Ce Breakers Can Be an Effective Way of Starting a Training Session or Team

8/3/2019 Ce Breakers Can Be an Effective Way of Starting a Training Session or Team

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ce Breakers can be an effective way of starting a training session or team-building event. Asinteractive and often fun sessions run before the main proceedings, they help people get to knoweach other and buy into the purpose of the event.If an ice breaker session is well-designed and well-facilitated, it can really help get things off to agreat start. By getting to know each other, getting to know the facilitators and learning about theobjectives of the event, people can become more engaged in the proceedings and so contributemore effectively towards a successful outcome.

But have you ever been to an event when the ice breaker session went badly? Just as a great icebreaker session can smooth the way for a great event, so a bad ice breaker session can be a recipefor disaster. A bad ice breaker session is at best simply a waste of time, or worse anembarrassment for everyone involved.As a facilitator, the secret of a successful icebreaking session is to keep it simple: Design thesession with specific objectives in mind and make sure the session is appropriate and comfortablefor everyone involved.

This article helps you think through the objectives of your ice breaker session, and then suggestsvarious types of ice breaker you might use. As a facilitator, make sure your ice breakers areremembered for the right reasons as a great start to a great event!

When to Use IcebreakersAs the name suggests, an ice breaker session is designed to "break the ice" at an event ormeeting. The technique is often used when people who do not usually work together, or may not

know each other at all, meet for a specific, common purpose.Consider using an ice breaker when: Participants come from different backgrounds.

People need to bond quickly so as to work towards a common goal.

Your team is newly formed.

The topics you are discussing are new or unfamiliar to many people involved.

As facilitator you need to get to know participants and have them know you better.

So What's the "Ice"?When designing your ice breaker, think about the "ice" that needs to be broken.If you are bringing together like-minded people, the "ice" may simply reflect the fact that peoplehave not yet met.If you are bringing together people of different grades and levels in your organization for an open

discussion, the "ice" may come from the difference in status between participants.If you are bringing together people of different backgrounds, cultures and outlooks for work withinyour community, then the "ice" may come from people's perceptions of each other.

You'll need to handle these differences sensitively. Only focus on what's important to your event.(Remember, you want to break some ice for your event, not uncover the whole iceberg, or bringabout world peace!)And as you move on to design and facilitate the event, it's always best to focus on similarities(rather than differences), such as a shared interest in the event's outcome.

Designing Your IcebreakerThe key to a successful ice breaker is to make sure the ice breaker is specifically focused onmeeting your objectives and appropriate to the group of people involved.Once you have established what the "ice" is, the next step is to clarify the specific objectives foryour ice breaker session.For example, when meeting to solve problems at work, the ice breaker objectives may be:

"To establish a productive working environment for today's event with good participation fromeveryone involved, irrespective of their level or job role in the organization."With clear objectives, you can start to design the session. Ask yourself questions about how youwill meet your objectives. For example: "How will people become comfortable with contributing?

"How will you establish a level playing field for people with different levels and jobs?

"How will you create a common sense of purpose?"

These questions can be used as a check list once you have designed the ice breaker session:"Will this ice breaker session help people feel comfortable. establish a level playing field. etc"As a further check, you should also ask yourself how each person is likely to react to the session.Will participants feel comfortable? Will they feel the session is appropriate and worthwhile?

Example Ice BreakersThere are many types of ice breakers, each suited to different types of objectives. Here we look ata few of the more popular types of ice breakers and how they can be used.Introductory Ice Breakers


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Introductory ice breakers are used to introduce participants to each other and to facilitateconversation amongst the participants.The Little Known Fact: Ask participants to share their name, department or role in theorganization, length of service, and one little known fact about themselves.

This "little known fact" becomes a humanizing element that can help break down differences suchas grade / status in future interaction.True or False: Ask your participants to introduce themselves and make three or four statements

about themselves, one of which is false. Now get the rest of the group to vote on which fact isfalse.As well as getting to know each other as individuals, this ice breaker helps to start interactionwithin the group.Interviews: Ask participants to get into twos. Each person then interviews his or her partner for aset time while paired up. When the group reconvenes, each person introduces their interviewee tothe rest of the group.Problem Solvers: Ask participants to work in small groups. Create a simple problem scenario forthem to work on in a short time. Once the group have analyzed the problem and prepared theirfeedback, ask each group in turn to present their analysis and solutions to the wider group.

Tip:Choose a fairly simple scenario that everyone can contribute to. The idea is not to solve a real

problem but to "warm up" the group for further interaction or problem solving later in the event.The group will also learn each other's styles of problem-solving and interaction.

Team-Building Ice BreakersTeam-building ice breakers are used to bring together individuals who are in the early stages ofteam building. This can help the people start working together more cohesively towards sharedgoals or plans.The Human Web: This ice breaker focuses on how people in the group inter-relate and depend oneach other.

The facilitator begins with a ball of yarn. Keeping one end, pass the ball to one of the participants,and the person to introduce him- or her-self and their role in the organization. Once this person hasmade their introduction, ask him or her to pass the ball of yarn on to another person in the group.

The person handing over the ball must describe how he/she relates (or expects to relate) to theother person. The process continues until everyone is introduced.

To emphasis the interdependencies amongst the team, the facilitator then pulls on the startingthread and everyone's hand should move.Ball Challenge: This exercise creates a simple, timed challenge for the team to help focus onshared goals, and also encourages people to include other people.

The facilitator arranges the group in a circle and asks each person to throw the ball across thecircle, first announcing his or her own name, and then announcing the name of the person to whomthey are throwing the ball (the first few times, each person throws the ball to someone whosename they already know.) When every person in the group has thrown the ball at least once, it'stime to set the challenge to pass the ball around all group members as quickly as possible. Timethe process, then ask the group to beat that timing. As the challenge progresses, the team willimprove their process, for example by standing closer together. And so the group will learn to workas a team.Hope, Fears and Expectations: Best done when participants already have a good understanding

of their challenge as a team. Group people into 2s or 3s, and ask people to discuss theirexpectations for the event or work ahead, then what they fears and their hopes. Gather the group'sresponse by collating 3-4 hopes, fears and expectation from pairing or threesome.

Topic exploration ice breakersTopic exploration ice breakers can be used to explore the topic at the outset, or perhaps to changepace and re-energize people during the even.Word association: This ice breaker helps people explore the breadth of the area underdiscussion. Generate a list of words related to the topic of your event or training. For example, in ahealth and safety workshop, ask participants what words or phrases come to mind relating to"hazardous materials". Participants may suggest: 'danger,' 'corrosive,' 'flammable,' 'warning,' 'skulland crossbones,' etc. Write all suggestions on the board, perhaps clustering by theme. You can usethis opportunity to introduce essential terms and discuss the scope (what's in and what's out) ofyour training or event.Burning questions: This ice breaker gives each person the opportunity to ask key questions theyhope to cover in the event or training. Again you can use this opportunity to discuss key


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terminology and scope. Be sure to keep the questions and refer back to them as the eventprogresses and concludes.Brainstorm:Brainstorming can be used as an ice breaker or re-energizer during an event. Ifpeople are getting bogged down in the detail during problem solving, for example, you can changepace easily by running a quick-fire brainstorming session. If you are looking for answers tocustomer service problems, try brainstorming how to create problems rather than solve them. Thiscan help people think creatively again and gives the group a boost when energy levels are

flagging.You can learn 600 similar skills elsewhere on this site. Click here to see our full toolkit. If you likeour approach, you can subscribe to our free newsletter, orbecome a member for just US$1.

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40

Ice Breakers

and other Warm-ups

Free from Training-Games.com

This collection of Ice Breakers was compiled from various sources. All of thesewere anonymous or had

multiple claims of authorship. Some were created by the staff of TrainingGames, Inc. In any case, they

are all provided free with no claims of authorship.

For Our Customers

Training Games, Inc. has assembled this small list of Ice Breakers as a courtesyto our customers. Our

hope is that you will also consider one of our Ice Breaker games available on oursite. These are

inexpensive and a whole lot of fun to play at your next meeting adding

participants names and a level of

complexity to create involvement.Three Questions Game

Everyone in the group writes down 3 provoking questions they would like toask others in the group. Not

the normal whats you name type questions but something like, "Where is themost interesting place you

have ever traveled" or "Name a topic you feel absolutely passionate about".

Give them time to mingle, and to ask three different people in the group one oftheir three questions.

Get back together and have each person stand and give their name. As theysay their name, ask the

group to tell what they know about this person.

The Pocket/Purse Game

Everyone selects one (optionally two) items from their pocket or purse that has

some personal significance


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to them. They introduce themselves and do a show and tell for the selected itemand why it is important to

them.

The Talent ShowEveryone selects one talent or special gift that they possess and candemonstrate for the group. They

introduce themselves, explain what their special talent is, and then performtheir special talent for the

group.

Toilet Paper Game

Pass around a roll of toilet paper to the group and ask them to take what theyneed. No further

explanation.

When done. Tell the group that as they go around the room, each person musttell a fact or something

about themselves for each square of TP they took.

Birthday Game

Have the group stand and line up in a straight line.

After they are in line, tell them to re-arrange the line so that they are in line bytheir birthday. January 1 on

one end and December 31 at the other end. The catch is that they must do allthis without talking or writing

anything down.

Map Game

Hang a large map of the world. Give everyone a pushpin. As they enter, theypin the location of their birth

on the map.

Paper Airplane Game

Everyone makes a paper airplane and writes their name, something they likeand dislike on it (You may

also want to add additional questions). On cue, everyone throws their airplane

around the room. If you find


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an airplane, pick it and keep throwing it for 1-2 minutes. At the end of that time,everyone must have one

paper airplane. This is the person they must find and introduce to the group.

The Shoe GameWhen entering, everyone must take off one shoe and leave it in a pile at thedoor. They keep the other

shoe on. After everyone is in. The host will distribute the shoes to people notwearing the same shoe.

When instructed, everyone must find the mix and find the person who belongs tothe shoe and get some

info about them. They then introduce their new friend to the group.

The Artist Game

Give everyone a piece of paper and a pencil. In 5 minutes theymust draw apicture that conveys who they

are with out writing any words or numbers. At the end of 5 minutes the hostcollects the pictures. Show the

pictures to the group one at a time and have them try to guess who drew it.After this allow each of the

artists to introduce themselves and explain how their work clearly conveys whothey are.Three in Common Game

Break the group into 3s. Their objective is for each group to find 3 things theyhave in common. But not

normal things like age, sex or hair color. It must be three uncommon things.After letting the groups

converse for 10 - 15 minutes, they (as a group) must tell the rest of the groupsthe 3 things they have in

common.

Dream Vacation Game

Ask participants to introduce themselves and describe details of the ideal,perfect dream vacation.

Polaroid Game

As participants arrive, take their picture with a Polaroid type camera. Hand out

the pictures to the group


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with each participant getting a picture of another member of the group. Givethem 15 minutes to find and

talk to the people matching their picture. When the group reassembles, haveeach member introduce their

new picture pal to the group and talk about what they learned about them.

Favorite T-Shirt Game

Ask attendees to bring (not wear) their favorite T-shirt to the meeting. Once allparticipants have arrived,

ask each person to show the shirt to the group and explain how the T-shirt bestresembles their personality.

Famous People/Cities Game

As each participant arrives, tape a 3 x 5 index card on their back with the nameof a famous person or city.

They must circulate in the room and ask questions that can ONLY be answeredwith a YES or NO to identify

clues that will help them find out the name of the person or city on their indexcard. EXAMPLES: Paris,

Madonna, Santa Claus, John Wayne, Casablanca

Favorite Animal Game

As the guests arrive, and before you write their names on a name card, askthem to tell you their favorite

animal and three adjectives to describe the animal. As they tell you, write thethree adjectives on a name

tag BEFORE their name (omit the name of the animal). Ask them to mingle withthe crowd, sharing why

these adjectives best describe their own personality. EXAMPLES: Loyal, cuddly,playful Dan

Creative Name Tags

Give everyone 15 minutes to make their own name tag-they can list hobbies,draw a picture, give a selfprofile, etc.

Circle of Friends Game

This is a great greeting and departure for a large group who will be attending a

seminar for more than one


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day together and the chances of meeting everyone in the room is almostimpossible. Form two large circles

(or simply form two lines side by side), one inside the other and have the peoplein the inside circle face the

people in the outside circle. Ask the circles to take one step in the oppositedirections, allowing them to

meet each new person as the circle continues to move very slowly. If lines areformed, they simply keep the

line moving very slowly, as they introduce themselves.

Marooned Game

You are marooned on a island. What five (you can use a different number, such

as seven, depending upon

the size of each team) items would you have brought with you if you knew therewas a chance that you

might be stranded. Note that they are only allowed five items per team, not perperson. You can have them

write their items on a flip chart and discuss and defend their choices with thewhole group. This activity

helps them to learn about other's values and problem solving styles andpromotes teamwork.The Interview Game

Break the group into two person teams (have them pick a partner that theyknow the least about). Have

them interview each other for about twenty minutes (You can also preparequestions ahead of time or

provide general guidelines for the interview). They need to learn about whateach other likes about their job,

past jobs, family life, hobbies, favorite sport, etc. After the interviews,reassemble the group and have each

team introduce their team member to the group. This exercise helps them tolearn about each other.

Story Time Game

The facilitator starts a story by saying a sentence. It then goes in a circle, eachperson adding a sentence

onto the story-after repeating each sentence that's already been added.


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Ball Toss Game

This is a semi-review and wake-up exercise when covering material thatrequires heavy concentration.

Have everyone stand up and form a resemblance of a circle. It does not have tobe perfect, but they should

all be facing in, looking at each other. Toss a nerf ball or bean bag to a personand have tell what they

thought was the most important learning concept was. They then toss the ball tosomeone and that person

explains what they though was the most important concept. Continue theexercise until everyone has

caught the ball at least once and explained an important concept of the materialjust covered.

Positive Reinforcement Cards Game

Whenever a participant arrives to class on time from breaks, lunch, etc. givethem one playing card. You

can also hand out cards to people who volunteer for activities, are helpful,answers a difficult question, etc.

At the end of the day, play one hand of poker. Give a small prize to the besthand (you can also pick the top

two or three hands if you want to give away more prizes). Note that the morecards a person has, the better

the chance of winning.

Human Bingo Game

Before the meeting, make a bingo matrix and at the top of each square putsomething that someone in the

group might have done-for example, voted for Ross Perot, served in the PeaceCorps, etc. Everyone gets a

copy and is asked to circulate, getting other group members to sign one squarethat is true of them. The

first person to get "bingo" wins the prize (a candy bar or some other small thing).

Out on the Town Game

If you have a two-day meeting and need a quick warm-up for day two, askeveryone to pantomime


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something they did the night before. Individuals or groups can act out a moviethey went to, describe a meal

they ate, or recreate a scene witnessed at a bar.

Lucky Penny GameEach person takes a penny or other coin out of their pocket and looks at thedate. When it's their turn, they

tell the year that's on their coin and recall something spectacular that happenedthat year.

Straw & Paperclip Game

Give each group a box of straws not flexible straws) and a box of paperclips.Check that the paperclips can

fit snuggly into the end of the straws. Give each group a task (you can use thesame one for each group if

you want) and let them go. Sample tasks: Build the structure as a group. talleststrongest longest most

creative most functional etc. Debriefing included describing teamwork andsituational leadership skills used

as well as how different models are needed to accomplish different tasks.

Four Facts Game

Each person writes down four facts about themselves, one of which is a lie.Each person takes turns

reading their list aloud and the rest of the team writes down the one they think isthe lie. When all are done

reading the lists aloud, the first person reads their list again and identifies the lie.The team sees how well

they did. A to Z Freeze Game

Ask participants to recite the alphabet in unison. Let them go on for a whileuntil you yodel Stop! At that

point, identify the letter they stopped on and ask everyone to share somethingthey are looking forward to at

school that begins with that letter. For example, if the letter is R, they mightsay ravioli in the dining hall

or rooming with someone cool. Once everyone has shared, have them recitethe alphabet again. Stop


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them on a different letter and ask participants to share a personality trait theypossess that begins with

begins with that letter. If the letter is D they might say things like diligenceor doofiness. Come up with

different questions to ask for each letter and repeat the process.

Reception Line Game

Divide everyone into 2 groups. Have them stand facing each other. Each persontalks to the person across

from them until signaled (flash lights). At signal, person at end of one line movesto other end. Consequently

everyone has a new person to talk to.

Autograph Sheets Game

Prepare a sheet listing traits or facts about people with a line for them to signtheir name next to the trait if it

applies to them (i.e.: someone who wears contacts, someone who has been toEurope, etc.). People then

mingle around the room with their sheets seeking to find people who are eligibleto sign their sheets. A

person can only sign once on any sheet. The process may also be reversed byhaving people seek out the

autograph of people to which they think the category applies (i.e.: someone wholooks like they enjoy the

outdoors, someone who is from the east, etc.)

Puzzles Game

Give participants a blank piece of puzzle (cut up a sheet of index card stock).

Each person writes on the

piece one skill which they contribute to the group. The puzzle is then assembledto show that everyone

contributes to the whole.

Human Knot Game

Divide into groups of 6-10 people. Each group forms a tight circle., standing andfacing each other.

Everyone extends their hands into the circle and by intermingling their arms,grasps hands with other


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members of the group. Instruct people to be sure that the two hands you areholding does not belong to

the same person. The groups goal: untie the knot which results. Member of thegroup physically climb

over/ under/ through each others arms to untie the knot of bodies. Note: ItsRARE but it is possible for a

knot to be unsolvable or end in two separate circles.

Find Someone Game

Each person writes on a blank index card one to three statements, such asfavorite color, interest, hobby,

or vacations. Pass out cards so everyone gets someone else's card. Have that

person find the person with

their card and introduce themselves.

Get in the News Game

Divide your group into teams of four or five persons each, and make sure eachteam has the necessary

supplies--scissors, tape, pins, and plenty of old newspaper. You'll also need aseparate room or corner in

which each team can work with privacy (and hilarity). Each group selects oneperson to be the model. After

deciding what kind of costume to make, the team goes to work--cutting,crumpling, bunching, rolling,

piecing, pinning, taping. After an appropriate amount of time, call everybodytogether for a costume show.

(And don't forget to recycle your newspaper when you're finished!)KangarooCourt Game

Try this if there's an incident that irritates members of your group. Announcethat a kangaroo court will be

held to properly try and prosecute all guilty parties. After you make theannouncement, everyone will begin

to view the incident in question with a contagious sense of humor. Name thedefendants. Select a lawyer for

the defense, as well as a prosecuting attorney. Write up formal charges and

submit them to the judge.


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Appoint a bailiff and court recorder. Screen and swear in your jurors.

Make a Date Game

Give each participant a paper plate. Have them draw the face of a clock on their

plate with a line next toeach number (no digitals!). Then have participants walk around a find a "date"for each hour, writing their

name by the hour. The catch is, no one can make a "date" with more than oneperson per hour. After

everyone has made their dates, speed up time and allow 1-3 minutes for eachhour. The facilitator then

asks a question for discussion on each date. The pairs will have a chance to get

to know one another.

People Knots Game

Everyone sits on the floor in a circle with legs extended toward the middle. Eachperson grabs two others'

hands and holds them. The hands cannot be those of either person sitting onyour sides and also cannot be

the two hands of the same person. Now, everyone stands up and untangles each

other into a single circle,without letting go of the hands you have.

Quick Change Artist Game

PQuick Change Artist Game

Pair off into partners facing each other. Each player is to observe his or herpartner's appearance. Then the

players turn around back-to-back and make two or more changes in their dress,

hair accessories, etc.

When they face each other again, each partner must identify the changes madeby his or her partner. This

game can be repeated several times by changing partners and increasing thenumber of changes made.

The Quiet Game

The instructor explains that this exercise will take self control. Members pair

back to back. On the count of


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three, everyone must face their partner, look each other in the eyes, and thentry to remain solemn and

serious. No speaking! The first to smile or laugh must sit down. All who remainstanding then take a new

partner and the activity continues until only one person has not smiled orlaughed. (Second round of playing

can involve two teams competing to outlast each other.) If you get a pair at theend who are both keeping a

straight face, the rest of the group can act ask hecklers to disrupt them.

Sunshine Cards Game

Everyone writes their name in the center of a piece of paper and draws a sun

around their name. Pass your

paper around to the person on your right. That person will write somethingpositive about you and they do

not have to sign their name. Continue to pass your name around until everyonehas written something on all

the papers.

Finish the Sentence Game

Write the start of a question on the board (i.e. My Favorite job was..,My Hobbyis..) and go around the room

with each person finishing the sentence. When the group is finished, postanother question and start again.

In Conclusion

We hope you use and enjoy some of the Icebreaker games listed above. Wealso invite you to look at the

TGI Icebreaker and Team Builder games on our website. In addition you maywant to consider purchasing

any of the TGI Games listed on our Homepage. Input general trivia questionsinto the game to play an

exciting and fun Quiz Show, Board Game or other TGI offerin

lanning 1

Submitted by TE Editor on 5 March, 2002 - 12:00


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Planning is one of those essential skills of the competent teacher. This article looks at some

general lesson planning questions:

What should go into an English language lesson?

What is a lesson plan?

Why is planning important?

Do you need to plan if you have a course book?

What are the principles of planning?

What should go into an English language lesson?Every lesson and class is different. The content depends on what the teacher wants to achieve in

the lesson. However it is possible to make some generalisations. Students who are interested in,

involved in and enjoy what they are studying tend to make better progress and learn faster.

When thinking about an English lesson it is useful therefore to keep the following three elements in

mind - Engage - Study - Activate

EngageThis means getting the students interested in the class. Engaging students is important for the

learning process.

Study

Every lesson usually needs to have some kind of language focus. The study element of a lesson

could be a focus on any aspect of the language, such as grammar or vocabulary and

pronunciation. A study stage could also cover revision and extension of previously taught material.

Activate

Telling students about the language is not really enough to help them learn it. For students to

develop their use of English they need to have a chance to produce it. In an activate stage the

students are given tasks which require them to use not only the language they are studying thatday, but also other language that they have learnt.

What is a lesson plan?A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the lesson

plan is the map. It shows you where you start, where you finish and the route to take to get there.

Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the

lesson and how he or she hopes to achieve it. Usually they are in written form but they don't have

to be. New or inexperienced teachers may want to or be required to produce very detailed plans -

showing clearly what is happening at any particular time in the lesson. However in a realistic

teaching environment it is perhaps impractical to consider this detail in planning on a daily basis.

As teachers gain experience and confidence planning is just as important but teachers develop theability to plan more quickly and very experienced teachers may be able to go into class with just a

short list of notes or even with the plan in their heads.

Whatever the level of experience, it is important that all teachers take time to think through their

lessons before they enter the classroom.

Why is planning important?One of the most important reasons to plan is that the teacher needs to identify his or her aimsfor

the lesson. Teachers need to know what it is they want their students to be able to do at the end

of the lesson that they couldn't do before. Here are some more reasons planning is important:-

gives the teacher the opportunity to predict possible problems and therefore consider solutions

makes sure that lesson is balanced and appropriate for class


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gives teacher confidence

planning is generally good practice and a sign of professionalism

Do you need to plan if you have a course book?Many teachers will find themselves having to use a course book. There are advantages and

disadvantages to having a course book - but although they do provide a ready-made structure for

teaching material, it is very unlikely the material was written for the teachers' particular students.

Each class is different and teachers need to be able to adapt material from whatever source so

that it is suitable for their students. A course book can certainly help planning, but it cannot

replace the teacher's own ideas for what he or she wants to achieve in a class.

What are the principles of planning?

Aims - considering realistic goals for the lesson, not too easy but not too difficult. You may find

the following checklist useful:

What do the students know already?

What do the students need to know?

What did you do with the students in the previous class?

How well do the class work together? How motivated are the students?

Variety - an important way of getting and keeping the students engaged and interested.

Flexibility - expect the unexpected! Things don't always go to plan in most lessons. Experienced

teachers have the ability to cope when things go wrong. It's useful when planning to build in some

extra and alternative tasks and exercises. Also teachers need to be aware of what is happening in

the classroom. Students may raise an interesting point and discussions could provide unexpected

opportunities for language work and practice. In these cases it can be appropriate to branch away

from the plan.

Effective lesson planning is the basis of effective teaching. A plan is a guide for the teacher as to

where to go and how to get there. However - don't let the plan dominate - be flexible in your

planning so that when the opportunities arise you can go with the flow.

Callum Robertson, BBC English

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Diana_M

Lesson plans

Submitted on 14 March, 2011 - 06:11

As the article says planning is essential for the teacher to always be aware of the aims of the

lesson, however, in the real practice the lesson cannot be always carry out as planned and the

teacher has to know how to deal with the setbacks or problems during the lesson and even though

the lesson is not exactly as how was planned the teacher must keep in mind the aims and reach

the goal of the course; here is when the efficiency and creativity of the teacher has to stands out.

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Walaa' Ahmed

Lesson plans

Submitted on 18 May, 2011 - 15:24

I agree that sometimes the lesson plan can not be carried out as planned and it depends on the

students knowledge and discussions,however it is essential for the time management and theteacher self-confidence.
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thinking about the classroom layout and doing what you can to make it as appropriate as possible

to your lesson. Here are some questions to consider:

Can I see the faces of every single student and can they see me?

Can everyone see the board (if you're planning on using it)?

Can the students see one another?

Can I move around the room so that I can monitor effectively?

For me, the first question is really important. I substitute a lot of classes, so I don't necessarily

know all the students' names so it's vital to be able to see them all. Although it can seem like an

extra effort and a waste of time I find that spending the first two minutes of a class moving the

furniture so that I can see every single face is time well invested. You can usually get the students

to help you and as long as you give the instructions in English it's all good language practice! Now,

I'd like to look at a few typical classroom layouts.

Classroom layouts

The horseshoeTables in a horseshoe or three sided square shape. This is great if you're doing board work and

speaking activities. All the students will be able to see you, the board and each other and you will

have a lovely space in the middle of the horse shoe and around the outside to monitor. If you have

a very large class you can get a similar effect by having one horseshoe inside another and using

double rows.

Chairs in a circle

Tables pushed to the walls and just the chairs in a circle. You can sit in the circle with your

students. If they need to write at certain times of the lesson they can either go to work at the

tables facing the walls around the outside or they can rest a folder on their knees and stay in the

circle. The circle formation is great for many games, group discussions, welcoming your students

at the beginning of the class, doing the register and really talking to your students.

Traditional rows

Although many schools still use traditional rows, as you can pack in lots of people in a small space,

there are very few advantages for a language teacher. If students are sitting in twos you have

immediate pairs made for pair work but as you will probably want to change the pairs at some

point this is only a limited advantage. If you can't get around behind the students to look at their

work it can be really difficult to monitor. If you have to work in this layout think about the spaces

at the front of the class and the aisles between the rows. For mingle tasks make use of these.

Look for alternative spaces for certain group tasks, such as the corridors, playground or halls.

Nested tables in groups

Nested tables are obviously great for small group work and project work. It can be difficult to

start classes when students are already sitting on small tables as some students will have their

backs to you. If possible have the students sit so they're side on to you and remember to move

around the classroom when you need to give instructions or change activities. Surprise your class

by popping up at different places around the class.

ConclusionI suggest you try as many classroom layouts as you can to see how you feel most comfortable.

Experiment with the layout if possible. If you really can't change how your classrooms are set up,

then do spend time thinking about how you can vary where your students sit and where you

position yourself in the room too. The classroom dynamics can improve dramatically when you

change the layout, it's a matter of experimenting and seeing what works best for you and your

students and it's something that you may want to take into consideration at the lesson planning

stage.

This article was first published on the British Council'sLanguage Assistant website

Written by Jo Budden, British Council, Spain
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Finding and Using Resources .............................................................. 30

Instructional Materials ................................................................................ 30

The Role of the ESL Specialist ........................................................................ 31

Useful Print References ............................................................................... 32

Acknowledgments .............................................................................. 34

Table of ContentsESLE S L

Introduction

S

tudents for whom English is a second or additional language (or dialect) are a

growing segment of British Columbias K-12 school population. Over the

past ten years, the number of students identified as needing ESL services in BC

has more than tripled. Lower Mainland school districts have been especiallyaffected,

and educators in those districts have had to develop skills and processes toaddress the

growing need. With continuing growth in the numbers of ESL students

provincewide,

however, the need to provide appropriate ESL services is becoming an issue fordistricts

in all areas of BC. This guide, which draws upon recent research and the adviceof BC

educators with experience in this field, is intended to provide help for those whohave

become involved in working with ESL students in their classrooms.

Using this Guide

This document is designed for K-12 classroom teachers who have had limitedexperience

working with ESL students. Produced with the input of both specialist andclassroom

teachers, this document reflects the view that while the ESL specialist should beinvolved


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in providing ESL services for any student who needs them, the classroom teacheralso

has an important role to play in educating such students. The ESL specialist is animpor-

tant source of assistance for classroom teachers. Typically the classroom teacheris called

upon to work with ESL students in a mainstream setting (i.e., with peers forwhom

English is a first or native language). While recognizing the very real challengesassociated

with this task, this document provides some useful orientation and somepractical sug-

gestions (based on the experience of colleagues) that can be immediatelyapplied to

undertake it successfully.

The primary focus of this resource is on grade-level classroom practice and onsources of

assistance for classroom teachers. Information on characteristics of ESLstudents, on the

goal and principles of ESL programming, and on identification of ESL need is also

provided. Issues such as placement, provincial funding and policy, initialorientation for

ESL intake, and school organization, which are of particular concern to ESLspecialists

and administrators, are not addressed here to any significant extent.

The basic premise underlying the suggestions provided in this document is that astudent-

centred approach works best with ESL students, as it does with all students. Toconvey

some sense of the diversity within the ESL student population, a section on TheESL

Learner, has been included at the beginning and fictional profiles of individualstudents

have been placed throughout the document.ESL


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The ESL Learner

T

here are no typical ESL students. They come from many linguistic and cultural

backgrounds and have had a wide variety of life experiences attributes thatcan

significantly enrich the life of the school and help enhance learning for allstudents.

Not all require the same types of support:

Some are Canadian-born, but enter school having had varying degrees ofexposure to

the language and cultural norms of the majority of English-speaking Canadians.They

may need to complement their early childhood experiences and home languages

with extensive ESL support, including a variety of cultural-bridging experiences,if

they are to be successful in the English-speaking school system.

Some have immigrated to British Columbia with their families after havingreceived

some formal education in their home countries. In some cases, they havelearned

English as a foreign language in school. Given appropriate ESL support, including

cultural-bridging experiences, these students usually progress well in their new

schools, particularly if their parents support their academic efforts and theirevolving

bilingualism. Some arrive in Canada as refugees. These students may have received little orno

schooling in their home country. They may also have experienced the traumatic

conditions caused by political, social, and economic upheaval. They have oftenleft

their country involuntarily, perhaps leaving key members behind. In addition toESL


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support, these students may need specialized counselling and literacy training intheir

home language(s).

Some who require ESL support also have special needs associated with mentalchallenges, physical challenges, behavioural difficulties, and/or giftedness(having

English as a second language or dialect does not in itself make a studentspecial

needs).

ENGLISH AS A SECOND LANGUAGE

i

students are those whose primary language(s) or

language(s) of the home, is other than English and who may therefore requireadditional services in order to develop

their individual potential within British Columbias school system. Somestudents speak variations of English that differ

significantly from the English used in the broader Canadian society and in school;they may require ESL support

ii

.

from ESL Policy Framework

Ministry of Education, 1999

i In some literature, this is referred to as English as an Additional language (EAL)

ii In some literature, this is referred to as English as a Second Dialect (ESD)E S L

Adjustment Challenges Facing ESL Students

Students who have a limited command of standard English and who are new toBritish

Columbias culture and school system require a period of adjustment. A sense ofdisloca-

tion, or the trauma that new arrivals sometimes experience upon leaving theirhomeland,

can cause some ESL students to


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appear withdrawn, fatigued, or unin-

terested. Teachers need to be alert to

this possibility, if they are to make

accurate assessments of students.

While individual circumstances and

personal responses will vary enor-

mously, students who have newly

arrived in Canada typically experience

some form of culture shock. It is in

fact common for new arrivals to go

through four stages of adjustment:

1

1. The Honeymoon Stage: This stage

takes place when people first arrive. It

is characterized by extreme happi-

ness, even euphoria. This is especially

prevalent with refugees who have

finally arrived safely in North

America. For them, this is truly the

land of milk and honey.

2. Hostility: After about four to six

months, reality sets in. Newcomers

know a bit about getting around and

have begun learning the ropes, but

this new place is not like their home:

they cant get the food they are

1

adapted from Law, Barbara and Mary Eckes, The More Than Just Surviving


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Handbook: ESL for Every Classroom Teacher (Winnipeg: Peguis, 1990), p. 58.

Research indicates that the more highly developed

a students first language, the more success that

student will have acquiring a second.ESL

accustomed to; things dont look the same; they miss the life of their home

country, the familiar places and faces and ways of doing things. Gradually they

begin to feel that they hate North America and want to go back to their home

country, no matter how bad things were there. This stage is often characterized

by:

complaining

wanting to be only with others who speak their language

rejecting anything associated with the new culture (the food, the people,

even the new language)

feeling depressed and irritable or even angry

having headaches or feeling tired all the time.

3. Humour: Gradually, the newcomers work toward resolution of their feelings,

and their sense of being torn between the new and the old. They begin to accept

their new home. They begin to find friends, discover that there are good things

about where they are living, and adjust to their lives by coming to terms with

both the old and the new ways of living. This is a long process, fraught with

feelings of great anxiety in some, because to many, accepting the new means

rejecting the old.

4. Home: Finally, the newcomers become native in the sense that where theylive

is their home and they accept that they are here to stay. This last stage may be

years in coming, and for some will never take place.

Teachers working with newly arrived ESL students should also be aware thatthey


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may sometimes respond in unexpected ways to particular classroom situationsor

events, due to cultural conditioning or to the fact that their cultural values andbeliefs

differ from those of students with whom the teacher has previously worked. The

following chart identifies possible cultural explanations for behaviours that ESL

students sometimes exhibit.E S L

Perceived Behaviour Possible Cultural Explanation

The student avoids eye contact. Keeping eyes downcast may be a way ofshowing respect. In some cultures, direct eye contact

with a teacher is considered disrespectful and a challenge to the teachersauthority.

The student tends to smile when disagree-

ing with what is being said or when being

reprimanded.

A smile may be a gesture of respect that children are taught to employ to avoidgiving offense

in difficult situations.

The student shrinks from or responds

poorly to apparently inoffensive forms of

physical contact or proximity.

There may be taboos on certain types of physical contact. Buddhists, forinstance, regard the

head and shoulders as sacred and would consider it impolite to ruffle a childshair or give a

reassuring pat on the shoulder. There are also significant differences amongcultures with

respect to peoples sense of what is considered an appropriate amount ofpersonal space.

The student refuses to eat with peers. Some students may be unaccustomed toeating with anyone but members of their own

family.


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The student does not participate actively in

group work or collaborate readily with

peers on cooperative assignments.

Cooperative group work is never used by teachers in some cultures. Studentsmay thus view

sharing as giving away knowledge and may see no distinction betweenlegitimate

collaboration and cheating.

The student displays uneasiness, ex-

presses disapproval, or even misbehaves

in informal learning situations or situa-

tions involving open-ended learning

processes (e.g., exploration).

Schooling in some cultures involves a strict formality. For students who are usedto this, an

informal classroom atmosphere may seem chaotic and undemanding, whileteachers with

an informal approach may seem unprofessional. Such students may also beuncomfortable

with process-oriented learning activities and prefer activities that yield moretangible and

evident results.

The student refuses to participate in extra-

curricular or in various physical education

activities (e.g., swimming, skating, track &

field).

Extra-curricular activities may not be considered a part of learning or may even,along with

some physical education activities, be contrary to a students religious orcultural outlook.

Some students may also be required to use after-school hours to generateincome.


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Cultural Differences in Student Behaviour

The student is unresponsive, uncoopera-

tive, or even disrespectful in dealing with

teachers of the other gender.

The student seems inattentive and does not

display active listening behaviours.

In some cultures, the learning process involves observing and doing or imitatingrather than

listening and absorbing (e.g., through note-taking).

Performance following instruction reveals

that the student is not understanding the

instruction, even though she or he exhib-

ited active listening behaviours that

suggested understanding and refrained

from asking for help or further explanation.

In some cultures, expressing a lack of understanding or asking for help from the

teacher is interpreted as a suggestion that the teacher has not been doing agood

enough job of teaching and is considered impolite.

Separate schooling for boys and girls is the norm in some cultures. Likewise, insome

cultures the expectations for males and females are quite different. The idea thatfemales

and males should have the same opportunities for schooling and playcomparable roles as

educators will therefore run contrary to some students cultural conditioning.

The student appears reluctant to engage

in debate, speculation, argument, or

other processes that involve directly

challenging the views and ideas of others.


35/71

In some cultures, it is considered inappropriate to openly challenge anotherspoint of

view, especially the teachers. In other cases, there may be a high valueattached to being

prepared, knowledgeable, and correct when one opens ones mouth.

The student exhibits discomfort or

embarrassment at being singled out for

special attention or praise.

To put oneself in the limelight for individual praise is not considered appropriatein

some cultures, where the group is considered more important than theindividual.

The student fails to observe the conven-

tions of silent reading.

Some students may be culturally predisposed to see reading as essentially anoral activity

and will therefore read aloud automatically. For others reading aloud isassociated with

memorization.ESL

The situations described in the chart indicate the need for teachers to revisittheir as-

sumptions about the meaning of students behaviour and adjust their responsesaccord-

ingly. Often the most effective response is to be clear and explicit about theirown expec-

tations or those prevalent in Canadian society.

ESL services should be provided in a manner that

respects students language and culture of origin

and builds on students existing abilities.

The chart situations also indicate that as ESL students become part of amainstream

class, everyone in the class must be prepared to adapt and broaden theirunderstanding.


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Learning is both an individual and a

group process.

Policies and principles that relate specifically to the provision of ESL

Programming areset out in the Ministrys English as a Second Language Policy Framework. Inaddition,

effective, high-quality ESL service delivery takes account of the followingrealities:

Becoming proficient in the use of a second language takes time

2

. Unreasonable

expectations of progress (on the part of parents, teachers, or studentsthemselves)

can be counterproductive.

Language learning is a complex and gradual process. Language learning is notlinear,

and progress rates can appear to vary enormously for two apparently similarstudents.

2

for more details see Collier, Virginia. How long: A synthesis of research onacademic

achievement in a second language. TESOL Quarterly, 23, 1989, 509-531.ESL

ESL students learn English better when there is a meaningful and purposefulcontext

for communication, and a holistic approach to instruction is used. Research andexperience have shown that studying language in bits and pieces is not avery

effective way of learning it.

English language proficiency and knowledge of Canadian culture are importantfor

the success of students.

Supported integration of ESL learners into age-appropriate


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classes is the ideal. ESL students cannot afford to wait until

they have fully mastered the language to pursue their

development in other spheres.

There are clear educational benefits to maintaining a studentss firstlanguage(s):

student learning is enhanced by judicious use of two or more languages.

To facilitate learning, students should wherever possible see their history,literature,

and cultural experiences in general reflected in the classroom.

Parents play a vital role in the education of their children by working in

partnership

with educators.

Effective reporting should recognize language and cultural differences.E S L

Identification

A

lthough it is frequently obvious which students require ESL services (and thus

qualify as ESL for funding purposes), this is not always true. It is sometimes

difficult to recognize that second language support is needed by students who

speak English as a second dialect or students who already have acquired somecommunicative

competence in English. With very young students too, the need for ESL supportis not

always evident, partly because rates and patterns of early development can varysignificantly

from one student to another, and partly because an accurate assessment of astudents

English language proficiency needs to take account of all language modes(listening,

speaking, reading, writing).

Some ESL students can display a reasonable command of oral English as theyenter


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school, only to experience difficulties as reading and writing are introduced. Withothers,

the frustration of being unable to cope with limitations that language difficultiescan

impose may manifest itself in the form of behavioural problems. The challengefor the

teacher is to recognize that these difficulties may be indicative of a need for ESLsupport

rather than of a real learning disability or behavioural disorder.

Indications that a student requires ESL support usually emerge from the kinds offorma-

tive assessment that classroom teachers are able to undertake. Teachers whouse varied

approaches to performance assessment will usually recognize when students arehaving

difficulty with language-dependent activities. For more information onapproaches that

can be used to expand their repertoire of assessment strategies,

3teachers are advised to

consult the following documents published by the Ministry of Education as part ofthe

Assessment Handbooks Series:

Performance Assessment (XX0246)

Portfolio Assessment (XX0247)

Student-Centred Conferencing (XX0248)

Student Self-Assessment (XX0249)

3

see also OMalley, J. Michael & Lorraine Valdez Pierce, Authentic Assessmentfor

English Language Learners: Practical Approaches for Teachers, (Toronto:

Addison-Wesley Publishing Co., 1996)


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In the course of learning a new language, comprehension

often precedes production. Beginner ESL students may

initially be silent for a period, as they listen and internalize.ESL

The provincial reference sets for reading and writing can also help teachersidentify

student performance difficulties that may be attributable to the fact that Englishis a

students second language or that the student uses a dialect of English thatdiffers signifi-

cantly from the standard English used in the broader Canadian society and inschool.

These reference sets are:

Evaluating Reading Across

Curriculum (RB 0034)

Evaluating Writing Across

Curriculum (RB 0020 & RB 0021)

Teachers who suspect, on the basis of a

students performance difficulties, that

he or she requires ESL support may be

able to confirm this by obtaining further

information from parents, from guard-

ians, or, indeed, from the student about:

the students educational

background

the cultural community of which

the family is a part

the extent to which the home

language(s) and English are sup-

ported by the family

the expectations of the student and


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language that is presented).

Provincial policy stipulates that a record

of each students initial assessment

should be recorded. The assessment

information included in the record

should relate to the placement decisions

that are made. The record should also

identify the amount and type of ESL

support service needed (e.g., pullout, in-

class).

The initial assessment should subse-

quently be reviewed on a regular basis (at least once a year), and placement andprogram-

ming adjustments made as necessary. Time constraints often limit the amount ofdata

that can be obtained during an initial assessment. It is also not unusual for a

student from

another area or country, particularly if there are cultural differences, to freezewhen

faced with an initial formal assessment in English. Initial assessment resultsshould

consequently not be viewed as comprehensive or definitive.

With support, ESL students who have a developing grasp of English fare best ifgiven

an opportunity, for most purposes, to participate with appropriate support in

mainstreamed classes with non-ESL peers. Given appropriate instructionalpractice (see

Classroom Planning with ESL in Mind), their needs can be met withoutdetriment to

other students. Subsequent assessments may suggest alternate placements, butgenerally


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records and meeting with the ESL specialist

conducting your own quick assessment of students knowledge as appropriatefor

their grade level (e.g., for Primary students, vocabulary related to colours,numbers,

shapes, directions, school facilities; for Secondary students, vocabulary relatedto

science or math conceptssee the section on Assessing, Evaluating, andReporting

on Student Progress)

acquiring visual instructional aids or other materials and supplies that are

particularly

useful for enhancing or complementing verbal explanations (see the section on

Finding and Using Resources for suggestions).

Experienced teachers have found that ESL students make better,

faster, progress in the long run if they are given sufficient time

to absorb new input and are not pressured to complete work or

meet the usual age-level performance expectations right away.E S L

Instructional Tips and Strategies

ESL students who have been placed in a mainstream learning environmenttypically face

a threefold challenge. They are simultaneously working to develop:

a grasp of the knowledge, skills, and attitudes specific to various subjects

a better command of the English language

an ability to interact with others and function within the social environment ofthe

school.

There are many possible ways in which teachers can adjust their instructionalpractice to

help ESL students meet these challenges, without jeopardizing the learning ofother

students. Several adaptations are suggested here.


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5

These are based on the recognition

that:

for ESL students, even teachers who do not think of themselves as teachers oflan-

guage have an important role to play in facilitating linguistic development(teaching

in any subject area consequently needs to involve some focus on language)

teachers need to use varied forms of presentation and encourage students torepre-

sent their knowledge and understanding in a variety of ways in order to respond

effectively to diversity within the student population.

Teachers will find that many of the strategies and approaches suggested herealso help

enhance the learning achievement of English-speaking students in theirclass(es). While

most can be applied or adapted for use in any classroom that includes ESLstudents,

teachers will need to select from these strategies and approaches on the basis oftheir

students needs. It is important to note that, for funding purposes, where theonly addi-

tional services provided to the students are adaptations within the mainstreamclass-

room, there must be documentation of adaptations specifically designed to

address the

needs of the ESL student which are distinct from those that would normally beprovided

to address student differences. Some of the suggestions may work best withyounger

(e.g., primary and intermediate) students, while others might be more readilyimple-

mented with older students.


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For ease of reference, the approaches and strategies have been grouped intotwo broad

categories: those pertaining to how the teacher uses language to presentinformation or

interact with the students, and those pertaining to classroom procedures orinstructional

planning (i.e., provision of contextual supports to facilitate the learning of ESLand

English-speaking students alike).

5

material in this section has been adapted from Curriculum & Instructional

Services

ESL/ESD Students in Your Classroom (North York: North York Board of

Education, 1992), pp. 2-3.ESL

The Teachers Use of Language

provide additional wait time for student responses to questions

When asked a question, ESL students typically translate it into their firstlanguage,

formulate an answer in their first language, and translate an approximation ofthe

answer into English, before giving their response. They accordingly need moretime

to respond than do students whose first language is English.

be conscious of the vocabulary you use

In English, everyday words of Anglo-Saxon origin are generally the easiest forESL

students to comprehend, because they hear and read these words frequently.

However, speakers of Romance languages (Spanish, Italian, etc.) comprehendmany

of our Latinate words more readily because their own languages have the same

etymological roots. For example, most ESL students wont understandcomprehend,

but Spanish speakers will understand that word sooner than understand.


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teach the language of the subject

In some subjects students not only encounter specialized vocabulary (e.g.,photosyn-

thesis in biology), but also language structures that occur with high frequency inthat

subject. For example, passive construction, though not frequently used ineveryday

discourse, is extensively used to describe processes in subjects such as Scienceand

Social Studies (e.g., the experiment was carried out, the logs are felled andfloated

downstream, the ballots are counted). Subject-specific vocabulary also includesmany

words that have different meanings in specific contexts (e.g., mass has morethan one

meaning, including its very specific and precise meaning in physics). ESLstudents

need to have these words explained in context, as the dictionary generally listscom-

mon meanings of words first, which tends to increase the learners confusion.Cloze

exercises based on lesson content (i.e., passages with important key wordsomitted

for students to fill in) are a good way to reinforce ESL students grasp of contentand

new vocabulary.

simplify sentence structures and repeat sentences verbatim before trying torephrase

Short, affirmative sentences (no negatives) are easiest for new learners ofEnglish to

understand. Complex sentences and passive verb constructions pose a greaterchal-

lenge and should be used judiciously. ESL students will gradually becomefamiliar


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with these more challenging constructions, if they are given help processingthem.

Explanations can be useful, but it is often a good idea to repeat verbatim difficult

sentences containing important information and ideas. This gives students asecond

chance to process the same structure something they dont get if they arepresented

too quickly with a rephrased version that may be just as challenging as theoriginal

sentence.

rephrase idioms or teach their meaning

ESL students often translate idiomatic expressions literally. For example, ateacher

might say Take a stab at it, to encourage a student; the ESL students wouldbe very

confused by their literal interpretation of this. If someone uses an expressionlikeE S L

this, rephrase it so that ESL students can attach meaning to it. Post a list of the

weeksidioms for students to see.

clearly mark transitions during classroom activities

To avoid confusing ESL students when changing topic or focus, explicitly signalthe

changes (e.g., first we will..., now its time for...)

periodically check to ensure ESL students are understanding

ESL students may be reluctant to ask for clarification or to admit that they dont

understand something, if asked directly (some may feel that it is disrespectful oran

affront to the teacher to admit that they dont understand). To check forunderstand-

ing, focus on students body language, watching for active listening behavioursor for

expressions or posture that indicate confusion or frustration. Bear in mind,however,


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that sometimes only later performance provides an accurate indication of theextent

of students understanding (see the earlier section on Adjustment ChallengesFacing

ESL Students).

Contextual Supports for Linguistic Development

write key words on the board and use visual and other non-verbal cues,wherever

possible, to present key ideas

Concrete objects, charts, maps, pictures, photos, gestures, facial expressions,etc.

form an important complement to oral explanations for ESL students. Advance

organizers are sometimes useful cues for upcoming activities.

provide written notes, summaries, instructions, and prereading

ESL students may not be able to process oral information quickly enough tounder-

stand fully or to make their own meaningful notes; your notes can highlight keyideas,

new words, etc.; written instructions are particularly useful to students whenhome-

work or major projects are assigned.

use the students native languages to check comprehension and clarifyproblems

If you or some of your students speak some of the native languages of your ESL

students, use the first language to clarify instructions, provide translations of keywords that are difficult to explain in English, and find out what the stu

Documents

Ce Breakers Can Be an Effective Way of Starting a Training Session or Team