TEACHER-2-Teacher
TIMOTHY CORNWALL, PHD, DTM
When I teach large classes, as many as 220, my goal is to spend as much time as I can teaching and not administering.
A major time killer is dealing with anything distributed in a previous class, ranging from handouts to homework assignments. To combat this administrative nightmare, I nip it in the bud by establishing a buddy study system.
At the start of each term, I instruct each student to pick a partner, someone who will pick up handouts, explain homework assignments and hand in their homework if they are absent.
In addition, I have each set of buddies find another set in the event both students are absent. In this way, there should always be someone to pick things up and pass them on to the right people.
Even in small classes where I have forgotten to apply this rule, the time needed to give handouts to students who were absent can take away from my lesson plan and from those who were present the week before.
Handouts and the buddy system
When I distribute handouts, I make enough for the class and pass them out in mass. I do not expect any returns. If some are returned, this immediately signals that a study buddy has not taken a copy or perhaps both buddies are absent and that their back-up buddy has forgotten to take copies.
Early in the term, I will take time to ask students to make sure they have a copy for anyone missing. If no one comes forward to pick up extra handouts, I throw them away. Invariably, students are shocked by the idea I am not keeping extra copies for those absent, but it is effective in demonstrating I am serious about the need to have a buddy.
The next class, when students who were absent from the previous class or classes ask for handouts, I suggest they talk to their buddy and get what they need. As I do not keep extra copies with me, I make it clear I will not make more or look through my own documents.
If I bring a copy for myself, I mark it with yellow highlight pen, which does not appear on photocopies, with a very large, "TC" (teacher copy). Originals, which I never bring to class, are marked with a large "O" (original).
After a few frustrated attempts to get a handout from a previous class, students give up relying on me and look to their buddy, which in turn relieves me of a time wasting administrative task.
I should add that for the first few weeks, handouts are not that important and if students are missing one or more handouts, it does not really matter. However, two to three weeks into the term, when students have learned the system, handouts become more important.
Homework buddies
I use the same system for homework. If students are absent when homework is due, they should give it to a buddy to hand in. If homework is late, I do not want it and as homework is always assigned two classes ahead, theoretically, this should not be a problem.
I insist on not accepting late homework, as I like to correct it and get it back in the next class. Again, I do not have time to check if homework being handed in late was by someone who was in class, but did not do it.
Most importantly, I do not want students copying homework handed in by another student and already corrected. This would not be fair to those who do it on time and on their own.
If I have less than 40 students, I give homework back individually to get to know students. However, with 50 or more students, it is too timing consuming, so I leave the papers on a desk for them to pick up at break or after class.
While this system might seem unduly strict, it allows me to spend time with students who come to class and not with those who were absent. It allows me to begin my lesson plan without too much delay, which is my overriding goal.
It makes students responsible for keeping up with the class and helping each other with day-to-day assignments and homework.
Finally, it allows me more time to work with students who were in class and who are trying, but need extra help.
Dr Timothy Cornwall has been teaching EFL for almost 30 years and is the co-founder of Thailand Educators Network, at
thaiednet.org . He can be reached through his web site speechwork.co.th , at
tim@speechwork.co.th or on 081-834-8982.
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