What you will learn

A common complaint among English language teachers is that there is never enough time to complete the teaching which is laid out in coursebook or in the syllabus they are asked to teach.

With limited time to cover so much material, it is important that we concentrate on the valuable ‘stuff” and weed out the ‘fluff’, those classroom moments which do not contribute to meaningful learning.

Based on his twenty years of working with teachers and on observing pre-service, newly qualified and in-service teachers, Neil identifies a number of areas where teachers tend to waste time and suggests alternatives to make learning more impactful and time better spent.

Workshop Summary

Introduction to Fluff-Free ELT Strategies

Neil Harris introduces a Gallery Teachers Masterclass aimed at maximising learning time in English Language Teaching (ELT) by eliminating unnecessary “fluff”. Fluff refers to extraneous elements within teaching that do not contribute to student learning. Harris emphasises the importance of optimising classroom time to make it as beneficial as possible for students by focusing on what truly matters in the learning process.

The Role and Efficiency of Warmers and Lead-ins

The masterclass delves into the significance of warmers and lead-ins in engaging students and preparing them for the lesson’s core content. However, Harris points out that the effectiveness of these elements is dependent on their duration and relevance to the lesson’s objectives. Excessively long or unrelated warmers can detract from valuable learning time, underscoring the need for a balanced approach that aligns these introductory activities with the main learning goals.

Reevaluating Learning Styles

Harris challenges the once popular learning styles, such as Multiple Intelligences (MI) and Neuro-Linguistic Programming (NLP), suggesting that current evidence-based research does not support their significant impact on learning outcomes. He argues that dedicating classroom time to activities based on these theories may not be an efficient use of resources. Instead, Harris advocates for a more pragmatic approach to teaching that prioritises methods proven to enhance learning effectively.

Vocabulary Teaching Strategies

The session also addresses the common practice of pre-teaching vocabulary before reading or listening activities. Harris suggests that this approach can overwhelm students and detract from the primary learning objectives. He advocates for focusing on key vocabulary that directly impacts comprehension, rather than attempting to cover every new word. This strategy aims to prevent cognitive overload and ensure that vocabulary teaching is relevant and effective.

Efficient Feedback Methods

Finally, Harris discusses the importance of efficient feedback methods in the learning process. Traditional question-by-question feedback is criticised for being time-consuming and not necessarily addressing students’ specific needs. He proposes focused feedback strategies that target student difficulties, thereby making feedback sessions more productive and beneficial for student learning. Harris concludes by emphasising the need for critical evaluation of teaching practices to ensure they are both efficient and effective, urging educators to adopt evidence-based strategies to create fluff-free learning environments that maximise student engagement and outcomes.

Reflective Questions

Have a quick think about the reflective questions below in order to get the most out of the workshop:

1. Is it time for me to review some of the activities I use as ELT becomes more aware of evidence-based teaching?
2. What is the best approach to the pre-teaching of vocabulary?
3. (How) can I become more focused in the way I organise feedback after activities?

Recommended Further Reading

• Gakonga, J. (2022, December 11). CELTA: How to ace reading and listening lessons. ELT Training.com https://www.elt-training.com/blog/teaching-receptive-skills .
• Kerr, P. (2020). Questions about pre-teaching vocabulary. Adaptive Learning in ELT Blog. https://adaptivelearninginelt.wordpress.com/2020/10/09/questions-about-pre-teaching-vocabulary-ptv/. 
• Lethaby, C., Mayne, R. & Harries, P. (2021). An introduction to evidence-based teaching in the English language classroom. Pavilion Publishing and Media.
• Swift, Sue. (no date). An ELT glossary: Warm ups and lead ins. An ELT Notebook. http://eltnotebook.blogspot.com/2016/03/an-elt-glossary-warm-ups-and-lead-ins.html.