I’ve not quite cracked it with KS4 yet but i’ll have a go at ideas for key stage 3.
Having taught a number of bottom sets in the past 3 years I’ve learnt the following:
1) The next level is quite a big jump in their minds
2) Memorisation, literacy, behaviour and confidence are your main battlegrounds
3) Positive reinforcement has to be relentless – yep even for that kid you just thought of. 🙂
4) Relationships and rules are of equal importance.
5) They are reluctant to use the TL.
Some teaching ideas that regularly work:
1) Writing challenge (adapted from Rachel Hawkes)
Rachel Hawkes’ idea is to give an answer to a question that is exactly … words long 9/11/13. The idea was to get students extending sentences with ,weil. I’ve changed it a little. Get a student to pick a number between 35 and 55 (whatever range you choose). Then tell them that whoever can write a piece using everything they’ve learnt, the textbook and their exercise book gets a merit or whatever reward system you run with. 80-90% of kids will give it a good shot and be surprised that they can be quite successful.
2) Running dictations
Really good way of practising speaking, listening and writing. Just make sure the runner does not have a pen or they will write the difficult words on their hand. Caught a budding tattoo artist the other day. Another thought: don’t make them too long. Or if they must be longer put part II on another piece of paper somewhere else in the room and that way it doesn’t look like so much!
3) Bingo/Last man standing bingo
Bingo is exactly what it says. Last man standing bingo is similar. Write down four items of vocabulary on topic then stand up. One student is a caller and goes through words. If you have all four crossed out then you are out and sit down. Winners are the last few left standing. Good mini-test of listening skills and injects some fun into the lesson. Think it might work well with Queen’s “another one bites the dust” music as they start to be “out”
4) Speaking bingo grid.
You make a 4×4 grid of phrases you want them to use. Students then have a time limit to use as many as possible making sure they make sense. Their partner notes the ones that they use. The person who uses the most in the time wins.
5) Points for speaking/writing.
You make another grid but the top row has various point allocations for what they say. So depending on what you want them to use then give them various points (keep scores in 2 or 5 times table for easy adding). Again give a time limit and set them off. Award winners appropriately.
6) Teams idea (massive thanks to Bill Rogers “tackling the tough class).
Get the students to write down someone they respect and someone they like. Put your class into teams and give them points for everything: uniform, presentation, work rate, use of TL in lessons, helping others, helping put out equipment, being kind, answering questions, winning team games etc. Take off points if they talk when you are or break other rules. Keep this going over a term with a prize for winners at the end of the term. Seems laborious at first but can engender really good habits and cooperative/collaborative learning. Allow students to submit transfer requests at end of term that you will “consider”. Have done this 3 years in a row with tough groups and find I have far less bad behaviour and far less detentions. Kids, particularly boys are used to team sports and it plays to their sense of competitiveness.
7) Reading reduction paper (thanks to my HoD although he swears he can’t remember having this idea).
If students with weak literacy are tackling a tough reading text then give them a post-it note or an opaque ruler and encourage them to tackle it line by line. I have found that the reduction of information bombardment helps and they can then work at their own pace. It is a simple way of catering to students who find reading difficult. It is also successful with dyslexics.
I think this post requires a part II sometime. I’ve enjoyed writing it, hope you’ve enjoyed reading it and have something you can use.
Everyday MFL 