Stacy+Statler+Summer+2010

Stacy Statler's Level 2 Evening Class:

**  Teaching more than English One Review at a Time   ** **  By   ** **  Stacy Statler, ESL instructor   ** **  Summer Session Level 2 (evenings)   ** I will never forget the students who attended my Summer Session Level 2 (evenings). Students who worked hard juggling their full-time jobs and families while trying to understand why it is we put an “s” after single verbs and no “s” when using an adjective for plural nouns in English. They simultaneously learned phrases and expressions to communicate more politely and maturely. Greeting their fellow classmates, teacher and instructional aide with “good evening” (instead of “// hola //”); telling their partners “nice working with you/ nice working with you, too” when finished with pair work (instead of just turning their backs). These students learned more than verbs, adjectives, greetings and expressions- they learned related vocabulary, interpersonal skills and shared their knowledge. How did they do all this? With ** // in-class reviews!!! // ** Walk in late and you might miss them… One such review read: //  ** Congratulations, students!!! You have almost completed 2 weeks of night school this summer. I am proud of you!!! Next, let’s test your English and see what you remember from class. Good luck! **  // After which, a series of questions on a handout (some grammar-based questions others related to vocabulary and the lesson from the previous day). Here are a few examples:

Some days, every student would get a copy of the review to write their own answers while I “floated” to see who was answering quickly and correctly (without help). Other days, I would have students work with a partner (asking them to share a paper thus creating more of a communicative review). Gradually, students assumed the role of “teacher” by eagerly assisting their neighbor understand or catch up. At the end of the review, exchanges of “nice working with you/nice working with you, too” became the norm. And if a student did not reply correctly, the partner tried again: “NICE WORKING WITH YOU…”. “Oh, oh… nice working with you TOO!!!” Correct. Consequently, these reviews not only encouraged my students to remember what they had been taught in class, but they also served as a way to build better relationships among the students. Students who were reluctant to speak English wanted to help their neighbor understand. Shy students became more confident when working on the reviews in pairs. People who had never studied English before wanted to share their “new knowledge”. By teaching their peers and working together, the students learned more than English- they learned and exhibited confidence and interpersonal skills, too!!! Last but not least, the reviews promoted exposure to the variety of forms test may take. While some reviews had only 5 questions, others were a page and a half. Some had clip art eliciting vocabulary while others were “fill-in-the-blank”. The students went from writing the date as // 14/7/2010 to “Today is Monday July, 14th, 2010” //. Often these reviews looked the same as a test would, which could also aide in lowering test anxiety. With consistent exposure to such practice (and actually enjoying it!), I believe the students could improve their overall test-taking abilities and performance in future classes making assessments more accurate. Knowing the busy lives are students lead and the lack of time and study skills many of our students have, the reviews helped link one day to the next; one student to another; and all students to the class. Arrive on-time or miss the review... The students hurried to class wondering what we would review next. **  ***NOTE: Next, you will find two examples from class (one to answer on the paper directly and the other to only be discussed. Please note the names used in the review related to health- they are all students’ names. They really liked to be included in the review…). **