It’s easy to digress in an open class discussion or even when talking to individual learners but I do so with great care, as I sometimes doubt the value of this. Going off my plan and exploring new areas of language or ideas with learners seems great at the time, but I often find afterwards that there hasn’t been much learning of anything, mainly because this spontaneous input doesn’t have any of the necessary attributes of planned activities. When I look back on classes where ‘we just chatted but it was really interesting’ and evaluate these, the results are doubtful.

By Paul Kaye

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