Korean Job Discussion Forums

[AbbeFaria]

The way I've been structuring my classes the last two weeks (also my first two weeks teaching) is the books/lesson the first 30 to 35 minutes, then games. I figure it gives them something to look forward to and ends the class on a positive note.

I've read about some of the games folks play with their kids and some of them are pretty involved. I would never be able to squeeze that in after my normal teaching time. I've got five 45 min. classes, and I see each group of kids only once a week, so I have to use my time wisely.

How do you make the decision of when to chuck the lesson plan and play games for the period? (I'm referring to educational games, things that help with social skills, speaking, reading, spelling etc.) It's been made fairly clear to me that while them picking up english is important, it's atleast as important that they are happy with me as the foreigner. So while I could easily play games the whole class, I would then feel bad for neglecting the book work.

Comments or suggestions?

-S-

[ulsanchris]

make the game re inforce the lesson or better yet, make the game introduce and teach the lesson. For a helpful book on this subject read Teaching English to children in Asia. by David Paul.
When i play games its usually somewhere in the middle of the lesson.

[Homer]

Excellent advice chris.

It is the best solution to integrate the game in the lesson so that it reinforces the material you are teaching. Games should not substitute for lesson time but rather should reinforce what you are teaching.

[dbee]

Ya, I think that 'games' are one of the most effective methods of teaching for kids ... many of whom are naturally active learners. One of the four main learning styles for students is kinesthetic ... or active learning. So the teaching textbooks back up that fact.

Many of the kids that can't sit still for more than ten seconds in class are just kinesthetic learners. Actually all kids IMO are kinesthetic or active learners. My best classes have always involved these sorts of games.

I'd even go so far as to say that labelling them 'games' is a bit misleading. Simply because it gives the impression that they are a waste of time and not actually learning activities.

The downside to using an activity lesson is that firstly - it can get seriously exhausting to keep kids moving and using the target language all the time, and secondly most other teachers think that all you do in your lessons is play 'games'. If the kids are actually enjoying themselves, then they can't be learning right ?

From time to time I like to introduce two sets of vocab to younger students over the course of two lessons. The first lesson I'd teach just using a standard PPP method. Then for the next one I'd use mostly competitive activities where the kids get positive reinforcement from their 'team'. I like to give a test at the end and compare the results. The second method usually wins - but it's all too informal to infer any real results from it. And it's mostly just something to keep myself amused

[denverdeath]

For the more involved/lengthy games, why not make a "Game Day?" I usually make a game day at the end of the month as well as sometimes doing a 5-10 minute reinforcement activity at the end of some classes. Also, sometimes a game may actually be teaching something new, so I think it's okay to introduce new material in games, and not only use them for reinforcement.

[Homer]

Good point denver!

I shoudl not have limited the use of games to reinforcing the lesson material....

To say it better: games or activities should be used to enhance learning and not just to waste lesson time.

The idea of a game day at the end of the month is good too (I use it sometimes).

My main point is that a teacher should not use game as filler to fill his alloted class time. Games can and should definitively be tools to enhance learning and that can be done quite effectively in a fun atmosphere where the students have fun.

[Ya-ta Boy]

I prefer the word 'activity' to 'game'. Many of them are not games. Used properly, they are alternative teaching strategies. Rather than just give students a list of vocabulary words to memorize, you can use spelling bees, word searches, crossword puzzles... These are all just different ways of helping the students learn to spell words. Your presentation of the activities may turn them into games. It's often fun for the students if you do.

The key to activities is to choose an activity that is as closely related to the day's target language as possible so the students are actively using whatever it is you are trying to teach that day.

[some waygug-in]

I've had some success using the game "Sorry" as a teaching tool.
I have cards with a picture on one card and the word on a separate card.
The kids have to try and read the word if they want to play. If they ask me what it is, the whole class can hear the answer..... so it encourages them to try and read it on their own.

The thing I've noticed about this game is that the kids enjoy it, once they figure out how to play it. I usually have to play with them and show them how it goes.

It amazes me how many of these kids can't even read a simple word in English... like tiger or gorilla. And these kids are supposed to be level 3 or 4? They can say the word, they understand it, but they can't read. They have just gotten along following the class/teacher.

I made several levels of this game, level one is matching a picture word card with an alphabet card. Ex: A --- apple , G --- gorilla etc.

The second level is matching pictures to 3 letter words.

EX: Car, pan, bus, etc.

The next level has longer words from their books as well as some new vocabulary that they should be learning.

For Bingo, I refuse to use those pre-made games anymore. Kids just look at the picture and don't learn anything. I give them a photocopied blank bingo page and then write the vocabulary I want to practice on the board. The kids have to fill in the words on their own cards, then we take turns chosing the words. This way they have to read, write, speak and listen as well as be able to pronounce and understand the pronunciation of other students.

I use just the alphabet for low level classes or 2 and 3 letter words.

For higher levels, I choose words from the lesson we are working on, or if I want to do something different, I throw in a few ordered pairs into the mix and see how the students handle them.

It's also a good way to introduce word families. If you have words like
cake, make, bake, rake, take etc., the kids can start to see the relationship between spelling and pronunciation.

The thing with games is...... the kids pay attention and put some effort into the activity.

Without the game, maybe 2 or three kids will actually pay attention, the rest goof off and waste time, pretending to follow what I'm doing.

[VanIslander]

It needn't be an either/or.
A lesson can be 100% games.
But it's easier to structure reviews as games.
Ensure that every game is educational and advances the lesson plan and then there's no worry about ratio.
Some topics lend themselves easier to games than others.