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Enhancing english speaking skills

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Enhancing english speaking skills

Enhancing english speaking skills

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  • 1. A Project on ‘Enhancing English Speaking skills’ by Anuja Das
  • 2. Objectives: To persuade children to speak in English in school. To encourage diffident students (first generational learners, learning disabled students etc.)to attempt speaking in English, however wrong it might be grammatically. To build on the children’s vocabulary To improve the academic performance across subjects Math, Science, S.St, since English is the base language used in all.
  • 3. The point system was first implemented in 2010 by Ms. Anuja Das. It was then limited to the classes being taught by her Quantitative and qualitative results amongst students encouraged other teachers to take it up, too. It was popularized by the students themselves as the reward system was much appreciated. Training the students to use the point system was easy and effective Though monitors were appointed, it was discovered that by the end of an academic session, students would not need monitoring, often disappointing the monitors. Though the pilot project was done for grades 4 and 5, it has been carried forward to the middle school by the students themselves and they proudly proclaim that ‘no one in the class speaks Hindi now.’
  • 4. The teacher appoints two ‘English’ monitors- one for the boys and one for the girls
  • 5. She asks them to make a list of the students
  • 6. Against each name, three W’s are written. These constitute three warnings that each student is allowed. The monitors are assisted by other vigilantes in the class to keep account.
  • 7. The monitors strike out a ‘W’ against that student’s name each time somebody speaks in Hindi in a non-Hindi period The monitors let the students know each time his/her warning (W) has been cut
  • 8. Once the three warnings are cut, they announce that the three warnings are over. Thereafter no warnings are given, the monitors add points against names using tally marks each time somebody speaks in Hindi
  • 9. The teacher keeps checking the tally once every day. The students who get the least points (the ones who speak English most of the times) are appreciated in front of the class and are given responsibilities like checking assignments, collecting notebooks for the teacher etc. The student getting the least points are appointed new monitors. Students who do not get points or get the minimum points repeatedly are rewarded with a motivational sticker. A student getting 5 such stickers is given a token prize by the teacher. Monitors are appointed once a week, thus enabling most students to get a chance to be vigilantes for at least 5 days.
  • 10. Students getting maximum points are reminded of the point system and given a chance to pull up their socks. If a student does not show improvement in performance, he/she is asked to do some additional reading or creative writing, not as a penalty but as a motivation to try and do better. This is checked personally by the teacher.
  • 11. The ‘game’ is effective as soon as the students enter the school premises i.e from 7:50 am Students are allowed to converse only in English, within the class as well as on the field, in the swimming pool and in the dining area. Students are allowed to speak in Hindi with the Hindi teacher and with each other only in the Hindi period. They are also allowed to speak in Hindi with the housekeeping help, the nannies and the people who serve the meals in the dining room. Use of abusive language despite three warnings leads to penalty in the form of missing a favourite activity. Students have to maintain the decorum of the point system until they are within the school premises i.e 3:00 pm
  • 12. Students became more confident in using the language and began using it at Lunch/recess and even P.E periods. Students built up their vocabulary bank gradually and began showing interest in reading so as to improve their vocabulary more Students began correcting each other’s sentence structures while speaking leading to better grammar concepts, both in oral as well as written work.
  • 13. When the programme was first implemented, students would easily slip into Hindi/slang if the English teacher was not present. Asking the monitors to keep a strict vigil helped. Student monitors would themselves slip into Hindi after having ‘won’ the reward of becoming the monitor. Student feedback on the monitor would often be taken. Vacations or long holidays would undo the progress made earlier and repeated reminders would be required to get the students back on the right track.
  • 14. Video mailed separately.Kindly check.
  • 15. First generational learners would sometimes fear being ridiculed (embarrassment if they spoke wrong English and were scoffed/laughed at). They were given a lot of positive strokes and confidence building conversations with the teacher.
  • 16. Although the programme was largely successful in the classrooms where it was being followed, students were heard using abusive language with each other. These students would then be awarded 5 extra tally marks and penalized in some way (missing a favourite activity, checking the notebooks of other students etc)
  • 17. The success stories that came out of this project that was conducted on 4 classes has led me to believe that it can be done on a wider scale, applied to all the classrooms. Teachers could be informed and trained about the point system so that the dissemination of such could lead to a happier, homogenous group of students. Consistency is the key to the success of this programme. Looking forward to seeing it being implemented in more classrooms and eventually, more schools.