Make Learning and Exams Balanced

Mr. Dilan teaches a Grade 10 class preparing students for GCE Ordinary Level exams. Parents and students focus heavily on learning grammar and rote memorization to score well, leaving little room for communicative or interactive activities.

How did Mr. Dilan balance exam preparation with developing communicative competence?
What types of activities he aligned with the exam syllabus while encouraging creative and critical thinking?
How did he educate parents and students on the importance of a holistic approach to language learning?

Let’s read what he did in his own words.

The Problem: Exam-Oriented Mindset for Learning

When I first started teaching Grade 10 students in preparation for their O-level exams, I quickly realized how deeply rooted the exam-oriented mindset was in my class. Both parents and students viewed the English language as a subject to be passed, not a skill to be developed. The focus was heavily on memorizing grammar rules and practicing model answers. At first, I followed suit, thinking it was the best way to meet their expectations. But deep down, I knew this approach wasn’t making my students ready for real-world communication. I had to find a way to balance exam preparation with a broader approach to learning.

Introducing Communicative Activities

I began by adding communication activities to the curriculum while still keeping exam tasks. Instead of just memorizing essays, I introduced brainstorming sessions for students to work together on essay ideas. This helped them get ready for exams and think critically. In one lesson, we practiced writing a formal letter, a common exam task. I divided the class into groups, each writing different parts of the letter together. This made the task simpler and showed them how to organize their writing.

Learning and Connecting Grammar to Real-Life Situations

I also started designing activities that connected exam tasks to real-life situations. For example, when teaching grammar, I included role-play activities where students practiced using complex sentences to request information or explain ideas. One day, I paired students up for a role-play activity where one acted as a tourist and the other as a local guide. The task required them to use conditional sentences, a grammar point often tested in the exams. At the end of the activity, we reviewed how these sentences could also appear in the written paper. It was rewarding to see them grasp how grammar wasn’t just a set of rules but a tool for communication.

Gaining Parental Support for Learning

Parents were also a challenge. Many questioned the time on non-exam activities. I set up a parent-teacher meeting to address their worries. I explained that communication skills benefit students in exams, interviews, further studies, and future jobs. To show progress, I shared sample essays and exam answers, highlighting better fluency and logical expression from these activities. Over time, parents began trusting my approach.

Integrating Creativity with Exam Preparation

One of the best strategies I used was combining creative thinking with the exam syllabus. Instead of just practicing comprehension questions, I had students rewrite short texts as news reports or diary entries. This helped them understand the text better and kept it fun. For speaking practice, we did impromptu speeches on topics like “What would you do if you were the principal for a day?” This made the sessions lively and boosted their confidence in speaking off the cuff.

Encouraging Peer Teaching and Learning from Feedback

I also encouraged peer teaching and feedback. Students were grouped in pairs to correct each other’s written answers using a checklist I provided. This exercise not only reinforced their understanding of exam criteria but also gave them ownership of their learning. It was particularly effective with weaker students, who learned by observing their peers’ approaches.

The Results: Confident and Competent Students

By the end of the term, the results were clear. My students weren’t just filling in blanks or writing essays; they were sharing ideas with confidence and clarity. Their speaking and writing improved a lot, and many began using English outside the classroom, which was rare before. On the day of the mock exams, several students said they felt more ready and less anxious because they understood the material instead of just memorizing it.

Reflection: The Value of a Balanced Approach

Looking back, the journey wasn’t without its challenges, but the results were worth it. I learned that balancing exam preparation with holistic learning is not only possible but essential in creating confident, competent language users. For me, the ultimate reward was seeing my students excel both in the exam and in their ability to communicate effectively in English.

Over to you:

Meet the Trainer – Noel Perera

Noel loves helping new teachers improve their skills and grow their careers. He has worked with many TKTiers worldwide, guiding them for the exam and enhancing their teaching methods. AceTheTKT holds his knowledge and experience gained over 18 years as an English teacher and trainer.