The Language Teacher
06 - 2001

Yarn Toss: A Simple Activity for Demonstrating Interconnectedness in Language Classrooms

Duane Kindt

Nagoya University of Foreign Studies




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Key Words: Classroom dynamics, Learner development
Learner English Level: All levels
Learner Maturity Level: Junior High to Adult
Preparation Time: Approximately ten minutes
Activity Time: Approximately 30 minutes for a group of 20


Teachers are well aware of the complex nature of classroom dynamics (Kindt, et al., 1999). Balancing numerous (and often contending) aspects of the language learning and teaching process to effect efficient learning is an important part of a teacher's responsibilities. But students can also help make their classes more conducive to learning by understanding that the language classroom is a complex, dynamic system in which all individuals have great influence on one another and share in the construction of the knowledge emerging from their collective experience. One way to demonstrate these rather complicated concepts is with a simple activity that I call Yarn Toss.

What is Yarn Toss?

Yarn Toss is an activity I learned from Diane Larsen-Freeman as an MA student at the School for International Training (SIT). In this activity, participants (students and teacher) sit in a circle (see Fig. 1). The teacher explains that everyone will have an opportunity to say something about a chosen topic. On the final day of our MA course, the topic was our course experience. But other topics can, of course, be introduced. Examples are simple self-introductions, favorite movies, what you did during the holiday, how was your experience in class, and the like. After introducing the topic, the teacher starts by providing a model. Then, one by one, students wishing to speak raise their hands and the ball of yarn is thrown to them. While holding the ball, they give their comments. As the ball is tossed to the next person, the "tosser" holds on to a strand of the yarn. After the last student has spoken, the ball is thrown back to the teacher who offers a final comment. Thus, after all participants have contributed the students can see how the yarn connects them.

We are all connected

The significance of this connection is great. From a systems theory viewpoint, all individuals can and do influence one another greatly (Fullan, 1999; Senge, 2000). Though we cannot predict when and to what degree this influence will occur, we can predict it will occur. To demonstrate that we are connected and influencing one another in the classroom, I simply tug on the yarn and ask students if they feel the pull, which they do. I ask a few students to tug on the yarn. We can feel their tug as well. Then I ask students to gently tug on the yarn when they feel a tug. This time, when I tug, there are ripples of tugs throughout the circle. I explain that like this yarn, our words and actions influence one another greatly. Simply asking students to think about what they learned from each other today supports this point. It may seem rather obvious or even trivial, but viewing the classroom from this perspective has deep consequences.

We share unique experience and knowledge

One consequence is that instead of seeing students as learning for themselves only, they see the influence they have on one another -- be it in action, words, attitude, or understanding. I emphasize that the information offered from every participant during the Yarn Toss is unique to our class. No one else has this exact information or this experience and we all share in this knowledge. From this point of view, students see one another as unique and important contributors to their experience and knowledge (Lantolf, 2000; Vygotsky, 1978). It is an important step towards building respect for one another and valuing each other as peers and teachers rather than simply as students. Students often comment that simply seeing this demonstration has completely changed the way they look at the classroom. One student, for example, wrote that rather than "always hoping to be with good partners," she decided to "try to be the best partner [she could] be." Another wrote: "Today I learned a very important and wonderful thing. I found that we were very precious partner each other. It is great! I was encourage by you and everyone. I won't forget today's class. Thank you!!"

Conclusion

Demonstrating the complex nature of language classrooms as a system doesn't have to itself be a complex process. By seeing the yarn connecting students to other participants in the learning experience, they can begin to make correlations with actual events in the classroom. As they learn from one another, influence motivation positively and negatively, offer encouragement and understanding, and realize the great part they play in the learning outcomes of the whole group, they realize that this simple demonstration has significant implications for their learning -- not only in the classroom, but in their lives as well.

References

Fullan, M. (1999). Change forces: The sequel. Philadelphia: Falmer Press.

Kindt, D., Cholewinski, M., Kumai, W., Lewis, P., & Taylor, M. (1999). Complexity and the language classroom. Academia: Literature and Language, 67, 235-258.

Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.

Senge, P. (2000). Schools that learn. New York: Doubleday.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.



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