What do you do while students are having conversations or talking in pairs? Do you have a “formula” for taking notes? Do you focus more on fluency or accuracy?
Many English teachers, especially novice ESL instructors, talk more than ideal – and allow their English students to talk too little. Ironically, many ESL instructors make this “good mistake” because they are so dedicated. What, after all, are they supposed to do while students exchange ideas and practice their speaking skills?
When I taught an advanced ESL conversation class to immigrants and international students from many different countries at Santa Monica Community College, I developed a little routine.
First, I introduced conversation topics with a quotation or proverb and briefly introduce the day’s topic. Then I distribute worksheets (which became chapters in Compelling Conversations) with 30 or so questions, 10 or 12 key vocabulary words, and a few selected quotations or proverbs. Then students would be paired up to interview each other and share experiences for 20-30 minutes.
What did I do? I simply circled around the room, briefly joining in conversations, taking notes, and indirectly correcting students by modeling a better way to ask or respond to questions. I also jotted down key comments and “good mistakes” – both grammar and pronunciation – that I would later share with the entire class. Further, I focused on the content of student comments so fluency and meaning was more important than accuracy. Ideas and perceptions mattered more than perfect grammar.
These notes, however, helped me guide the classroom discussion because it closely echoed their previous conversations. It also lead to dynamic discussions because several perspectives were acknowledged and considered.
Taking notes also gave me a chance to emphasize certain sound groups or related word forms. While the students were talking to each other, I was playing reporter and taking notes.
Here is a reproducible worksheet that captures that process of monitoring conversations and leading discussions. Use or lose.
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Compelling Conversation Classroom Worksheet for Teachers
Topic: Pages: Date:
# of participants: # of groups: Room:
Opening Quote:
Opening comments to class:
Starting time for conversations:
Conversation content:
- What did you hear the students say? Summarize.
Follow-up class discussion questions:
Review Vocabulary:
Pronunciation tips:
Grammar issues:
Other comments/observations:
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Experienced English teachers know that students must learn paraphrasing skills for academic writing assignments. Likewise paraphrasing remains a vital skill for English language learners to participate in academic classrooms, everyday conversations, social situations, and commercial transactions.
The ability to re-phrase and re-state, usually called paraphrasing, allows English students to confirm information, accurately convey information, and avoid plagiarism problems in writing papers. As a result, paraphrasing is usually emphasized in English as a Second Language (ESL) and English as a Foreign Language (EFL) writing classes. Classes and teachers focusing on oral skills from academic presentations to simple conversations should also devote some attention to paraphrasing too.
English language students, whether university or adult and young or old, must learn to confirm information by asking clarification questions. This critical skill will increase their ability to collect information, avoid costly mistakes, and reduce their everyday stress level. Some useful phrases for a listener to ask include:
Are you saying…?
Do you mean?
What are you getting at?
If I understand you correctly, you are saying …
So you are saying… Right?
Did I get that right?
Speakers can also check to see if their group members and classmates understand their directions.
Are you with me?
Can you understand me?
Was I going too fast?
Should I rephrase that?
Do you follow?
Is that clear?
Should I repeat the directions?
Do you want me to repeat that?
Would it be better for me to repeat that?
Can I answer any questions?
Is anybody lost?
Asking advanced English students to repeat directions, in different words, can also be an effective group activity. The directions can be to a physical location (home, campus building, museum) or how to do something simple like finding a definition or sending an email. You can also extend the assignment by requesting detailed directions on a complicated procedure such as getting a driver’s license, applying for a visa, or choosing a new laptop.
Further, you can ask students to share an autobiographical story. Student A tells a story, and Student B retells that story with different words to Student C. This paraphrasing exercise also helps build a larger, more practical vocabulary.
Another teaching technique that I’ve found useful is asking students to paraphrase proverbs and quotations. This exercise, done in groups of two, is often followed by asking if students agree or disagree with the proverb or quotation. Of course, students have to give a reason and/or an example. ESL tutors and lucky English teachers with small classes can elaborate this technique to match student interests.
If English students can accurately paraphrase a reading, a radio segment, or a verbal statement, they can actively participate in common conversations and classroom discussions. Many English teachers underestimate the importance of this skill, and assume students understand more than they might. Verbal paraphrasing activities allow both students and teachers to assess listening comprehension skills in a natural, authentic manner.
Therefore, verbal paraphrasing deserves more attention in speaking activities – especially in high intermediate and advanced levels! Don’t you agree?
What techniques or exercises do you use to improve paraphrasing skills?
Have you ever seen two emotional people talk past each other? Both talk and neither listen. Both want to tell the other, and don’t want to hear – or understand – what the other person is saying. This happens too often in stressful workplaces.
Stephen Covey, author of the international bestseller called “Seven Habits of Highly Effective People, advises people “to seek first to understand, then to be understood.” Following this traditional wisdom can improve workplace relationships and communication.
What are some techniques that can help understand other people? Here are some tips:
Listen first and avoid interrupting.
Pause before speaking.
Look people in the eye.
Be curious.
Ask “what” and “how” questions to get more information.
Keep the voice down. Stay calm. Talk slow.
Repeat or rephrase what people say to avoid misunderstandings.
What are some other tips to avoid misunderstandings or conflicts at work?
Sometimes a simple comment leads to a delightful conversation.
Today I noticed a very, very old truck parked on the street while walking my dog.
“She’s as old as I am,” replied the owner from his frontyard. He soon came to the sidewalk. “Made in 1931.”
Although I’m hardly a car guy, we proceeded to have a rather detailed and informative conversation about Ford, Model AA, and vocational education. That ancient truck, donated to a local veterans group, still runs. The local adult education high school will help train mechanics on it – and restore it. Cool.
I have an old 1981 Volvo with 249,000 – and the antique truck owner, Deano, has several Toyotas with over 300,000. We both find something wonderful with quality cars built to last – unlike so many models today.
Deano, by the way, is a former high school teacher who volunteers at the local Veterans Administration (VA) hospital. You can’t help but respect a man who helps soldiers and veterans recover from war wounds – visible and invisible.
Friendly and folksy, I instantly felt comfortable with him and traded a few teachers’ tales. We shared a few frustrations with standardized tests too. We will, I suspect, have other fine conversations in the future.
A casual comment, “nice truck”, lead to a satisfying exchange. with a neighbor. That’s my conversation tip #12: make a sincere comment about a situation and be curious about your neighbors. You never know what you will learn!
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
Student conferences, especially with shy students worried about their grade or academic performance, can often be a bit awkward for both the professor and student. ESL (English as a Second Language) students, sometimes insecure about their pronunciation or vocabulary, can feel particularly anxious. ESL and other English teachers have to find ways to reduce student anxiety, provide a safe place for English students to speak, provide feedback on student work, and uphold academic standards.
In general, I find student conferences very productive and satisfying because you get a chance to really work with a college student on their writings and assignments. I often feel that I learn as much as I teach in these 20-30 minute student conferences.
Sometimes, however, I have awkward conferences. If the student has plagiarized, then this can’t be avoided. Those moments, which I dread, can not be avoided. So it goes.
Yet sometimes, as occurred last semester, an ESL (English as a Second Language) student is so shy, so timid, and so unsure that they speak so softly that I can’t even hear. Sometimes I lean forward and ask them to please speak a bit louder. If a student continues in the same low volume, I might apologize for my poor hearing and again request they speak up. What does one do on the third request?
“Please speak a bit louder so I can hear you.”
Was this too direct? I wanted to say, “If I can’t hear you, you will be misunderstood. I want to understand you. Speak up!!”
Patience, this time, paid off. The student raised her voice to an audible level, and replied, “okay.”
“Good to hear you,” I replied. We proceeded to have a productive end of semester conference.
English and ESL teachers at all levels, from elementary school and high school to adult school and university, need to emphasize the importance of student speech being comprehensible. That includes speaking loud enough that conversation partners, classmates, and instructors can hear.
Bottomline: students must speak up in conversations, conferences, and class discussions. Volume matters.
Ask more. Know more. Share more.
Create Compelling Conversations.
Visit www.CompellingConversations.com
