Thongsook College BA TESOL Teaching Tips

Feb 24
3 min read

Getting students involved Adding student interests to the class.

Timothy Cornwall, PhD

Students often see a benefit in that some of what we are studying can be useful when discussing a hobby or interest outside class with foreign friends their age. I would like to believe that any success they have had in class, having a genuine conversation about something they like, should improve the chances they might be able to use what they learn outside of classes.

As student motivation is a constant concern, I continuously check whether and to what extent my students show interest in both the topic and the activities I assign.

Over the years, I have found many simple ideas I can employ in and out of class to help keep students motivated to continue with their studies. While there are ideas I often employ, most reflect one description of education I make earnest efforts to avoid: “In general, most education involves young people being educated by middle-aged people using materials written by old people”.

Firsthand experiences

In high school, I detested French. All we studied was the countryside, “The cow is eating.” “There is water in the bucket.” However, as a teenager in a bilingual city (Ottawa, Canada), I wanted to meet French-Canadian girls. Unfortunately, “the chickens are in the middle of the farm” is not a terrific way to start a conversation... In short, my French was useless for anything I wanted to do outside class.

Japanese experience

Now, as an adult language student and a teacher, I can see how I can use the grammar and vocabulary I learn in class once I leave. Therefore, I am quite content to sit in class and talk about things that do not really interest me. I know that it will not be hard to learn a few words on my own and plug them into what I have learned, so I can have some fun outside the class.

However, if I approach students with the idea that they should enjoy what we are learning in English because it might prove useful outside of class or four years later when they graduate, they do not always share my enthusiasm.

Student interests

I need something immediate and something to entice them to enter or re-enter the world of English. I find that if I can prove a genuine interest in what my students are interested in, we can usually find topics, grammar, and vocabulary they are eager to learn.

I always show an interest in whatever my students are interested in, ranging from surfing, camping, hiking, going to the beach, shopping in the trendy areas, or the latest ‘boy or ‘girl’ band.

If they have an interest in things I like or know, our conversation might be two-way. If it is things I know more than they do, they ask questions. If it is something I do not know, I ask the questions. In short, the same patterns of communication I use in English with friends or acquaintances and the patterns students use in their own language.

The key is to find out what they like. During my classes, I walk around all the time, looking at what is on their desk, in their bags, anywhere I can. If they have pencil cases, bags, purses, t-shirts, anything with a cartoon character, logo, or brand name, I make a comment. If they have magazines, I ask if I can look, and once I have, I ask more questions.

If I notice they want to answer questions, I ask more. If more students become involved, I might expand my questions to other magazines. If I am lucky, we might get everyone involved, and next week, even more magazines will show up, and so our discussion continues.

After a few weeks, and when the students realize that my interests are genuine, invariably the number and variety of magazines and other things for me to look at multiply. Motorcycle magazines, computer game manuals, horse racing, fashion, fishing, make-up, whatever the topic, I look and ask questions.

Adding to class themes

As I get a feel for what students are interested in, I add vocabulary and expressions to any topic we are studying that might relate to or help them to discuss their interests. For example, if we are talking about brands in class and the book covers some they do not know, or like, I ask them to add details about the brands they like.