Classroom Dynamics

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Jill Hadfield. Classroom Dynamics

Acknowledgements

The authors and series editor

Foreword

Introduction

How to use this book

Section A Forming the group

1 Breaking the ice: warm-up activities for the first week of term

1.1 Guess my name

1.2 Shaking hands

1.3 Circles

1.4 My home town

1.5 Group skills

1.6 Family statistics

1.7 Forfeits

2 Thinking about language: individual learning styles and group strategies

2.1 What kind of person are you?

2.2 What kind of language learner are you?

2.3 Experience and expectations

3 Thinking about groups: group strengths, individual contributions

3.1 Thinking about groups

3.2 Contributing to a group

3.3 Roles in groups

Section B Maintaining the group

4 Bridging gaps: opinion- and value-bridging activities

4.1 One world

4.2 The Flat Earth Society

4.3 What’s so special about us?

4.4 Elemental passions

4.5 Happy families

4.6 The Smelly-foot Tribe

4.7 Predicting similarities

5 Maintaining fluidity: reseating and mêlée games

5.1 Seating plan

5.2 Changing places

5.3 Airport lounge

5.4 Stations

5.5 Picture sections

5.6 Invitations

6 Getting to know each other: humanistic exercises and personalized grammar

6.1 What are they up to now?

6.2 How often?

6.3 Past confessions

6.4 Class records

6.5 Magic moments

6.6 Group predictions

7 I did it your way: empathy activities

7.1 I am you

7.2 If I were you

7.3 Ghostwriters

7.4 How did it feel?

7.5 A day in your life

8 A sense of belonging: whole group identity activities

8.1 Group history

8.2 Group profile

8.3 Rainy Sunday Shock Horror: a group newspaper

8.4 Group portrait with melon

8.5 Group advert

8.6 One big family

9 Establishing trust: trust- and confidence-building activities

9.1 Falling

9.2 Blind trust

9.3 Look after it for me

9.4 Promises promises

9.5 Silly walks

10 Staying positive: encouraging positive feelings

10.1 I like it when …

10.2 My English self

10.3 Wanted: the perfect student

10.4 Medals

10.5 Crazy compliments

10.6 Present-giving

10.7 The negative feelings dustbin

11 Group achievements: product-orientated activities

11.1 ‘A partridge in a pear tree’: a group song

11.2 Tonight at noon’: a group poem

11.3 TV News

11.4 Travel posters

11.5 Group scrapbook

12 Bringing it together: pyramid discussions, feedback techniques, and summaries

12.1 Pyramid discussions

12.2 Reporting back

12.3 Poster presentations

12.4 Postbag

12.5 Instant opinion poll

12.6 Storybook

12.7 Amazing facts

13 That patriotic class feeling: inter-class activities and competitions

13.1 Inter-class debate

13.2 Package tours

13.3 Inter-class quiz league

13.4 Silly sports

13.5 Sketches

14 Ensuring participation

14.1 Interaction mapping

14.2 Catching the question

14.3 Group scribes

14.4 Over to you

14.5 Passing the buck

15 Learning to listen

15.1 Speaking to a brick wall

15.2 Tea and sympathy

15.3 Listeners

15.4 Bamboo telegraph

15.5 Body language and showing interest

16 A sense of direction: setting, assessing, and resetting goals

16.1 I’m here because …

16.2 Visualize it

16.3 What do I want?

16.4 How I can help you, how you can help me

16.5 Have I got what I wanted?

16.6 What we’ve done

17 Coexistence and compromise: individual wants and frustrations; group solutions

17.1 Ideal homes

17.2 Win-lose and win-win negotiations

17.3 Middlemen

17.4 Timetabling priorities

17.5 Negotiating the timetable

18 Coping with crisis: some group problems

Introduction

Sources of problems in groups

Responding to problems

Some strategies for coping with conflict

Section C Ending the group experience

19 Ending with positive feelings

19.1 Remember when …?

19.2 I’ll remember them because …

19.3 Thank-you presents

19.4 Hopes for the future

20 Evaluating the group experience

20.1 Look how far we’ve come

20.2 Now we can …

20.3 Evaluating learning strategies

20.4 What’s left to do?

20.5 The old lags’ letter

21 Finale

Language focus index

Further reading

Отрывок из книги

Jill Hadfield has been involved in EFL, either as a teacher or teacher trainer, for over 20 years and is the author of over 20 books for teachers, some written with her husband Charles. She has taught and trained teachers in Britain, France, China, Tibet, and Madagascar, and held workshops and courses for teachers around the world. She is currently senior lecturer in the School of English and Applied Linguistics at Unitec, Auckland, New Zealand. She is the co-author of Presenting New Language, Simple Listening Activities, Simple Speaking Activities, Simple Reading Activities, and Simple Writing Activities, all in the Oxford Basics series published by Oxford University Press and of the Communication Games series for Longman as well as two travel books and a novel.

Alan Maley worked for The British Council from 1962 to 1988, serving as English Language Officer in Yugoslavia, Ghana, Italy, France, and China, and as Regional Representative in South India (Madras). From 1988 to 1993 he was Director-General of the Bell Educational Trust, Cambridge. From 1993 to 1998 he was Senior Fellow in the Department of English Language and Literature of the National University of Singapore, and from 1998 to 2002 he was Director of the graduate programme at Assumption University, Bangkok. He is currently a freelance consultant. Among his publications are Literature, in this series, Beyond Words, Sounds Interesting, Sounds Intriguing, Words, Variations on a Theme, and Drama Techniques in Language Learning (all with Alan Duff), The Mind’s Eye (with Françoise Grellet and Alan Duff), Learning to Listen and Poem into Poem (with Sandra Moulding), Short and Sweet, and The English Teacher’s Voice.

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– They are territorial; they don’t like regrouping.

– They are culturally intolerant.

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