In this webinar, we were joined by Herbert Puchta – co-author of our THiNK course – who explored how teachers can create the best conditions for teenage students to learn.
Herbert began the session by looking back at a blog post from Mark Andrews, in which Mark argued that taking learners seriously – and not mistrusting them – is a key factor in creating the conditions for good language learning.To assure students that we do take them seriously, we need not only to take them seriously, but also to make it clear to them that we are doing so. Teenage learners frequently show their feelings in class, and we must acknowledge those feelings in order to show them respect, particularly when we need to redirect their behaviour. This can be done simply with just a word or a sound – when students tell you that they have a test in another subject next week, and so don’t have time to do homework for you, a sympathetic non-verbal ‘uhhh’ can show that you understand their feelings, preparing the way for you to explain why your homework is necessary nonetheless.
Metadiscussions – the conversations we have about what we say in class – also play a vital part in convincing students that we’re taking them seriously.
As teachers, we need to foster a growth mind-set in our learners, motivating them to see the progress ahead of them. Self-esteem can also be a particular problem in the teenage classroom, with some students having too little, and others rather too much! Encourage students to think about their role within the class and the wider community- it can help promote positive self-esteem.
Creating a good balance between pair work, group work, and class work can also help encourage more reserved students to take part.
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Press ‘play’ on the video below to watch the full webinar.