A Huge Break

I am not averse to activities, but the problem is that whenever I proceed with my teaching via them, I feel guilty. It’s because some students just hang around along the way, not involved in group working or discussion. The other is that activities are always time-consuming. In a 50-minute period, activity process always do not flow smoothly and efficiently. As a result, I try as safe a way as I can, teacher-centered approach. However, deep in my heart, I know a language classroom should be more than a teacher’s show; it should be a stage for learners to perform. A teacher is nothing more than a director. But I lack a clear script on how to direct.

     The tasks of week 5 triggered chemistry. While I was working with the tasks, I actually expected nothing until I kicked off my experiment. The first time, I only prepared pieces of paper so that students could work on the assigned tasks. The stark difference was that I asked students to bring their own laptops, smart phones, or tablet computers. The outcome went beyond my expectation. What amazed me most was that none of them was hanging around in the process; everyone was absorbed in the activity: some of them had been easily distracted or even snoozing in class. It was elated to see them “come back” to classroom learning (I had an impulse to take a video to record that incredulous behavior change). But one glitch was that they still procrastinated. Then I pondered how to direct “the play” efficiently. I thought the activity would gain efficiency if rubrics fell into place. I drafted the rubrics, and then overhauled them three times.

     Right before the second-time experiment, I tried to make the rubrics as explicit as I could, making a demo, and then students initiated their tasks, which went from strength to strength. It was a great success—students were involved, no group procrastinating, the assigned task done with alacrity.     

     Personally, the task is success because technology as an incentive is applied to their learning. For example, smart phones are gadgets for them to play games only, and what’s more, they are impossible to use in class. But when the students were asked to use something forbidden in class to facilitate their learning, the novelty must have played a significant role. Besides, they were well acquainted with game rules. When the rubric was projected onto the screen, I could feel the awe in their eyes. Presumably, they were clearly informed of the objectives and the procedures of the tasks. In addition, one of the tasks’ objectives was to find example sentences from news reports and then translate them into Chinese. Many groups selected news headlines about MBA, whose star players are well known to them. Way different from example sentences made up by the teacher, those sentences were authentic and entertaining, their motivation being aroused.

     I am pleased to say the experiment turns the corner in my teaching. Then next, I am posed to perform experiments on writing, and reading. I know it will take up much of my time, but having taught for almost 20 years, seeing many of my colleagues’ passion for teaching dispelling, I feel so blessed.