Each of my lessons at my all-male public high school are 50 minutes. Here is a general break down of how I do my science lessons:
Since there are no breaks built into the schedule between classes, I typically wait about 5 minutes before I get to class so the kids have time to mellow out – it’s really a waste of time for the teachers to show up on the dot because the kids need the transition time and they will have it whether you’re there or not. The Thai teachers show up anywhere from 5-15 minutes late, but I don’t like to push it past 4 or 5 minutes.
For the first 10 minutes or so, we usually review what we did the previous class (I see my students twice a week, so review is essential). My students haven’t quite mastered the meaning of ‘review’ and I often have to walk around and tell them not to copy the notes again in their notebooks. Most of the time though, review means ‘I don’t have to listen for the next 10 minutes’ so sometimes I call on the kids who aren’t listening as a way to say, yes, you’re supposed to be paying attention to this.
Then for the next 10-15 minutes I introduce a new topic on the board and have the students help me write the notes: have you seen this word before? What do you think it means? What’s the Thai word for it? Can you give me an example? Etc. I always make the students copy the notes because it’s a great way to get them focused and Thai school culture heavily emphasizes note-taking (though the students usually don’t ever bother to read the notes again)
For the last 25 minutes or so of class we usually do an activity to check for understanding. This can be a worksheet, an assignment in their workbook, a game, or my favorite, an episode of Bill Nye. (When my students see that I’ve brought in my laptop, they always desperately ask me if we’re watching Bill. If I say yes, they start chanting Bill! Bill! Bill! just like in the intro. Even my 14 year olds do this!)
Sample lesson plan: Weather (12 year old students)
5 minutes spent wrangling:
Me: Please get in your seats! Bank, please stop hitting Ken. Take out your notebooks, please. Not your textbooks, we don’t need those today, your notebooks.
Student: Teacher, notebooks?
Me: Yes, your notebooks.
10 minutes reviewing:
We have already done these notes together and did an assignment to check for understanding, so all the students have to do is pop open their notes and feed me the answers
Me: Ok, what is the first layer of the atmosphere called (with visual on the board)?
Me: No, that’s this layer, closest to Space. What is the layer closest to Earth (point at giant Earth I’ve drawn)?
Me: Good! Now, what do we find in the troposphere?
Me: Sometimes, but they fly in the stratosphere, here, remember? What do we find in the troposphere? Look at your notes.
Me: Yes, very good Mue (draw a picture of a human on the board)! Now, what else?
Me: Yes, weather, good job Boom….
15 minutes introducing new topic:
Weather: Here I rely heavily on visuals drawn on the board. What kinds of weather are there? I have students brainstorm the different aspects, like rain/snow (precipitation), wind (speed and direction), sunny or cloudy, etc. I introduce new vocabulary (precipitation, humidity, air pressure, etc. They may or may not have any idea what I’m talking about). Then we do pronunciation practice of all the words, and I make them watch me make the sounds and try to mimmic me, etc. Yeah, I make this stuff up as I go but it works!
20 minutes watching Bill Nye episode, ‘Atmosphere’ and Worksheet
For practice and something fun, I give the students an easy worksheet* about our Bill Nye episode (fill in the blacks, short answer, multiple choice, etc.). We look it over and then watch the episode. The students chant Bill! Bill! Bill! in the intro and laugh inexplicably throughout the entire thing. I frequently stop the video to point out key concepts and check for understanding, or to point out answers and replay the crucial parts (they follow almost none of the English, but luckily there are a lot of visual cues). I spend the rest of the video confiscating cell phones and uno cards in funny ways to get the students to laugh, since they crave entertainment after all, and sometimes Bill just doesn’t cut it (sorry, Bill). Then we go over the worksheets if we have time, or I collect them (there is usually desperate, frantic copying going on in the moments before I collect worksheets**).
*Thai teachers really like to use worksheets and like for the foreign teachers to use them as well. The students are conditioned to do worksheets, so it’s often a more effective way to get them working with the material than to do writing assignments or abstract discussion-based activities.
**As I said in other posts, copying is always permitted by the Thai teachers at our school (and it seems sometimes, even encouraged). I had to reconcile my own opinions about copying with those of the ‘school culture’ and find a happy medium. Don’t judge me!
Do you have any tips for lessons with ESL students? Have you taught science in Thailand before? What are your experiences? Let me know in the comments!