doing units that involved silent reading or writing. Why should I hover over her all the time? And I found that when I started sitting down she started to open up a lot more. The interaction felt more person-person rather than student-teacher, which is good for some kids.

Other than that, smile a lot. Be quick to offer encouragement. I would say at first do very little direct grammar correction when they speak out loud. If you do correct, do it in the form of a question. For example: if they say "Yesterday I play computer games." You say: "Oh, yesterday you played computer games?" Light emphasis on the corrected word, but nothing to make them feel like they are being called out.

[buster brown]

Definitely start with the easiest stuff possible. If the classes are small (I'm guessing they're not), play card games or something else that will build trust and confidence.

When I first came to Korea, I had a middle school class that was dead silent. When we worked in the student book, I'd have them read the questions and answers out loud...but they were still almost totally silent and wouldn't answer any open questions. I decided to set aside the book and play UNO and other simple games until they opened up a bit. After 2 weeks we went back to the book, with them taking a much more active part in class.

For some reason I've had more of these problems with middle schoolers than any other group. Adults can start out that way, but they generally begin to open up rather quickly. Any bad elementary classes can ultimately be bribed into participation. It's just middle school classes that I haven't been able to solve consistently. Good luck with your classes. Let us know how it goes.

[Sody]

[jajdude]

Shy people generally need a lot of encouragement, and criticism tends to make them want to recede. So, just encourage them a lot, say "good" or "well done" when they make an efort, and correct them kindly.

[Fishead soup]

Get some funny looking pictures of yourself color photocopy them and laminate them. Pass them around the class and allow the students to ask questions.

Write key words about yourself on the board and allow the students to guess what the questions are. As they answer the questions erase the words.

[riley]

When possible, have kids write out the answers before saying it. I found that by walking around and looking at their work and telling them that it was correct, made it more likely for them to then say the answer.

[ddeubel]

[Scotticus]

[seoulsteve]

[trubadour]

try and have different stages in the lesson, quiet, active, receptive, productive, etc, and mix them up. For example you might want to start the lesson with a game where they throw a ball around and ask questions, or some other kind of active game. If they're shy, just do it for 5 mins (don't over do it). then have them do a dialogue and try and make it real/funny/creatively engaging in some way.

I find my stu's often appreciate getting up and throwing stuff around. Gets the energy going and changes the focus. It wakes them up from the daily grind. You might want them to just practice this way, or you might want to get them to do this before they look at the books (pre-teach) or to review, or just for a change of pace, to build a sense of trust between the students, to raise a smile.

I personally can't stand those lessons where everyone is kinda treading on glass, afraid of when some kid is going to clam up or not know something or get something wrong.

I disagree with DD on the thing about getting the stu's to focus on themselves, though it is in part useful. Just don't expect anything very interesting or ground-breaking in what they will venture to say. These kids often have genuinely boring lives! At least until they like anticipating in the lessons they probably won't feel like saying anything about their lives beyond what the last person said about theirs. Peer pressure and focus on the self are really icky for kids that age. They have active imaginations and are interested in the world around them (or can be, if its interesting, amusing, subversive enough). They will have great fun asking questions about stories or making funny things up about stuff or subverting dialogues. When the focus is more absurd or diverting, etc, they will have fun using their english.

Mix it up, get the job done, raise a smile, invite them to engage creatively, but don't expect too much.

[millsy99]

I'm sure you have all heard of this game but I found that it really worked in breaking the ice in the first session of my classes (especially middle school groups). Get some paper cups from the water machine and give everyone 6-8 M&Ms in random colors. Make a code like green=hobbies; orange=your future plans/goals; blue=family members, etc. I also play along with the kids and give info about myself and background. As everyone takes turns and you go around the room, the kids loosen up as they realize everyone is having to do this silly exercise. Plus, they can't eat each M&M until they share an answer...and you know how much the kids love chocolate. I found starting with an activity like this more than makes up for the time you "waste" in that first class, down the road as the kids relax more. They also love learning about their teacher this way.

I also say something along the lines of, "we are all learning together and if someone makes a mistake you're not allowed to laugh at him...everyone makes mistakes in English, even your teacher....it's a very hard language, etc. etc." Some of the shyer children don't have to worry about "losing face" by being wrong in front of their peers and this upped my participation levels.

[Hater Depot]

In a middle school I once had a very shy student who didn't know much English. Because of that combination I couldn't get her to produce even one word in class, and she was falling behind fast.

One day the whole class was rowdy and uncooperative, except her. As the rest of her classmates where shuffling out the door I thanked her and told her how much I appreciated that she paid attention. She didn't understand one word of it, I think, but the sentiment was clear enough and she suddenly got really motivated. She really tried hard and the improvement in her English over the rest of the semester was noticeable, although of course she was starting from almost zero.

Still, it can really pay to get through to a shy kid because many of them are introverted and enjoy studying quietly.