By Olivia Vieira
One of the best ways I’ve found to connect with my students is by weaving their favourite characters into our lessons. Instead of asking them generic questions like “What does she do on Mondays?”, I switch things up with characters they know and love. So, rather than a faceless “he/she/you,” we’re talking about Doraemon, Pikachu, Kuromi, and their beloved Capybara. I throw in pictures to make the lessons more engaging, and suddenly it’s not just review—it’s a game! And when learning feels like a game, students are not only enjoying themselves, but they’re also reflecting on what they’ve learned. Sneaky, right?
Thankfully, my partner teacher has been an absolute gem, constantly encouraging me to play games with the students to build rapport and help them practice their skills. Even on my very first day of observation, when I was supposed to just sit back and take notes, she turned to me and said, “Do you know any games to play with them?” Cue me blanking on the spot. But no worries, she suggested the classic “Simon Says”—and the students loved it! Since then, I’ve made sure to include some sort of game in each lesson. Here are a couple of my favourites:
- Whisper/Telephone (with a twist): Students were given a word or sentence related to the lesson. They lined up in two groups and had to whisper it down the line. The last person then sprinted to the chalkboard to write it out. Cue laughter, confusion, and some very creative “interpretations” of the original phrase!
- Longest Sentence: This was a fun one! Each team got a word we’d just learned, and they had to create the longest and most creative sentence possible. Points were awarded for spelling, length, and creativity—so naturally, chaos ensued.
The pictures above are samples from lesson slides I made. This is how I incorporated pop-culture and “about me” into the lessons.
One challenge I knew I’d face from the get-go was the language barrier. So, I’ve been trying to sprinkle in tidbits about myself wherever I can, as long as they’re tied to the lesson. The students are curious and want to know more about me, but what we consider “basic” English can still be tricky for them. A question like “What’s your favourite food?” might seem simple, but when I answer with “Beef and noodles,” some of them look at me like I’ve just spoken a foreign language. Which, technically, I have.
Incorporating personal details into lessons helps bridge that gap. For example, during a lesson with my grade 5s on foreign friends, I asked them, “True or false: Miss Olivia is a foreign teacher?” They all responded with a resounding “True!” and some even shouted, “From Canada!” In a lesson about homes, I showed them a map of Canada, making sure to highlight Calgary because, believe it or not, not everyone from Canada lives in Vancouver, Toronto, or Montreal!
This approach has made learning fun, and the students have gotten to know me better too. Now, I can’t walk down the hall without hearing “Olivia!” or “Miss Olivia!” shouted from every direction, or without having a few students clinging to me as I try to leave class. It’s going to be so hard to say goodbye when my time here is up. They’ve impacted how I see teaching and learning in ways I never expected.