Are your students bored of the traditional approach to learning English or any subject at that? In my 10 years of teaching, I’ve noticed that my approach to teaching has been drifting from the traditional lecture and teacher-centered approach to a more democratic and open-discussion approach. As a language teacher, I have always tried to give my students ample speaking practice, but depending on classroom size and the topic of the lesson, I may sacrifice speaking to make sure they understand the topic. However, I recently implemented the flipped classroom model, and there has been positive feedback!

I’d like to point out that this blog entry is based on my personal experience with this model. I’m not here to say this is the better teaching model because, trust me, there are some problems I’ve had, which I’ll get into in this blog. This also isn’t an exhaustive list of the pros and cons. This was a new method incorporated in my classroom. There are more benefits and drawbacks associated with the method that I do not cover. There are bigger educational blogs out there that do that.
But with that being said, know that if you’re a language teacher, this model might be something worth considering.

Flipped Classroom Model Vs. Traditional Model

I think it’s safe to say most of us learned under the traditional model, which is when the teacher lectures us. These lectures are typically when we learn new information about a subject. The teacher would provide examples and a few practice exercises, and then the class was over. We’d be assigned homework to further solidify the new information. The Flipped Classroom Model literally flips the traditional model on its head…Hence the name.

In the FCM, students learn new information before coming to class through online lessons, texts, videos, etc. Consequently, this means that less time will be spent on the lecture portion of the class, allowing teachers to focus on explanations, discussions, and other activities to enhance the learning experience.

 

The benefits of the FCM

As I mentioned before, I recently implemented this model with a few students who have, in turn, told me they enjoy the process much more now. Keep in mind that (I work with adult language learners.

 

1. Self-paced learning

Every student learns differently and at their own pace. That is a major flaw of the traditional classroom. Students who need more time to absorb information tend to struggle because the pace of the lesson is out of their control.
The FCM puts the learning in the hands of the student. They can go however fast or slow they want, have time to absorb what they’re learning, and understand what they know and don’t know.

 

2. Better classroom engagement

Giving students access to knowledge before class helps them absorb the information at their own pace. Furthermore, they have time to look up the information, which is always good, or write down their questions. Teachers can save a lot of time by targeting the students’ weak points and following up with controlled practice to ensure students have a solid understanding of the topic. In an ideal classroom, this additional time can be used for more creative, engaging, and effective activities, such as debates.
My lessons have become even more entertaining when the students understand something clearly at the very beginning of class.
One of my students always preps before our lessons by doing the work I assign to her. We always start our lessons by going over what she did. She tells me about her problems with the material and always has a few questions. It’s a great help because now I do not waste time reviewing what she already knows. I hit those problem areas until it’s clear. In fact, I really enjoy it when she comes to class with questions because I can focus on the fun stuff, like speaking.

 

3. Effective speaking activities

Effective speaking activities are the name of the game. 90% of students come to me with one specific goal: speaking fluently. With the FCM, I can allocate more time to activities for students to apply their new knowledge. Two of my favorite activities are role-plays and debates.
I personally feel these are perfect for giving students enough freedom to express themselves however they’d like while still targeting the target language. These activities are particularly effective with advanced learners, who frequently provide positive feedback.

 

4. My problem with the Flipped Classroom

As much as I enjoy this method, there is one major flaw. Students simply may not do the work. This problem might be less relevant with young students as they’re in school and require it for a good grade. I work privately and mostly with adults. The biggest trend I’ve noticed is that if there is no incentive to do it, most students won’t; I understand life gets in the way, and we forget or lose track of time. As Adults, we have responsibilities. At the same time, it can throw a lesson out of whack. There have been numerous occasions when I’d prepped for class for the student to tell me they didn’t work. Honestly, it’s not as bad as it seems. You’ll have to spend more time explaining the target language and ensuring students follow.
But it sucks if you planned a lesson and cannot do it.
If you also work with adult English learners, I’ve learned a gentle reminder usually does the trick. It’s not guaranteed, but it helps. If possible, always be prepared for the “rare” chance they don’t complete the work before class.

 

Final thoughts

Ever since implementing the FCM in my online lessons, I’ve seen my students’ satisfaction grow alongside their skills. I’ve also seen myself grow as a teacher by adapting new techniques to improve learning and overall enjoyment in the classroom. However, my favorite part about this method is answering my students’ questions. I enjoy the first five to ten minutes of class when students tell me about their troubles or something they find interesting about the topic. I admit I often get stuck looking at a topic through the lens of a teacher. New questions help me gain a different perspective on a topic or even discover nuances in English. I find joy in this process!
I can’t say this is the best method of teaching. We each have our own teaching style, and students learn differently. For the moment, I will continue with this hybrid approach to teaching English as a second language.