9:15 am and my students are as listless as ever. Javi grumbles under his breath as he surrenders his iPod to me. I fiddle with the thing, feeling much, much older than my 24 years and trying to hide my utter terror as the screen flashed. David Guetta’s heart-pumping rhythms get some of their ears perked up, a few smiles spreading peeking out in the corners of their mouths. Silvia taps her pencil nervously to the beat, head no doubt tangled up in a tricky conjugation.
Their daily writing assignment was on the board. While my 15 students scribble in their construction-paper notebooks, I review my grammar assignment for the morning, sighing: reported speech. Between the time clauses and the backshift, our first attempt the day before had been a disaster. One of those throw-your-arms-up. pull-you-hair-out, where’s-my-end-of-the-day-beer kind of days. I close my eyes and remember it’s just summer camp, and that the kids were really there for the activities and their parents had actually paid for the native speakers.
One by one, the students close their notebooks and trudge to the front of the classroom to give it to me. As I am about to plunge in with a hastily prepared board game for reviewing, Javi jumps across his table as if it were a vaulting horse and runs to his iPod. Puzzled, I gave him my never-fail “sit down nooooow” eyes before he starts thumping his foot and head to the beat.
“Cat, I can have this very, very, VERY loud, yes?” he inquires, matching my stare with a big grin. Lara snickers, and I can’t resist.
“Sure, Javi, crank it up.”
I immediately know which song it is, and so do my students. Before the first chorus even starts, I’m scribbling down ideas for how to use it in my lessons. With two years of teaching high schoolers, I’ve learned that music is a surefire way to get students engaged and talking, and U2 and Pearl Jam and even Weird Al Yankovich have made their way onto my lesson plans. Billie Jean is going to help me teach reported speech this morning.
I text my boss, asking her to copy the lyrics as soon as possible and make a few copies. My students have fun decoding the reported speech back into direct and their sudden enthusiasm makes me think outside the four-skills box for the rest of the week’s lessons. As a class, we take Billie Jean’s claims to the tabloids and the case to court, write newspaper articles on the pending paternity test with other teachers and monitors as witnesses. They begin to use reported speech correctly in their journal entries, in their worksheets and exams, and more importantly, in their speech.
When it comes time to do a creative project, the students set up a mock trial with audience members of the jury. Javi has no match as Michael Jackson and his howling “But the kiiiiiid is not my son!”
Attention, fellow English teachers: Have you ever had a lesson be wildly successful? I wanna hear about it! Tell me the lesson,the age group and any materials you needed to make it happen. Or, tell me how you motivate your students to learn English? What interests them the most?