Much depends on the age really, but generally the prize system works great. You just have to decide on the prize and make it suitable for the age.

With kids and younger teens I used angel/devil system: I designed a picture of an angel and of a devil and at the end of each lesson one of my students got an angel; I generally started with those, who behaved better, but the thing worked marvellously, when I managed to give an angel to a student, who almost always misbehaved (he had one better day ); I had no problems with him later on. He was so happy that he got a reward and that he actually CAN get one. I used the devil only when it was absolutely necessary and after two previous warnings. You just have to remember who got the angel, so that everyone in the class gets one sooner or later.

With older teens the reward has to be more "adult". I used their favourite songs often. You create a "wishlist" with songs at the beginning of the course (each student can submit one title) and, similarly as with the angels, at the end of the lesson you choose the winner, and start the next lesson with his/her favourite song.

Just remeber that the rewards are connected with the behaviour, not the language performance.

Hope that helps

Why not trying to give them a certain amount of involvement in teaching.

I remember the last time I taught a group of teenagers who did not seem to be willing to be in my class I gave them the opportunity to identify what they wanted to learn in English and how they wanted to learn it. I even remember assigning them the responsibility to design the tests to assess achievement and you cannot imagine how much I learnt about their ideas and perception about language learning!

Was it because they had the chance to discover their own motives to learn and react to their own risks, goals and expectations or was it just a crazy idea that worked once?

I should have done some research!

I ask them to keep a diary. The first time they have to write in their diaries, I write two or three questions on the board to guide them in their writing : 'How did you feel in this class?' 'What difficulties did you encounter?', etc. It is not easy at the beginning because as soon as they hear the word 'write' they don't like it, but  little by little they start writing more and more and normally about how they feel as teenagers. I always write a comment in response to what they write or I give some advice if they ask for it. The result is a cooperative class and a very nice atmosphere! They realise that I'm not miles away from them and that helps a lot! It's such a rewarding  experience to see them eager to read my comments...

I teach high school students, which means 14 to 19 year-old ones. I have always found the years which go from 15 to 17 the nastiest time ever. Something I experienced both as a mother and teacher.

Well, when I started out in this job I had no idea whatsoever how to deal with the grumpy kids in tenth/eleventh grade. When the situation got out of control, which at the beginning of my career happened quite often, I shouted at them, wrote reports down into the rollbook, called the principal, summoned their parents, gave them extra tests and what not. However, I ended up absolutely worn out, stressed and feeling I had chosen the wrong profession. It took time to overcome the anger I felt which such guys. Gosh! It did take years. Now ,at 47, I think I have found a good way with them. I'll give you an example. There's this boy in one of my classes, Federico, who tried to drive me crazy by misbehaving in all possible ways. Well, since I knew that he wants to be a lawyer, I gave his class articles on juvenile crime, which led to a discussion work and a forum where everyone had a chance to speak. Then I came across an old book of the Peanuts called The Legal Beagle, which I gave him. Well, I got him and now he's polite and even kind to me.

Hi there,

I do sympathise as it is a very tough age and sometimes they don't even know why they are grumpy!! However,it is an age where the kids are insecure, don't believe they can do it or why they should even learn another language when they'd rather be playing football or video games!

So motivation is essential,involvement from them,use technology whenever possible(blogs etc for movie/cd reviews) and encourage movement in class rather than insist that they sit through the class.Centres can also be fun:1 for questions, another prepositions,discussion,reading activity-stds spend 10 mins in each centre then moves to the next.

Good luck

Sherina

After 35 years' teaching I agree with you that you must not expect anything from teenagers. Yet, if they start being succesful, they might (and I underline 'might') be likely to become involved, they might improve their skills and they might stop complaining. Never say never! :-)))

Good luck and get going!

Yes, I remember a German friend said to me, "Puberty is a difficult time for parents and teachers!"