“How can I get all 45 students in my class to do a pair-work activity?” I’ve gotten this question and many like it from new public school EFL teachers for years. It speaks to the great fear many of us have; a fear of classrooms with dozens of children descending into chaos. Fortunately, the answer to avoiding that chaos and keeping everyone on track is relatively simple and doesn’t require using your students’ first language. All teachers really need to remember is to “show, don’t tell,” with demonstrations. When it comes to large classes of EFL students, teachers should always demonstrate their activities during their EFL instructions.
Why Show and Not Just Tell
Large public school EFL classes are filled with students of the same age, but of widely mixed abilities.
You’ll have many students who study English for hours outside of school in academies, online, or with tutors and have solid skills for their grade. However, there’ll be at least a handful of students in each of your classes who only get a couple hours a week of English in their regular lessons. Some children might be exposed to several sources of authentic English each week while others might only have you for 35 minutes a week.
As a teacher in classes like these, it is both your duty and in your interest to not forget about that latter group of lower-level students. You want to make absolutely sure that everyone, even the weakest students, know what’s going on.
This is why you have to remember to show students with demonstrations what they need to do – and not rely just on telling them.
Many new teachers dig themselves into a hole by unthinkingly focusing on just the strongest students in class. Their EFL instructions, even if leveled and supported with gestures can often lose students who aren’t used to studying English. Those students will need the extra support of getting to see how games are played or activities are completed so they know what to do.
Key Demo Tips for EFL Instructions
There are several things you want to keep in mind as you demonstrate activities for your large EFL classes.
Be Accurate
When you demonstrate an activity for students, make sure you demo it as much like the students will have to as possible.
For example, you should have as many participants at the front as will be needed during the activity. If the game needs pairs then bring up a student or TA to demo with. If the game will need four people in each group then bring up three students to demonstrate with you. Likewise, if students will participate as individuals then just use yourself.
Don’t make the mistake of demonstrating part of the activity with one student and then leaving the class to guess what the rest will have to do. That will confuse them and slow everything down.
Also, make sure to use key language and materials needed for the activity and show the key actions as well. For example, if the students will need to keep something secret make sure you really act on that in your demonstration.
Quick
Your students will want to start playing as soon as they figure out the activity so make sure your demonstration doesn’t last more than a minute or two. The longer it lasts the greater the chance your students get bored or frustrated with waiting to play.
If you think a demo will take more than a couple minutes to perform then think about how you can involve the class, make it entertaining, or how you can shorten the set up.
Visible
As you’re demonstrating angle yourself and the people involved so the class can see your faces and the actions. Children need to see the action in order to understand what to do. It doesn’t help them to play a game like Speed Speak if they spend the whole demonstration watching someone’s back!
Exciting
As I’m demoing a little game or activity I try to make it seem as fun as possible. This means I celebrate when I win and moan when I lose. I act like I’m really trying to win or do well.
Children look to adults to see if something is fun. The more you care and show a game is fun, silly, or interesting the more younger learners will think it is as well.
On the other hand, if you demonstrate as if the activity is dull then your students will likely agree with you as well.
Choose Carefully
When you’re choosing who to demonstrate with try not to just grab whomever is closest at hand. Put some more thought into it.
Demonstrations are a great way to show a little extra attention to those students who are seeking it. They’re also a great opportunity to show off for those students who always know the answer.
Try to avoid picking your shy, insecure, or lower-level students. You don’t want to embarrass them. There are other times in the lesson where they can shine.
Finally, in case you’ve got one, don’t pick out any students who seem to have drifted off to their own world. You wouldn’t want them looking clueless and slowing the pace of your lesson to a halt.
Teaching assistants can be really helpful as well. If you’ve got one who’s in and out of class frequently it might be best to talk with them before the lesson’s start. Tell them about the activity and what you’ll need, as well as about when you’ll need them. You don’t want them to disappear at the worst moment, so it helps to take a minute and coordinate before it’s too late.
Every Time
Lastly, and importantly, remember that you should demonstrate your activities each and every time you do them – even if this is the 5th or 7th or even 10th time you’ve done it with your students.
Why? Because you should always be concerned for your weakest students.
In public schools you’ll likely only see your students once a week. That gives plenty of time for them to forget the particulars of your favorite games. After you’ve given instructions use a quick demo to ensure that everyone is always on the same page. If you don’t, you will probably see a few blank faces once you say “start,” and then the real problems will begin.
Are you interested in learning more effective EFL instructions techniques? Check out our articles on chesting, using gestures, getting ready and getting students’ attention.
