Possible problems 2
During the grammar lesson, students might be confused between the meanings
of “has been” and “had been” when teaching Passive present perfect form.
Therefore I made sure I explicitly listed and drilled both forms, and pointed out
the differences to the students.
With the final activity, students might be too shy to come to the front of the
class. I will need to feel just how shy they are, and how much I should help
them. A very shy student will be allowed to remain seated, and might ask
someone else to read the question. This would however, be the very last
resort.
Possible controversy: The last activity, “Escape room” will allow the students to
leave earlier than they otherwise would if they get the answers right quickly. It
might be frowned upon to allow students to leave earlier. In order to solve this
problem, I can: Ask permission to do this activity, and explain that it is not the
goal to make students leave earlier, but just to introduce the psychological
reward and get them excited.
This reward could even be swapped out for something else. I could call the
game “crack the vault” and make students answer the questions to get “The
amazing prize!”. With students of this age group, I may even get away with the
terrible joke of stating at the end, that the prize consists solely of their
homework assignment.
Realistically, Starting the activity 11 minutes for the end of the lesson, with 20
questions to go, students will barely finish fast enough for it to make a true
difference and I can regulate the time by asking an extra concept question in
between, or adding some quiz questions of my own. Again, the idea is for the
psychological effect of “Escaping” to excite the student.
During the grammar lesson, students might be confused between the meanings
of “has been” and “had been” when teaching Passive present perfect form.
Therefore I made sure I explicitly listed and drilled both forms, and pointed out
the differences to the students.
With the final activity, students might be too shy to come to the front of the
class. I will need to feel just how shy they are, and how much I should help
them. A very shy student will be allowed to remain seated, and might ask
someone else to read the question. This would however, be the very last
resort.
Possible controversy: The last activity, “Escape room” will allow the students to
leave earlier than they otherwise would if they get the answers right quickly. It
might be frowned upon to allow students to leave earlier. In order to solve this
problem, I can: Ask permission to do this activity, and explain that it is not the
goal to make students leave earlier, but just to introduce the psychological
reward and get them excited.
This reward could even be swapped out for something else. I could call the
game “crack the vault” and make students answer the questions to get “The
amazing prize!”. With students of this age group, I may even get away with the
terrible joke of stating at the end, that the prize consists solely of their
homework assignment.
Realistically, Starting the activity 11 minutes for the end of the lesson, with 20
questions to go, students will barely finish fast enough for it to make a true
difference and I can regulate the time by asking an extra concept question in
between, or adding some quiz questions of my own. Again, the idea is for the
psychological effect of “Escaping” to excite the student.
