At the beginning of a
course, I always find useful to explain to students that a creative
teaching approach establishes a general framework. We can work in a
relatively free and flexible way within that framework, but there are
certain rules that should be respected so that the framework can
support learning.
One of the rules is a ban on the "I don´t know" expression and its most basic equivalents. This ban can be either presented directly with an explanation that they have enrolled in the course in order to learn new things and not to practise a phrase well-known to everybody.
Or it can be introduced in a slightly more entertaining way. We can show students some of Catherine Tate´s "how much/how many"" sketches, such as:
One of the rules is a ban on the "I don´t know" expression and its most basic equivalents. This ban can be either presented directly with an explanation that they have enrolled in the course in order to learn new things and not to practise a phrase well-known to everybody.
Or it can be introduced in a slightly more entertaining way. We can show students some of Catherine Tate´s "how much/how many"" sketches, such as:
Students are asked to note different ways of saying "I don´t
know". Then, we ask them to work in pairs. One student prepares a question "Have
a guess ..." and the other tries and resists having a guess as long as possible by
saying equivalents of "I don´t know". When, the student
has no more equivalents of "I don´t know", they have to have a
guess. Then, the pair swops roles.
Finally, the class puts together as many equivalents of "I don´t know" as possible. We discuss differences in their use (e.g. levels of formality) and explain that the most basic or well-known ones are banned from the course.
Note: It is never respected at the first or second sessions, however, once the teacher keeps reminding students, it is usually the fourth week when it usually starts working.
Of course, the ban is not an absolute one but it prevents students from an easy escape from answering questions at least.
Finally, the class puts together as many equivalents of "I don´t know" as possible. We discuss differences in their use (e.g. levels of formality) and explain that the most basic or well-known ones are banned from the course.
Note: It is never respected at the first or second sessions, however, once the teacher keeps reminding students, it is usually the fourth week when it usually starts working.
Of course, the ban is not an absolute one but it prevents students from an easy escape from answering questions at least.
An interesting approach. However, English professor in my college preferred "I don't know" to the empty attempts to answer in case if the student didn't really possess the necessary knowledge.
ReplyDeleteThanks for your comment. I understand and in situations when I would be asking for "knowledge", I would happily accept an "I do not know" answer. But since my classes are usually formed by students from different disciplines, I rarely ask question other than those asking for opinions.
ReplyDeleteNice Information. In this blog you shared a topic that is about creativity which is an interesting perspective.
ReplyDeleteItalian Birth Record | Italian Records