A debate in EFL classroom is nothing new. However, I tried it out for the first time only a few months ago. I invited some colleagues from school so I was somewhat anxious. After I had read some articles about organizing a classroom debate in general and particularly in EFL classroom, I got down to lesson planning. The chosen senior class consists of students with a wide range of language proficiency especially when it comes to fluency. Therefore I assigned the roles. I selected the most fluent ones to be the debaters, three jurors (they were provided with a rubric) whereas the others were supposed to ask the debaters to elaborate on their arguments. I had made a video to get the students thinking about the issue. And the issue was whether undergoing a plastic surgery can make you happier. The topic was chosen deliberately. There is a short text about it in the textbook we use (Solutions, Intermediate, 2nd edition, OUP) as an introduction to Causative have (have/get something done). In the previous years, when we discussed it, I learned that a number of my students loved the idea of undergoing a plastic surgery, being unhappy about their appearance. No wonder when you come to think of the constant media pressure to be beautiful and fit. I wanted my students to think thoroughly about the pros and cons of cosmetic surgery and to look deeper into the motives of people who are willing to put themselves to risk for the sake of good looks.
Having everything planned and prepared, I set the date. However, the day before the lesson, the students informed me that they would probably be absent due to a blood donation action organized at school by the Red Cross on that day. My heart sank a little. We talked and agreed that they donate blood after the lesson. Phew! I felt relieved.
After over twenty years of teaching teenagers, I should have known better. When I entered the classroom during the break in order to set up my laptop and the projector, I noticed it was half empty. ’Don’t worry, they’ll be here on time,’ I was trying to reassure myself. A few of them did come on time. Two of the debaters were missing, though. I was informed that they were downstairs with the Red Cross team and that they would join us shortly. A few minutes later there was a knock on the door. It was one of the debaters who apologized more with his eyes and a faint smile than with his words. As for the other one, he was feeling dizzy and was consequently detained. I shrugged my shoulders and moved on. From then on, every activity went smoothly. The lesson was quite dynamic. Even my colleagues joined in. All in all, it was a success.
Now when I look back, I cannot help but feel content and grateful for years of teaching experience which enabled me to stay calm and relaxed despite unexpected events. (Naturally, I had a plan B - general class discussion focusing on pros and cons, which turned out to be redundant.) Normally, I never hesitate to veer off the lesson plan and go with the flow. Still, you must admit that when your lesson plan works well in class, it makes you feel more confident about your teaching skills. It also means that you are well aware of your students’ abilities, their strengths and weaknesses. After all, it is them we teach, not an imaginary group of students - something we should always bear in mind when planning a lesson.
Having everything planned and prepared, I set the date. However, the day before the lesson, the students informed me that they would probably be absent due to a blood donation action organized at school by the Red Cross on that day. My heart sank a little. We talked and agreed that they donate blood after the lesson. Phew! I felt relieved.
After over twenty years of teaching teenagers, I should have known better. When I entered the classroom during the break in order to set up my laptop and the projector, I noticed it was half empty. ’Don’t worry, they’ll be here on time,’ I was trying to reassure myself. A few of them did come on time. Two of the debaters were missing, though. I was informed that they were downstairs with the Red Cross team and that they would join us shortly. A few minutes later there was a knock on the door. It was one of the debaters who apologized more with his eyes and a faint smile than with his words. As for the other one, he was feeling dizzy and was consequently detained. I shrugged my shoulders and moved on. From then on, every activity went smoothly. The lesson was quite dynamic. Even my colleagues joined in. All in all, it was a success.
Now when I look back, I cannot help but feel content and grateful for years of teaching experience which enabled me to stay calm and relaxed despite unexpected events. (Naturally, I had a plan B - general class discussion focusing on pros and cons, which turned out to be redundant.) Normally, I never hesitate to veer off the lesson plan and go with the flow. Still, you must admit that when your lesson plan works well in class, it makes you feel more confident about your teaching skills. It also means that you are well aware of your students’ abilities, their strengths and weaknesses. After all, it is them we teach, not an imaginary group of students - something we should always bear in mind when planning a lesson.