Kids need novelty.
Every blog from every teacher I follow, every textbook on language teaching, and every bIt of common sense in my head tells me that this is the case. Seven years of experience with the same kids in the same school has proved it. If I do the same thing day after day, year after year, the kids tune out. It is a struggle I’ve contended with since I started teaching: What can I do to keep my instruction interesting and compelling for the kids?
In the past, my answer has been to quit using whatever methods or techniques I’m using and start from scratch. My thought process went something like, “If kids have gotten bored with what I’m doing, I have to get rid of it and find something to keep them engaged.” I started this blog after doing just that. Every time I read a blog post with an interesting or novel approach, I tried it. At the first instance that this method would be great, I threw away what I was doing before (metaphorically) and started with the new thing. The kids and I were itching for something new and I was happy to try everything I could. And it seemed really successful. When I found effective alternatives to grammar-heavy, book-based activities, I happily ditched them. When I learned how to ask a story and circle (TPRS techniques), I gladly did that and nothing else. When kids got bored with the same sorts of stories using the same types of vocabulary, I looked for other things-I tried OWL techniques and non-targeted CI and a host of other techniques.
Ultimately, instead of being successful, it was exhausting. Each different thing burned bright and then fizzled out. And each technique fizzled out a little bit more quickly than the last. What was the problem? Why were these techniques that other teachers use so effectively falling flat for me?
I misunderstood the kind of novelty that students need. They don’t need something brand new every time they start to get bored; they need a teacher who has a large toolbox of fun and effective activities. The problem was that I replaced one fun activity with something else and never really returned to the others that the kids had gotten sick of. The problem was that I replaced instead of adding.
The students didn’t hate the activities that we have done in the past, but they were just ready to take a break. Think of it like this: It would be really exciting to be able to eat ice cream for dinner every night, but in reality if we ate ice cream every night, it would lose its excitement. We would get sick of it. And just like getting sick of ice cream after having it all the time, the kids get sick of things they really like when it’s the only thing they do.
The trick, then, is to be prepared to do lots of things that are effective and that the kids like.
That’s my plan for planning this summer (and something I’ve talked about a little bit before): have lots of activities ready to go so that when one activity begins to sag or slow down or the kids don’t seem to be into it, we can transition into something that would be more effective and compelling.