Roll Call/Attendance

Roll call does not always have to be a tedious activity in which precious classroom time is spent on administrative issues. Use it to enhance the teaching point that day or to review something that was discussed or learned previously. Making instructional use of the roll call makes every student accountable for giving input. It can also prompt students to become more actively involved in the classroom.

Preparation

Select type and manner of feedback desired (vocabulary, content, language point, etc.).

Procedure

1. Instruct students on feedback required and call roll requesting that feedback. 2. If used as a Bell Activity (see page 7), write directions for the feedback on the board or have them ready on PowerPoint or a projector so students will see them upon entering.

Variations

Student Responsibility for Attendance: Use laminated name cards/magnets/clothespins with students’ names on them. Have an in/out area for these cards/magnets/ clothespins. Students are to be responsible for moving their name from the “out” side to the “in” side, indicating their attendance. The instructor can also use cards/magnets/clothespins to ensure s/he hears from each student during a class, moving the marker as s/he has an interaction with each student (answering a question/asking an appropriate question, etc.).

When to Use It

• To take attendance and get feedback from students • To help learners become more responsible/accountable for learning • To keep track of participation in class

Level

Skills

Practice

Materials

Type of “markers” for attendance (cards, clothespins, magnets)

Preparation Time

5 minutes

Activity Time

Throughout class time 5–15 minutes; e.g., feedback request

Beginning level:

Give a command with a familiar verb; students act it out. “Stand,” “Sit,” “Open your book,” etc.

High beginning level:

Each student must say a vocabulary word related to a specific category (food, colors, clothing, nationalities, etc.)

Low intermediate level:

Give a verb; the student gives the past participle (or mix up with different subject pronouns, etc.)

Intermediate level:

Act out a verb; students guess the word in the target language