One thing we can do with boring kids – and this is most effective – is to always bring a lame kid into the PQA without his permission. This is a major tool in PQA.
I have developed a habit over the years. It is kind of bad ass. I sense, as I am explaining what the structures mean, who is the lamest kid in the room. I’m scoping lame kid out – trying to figure out who the worst and lamest kid in the room is that day. Then, after we gesture and it is time for the PQA to start, I start out on that kid, as per:
“Class, Jeremy wants to be Cinderalla for Halloween!” (circle that) I keep at it until the kid starts answering questions. I hammer the kid with that fact. The class gets into it. Cat calls might happen on Jeremy. I encourage that. Yes, it makes me happy, get over it.
I call this the Annoying Orange technique. I speak their name with an American accent but the other words in French, like “Jeremy! Hey Jeremy! Jeremy! Jeremy do you want to be Cinderella for Halloween!”
Here is a link:
What is really happening when I am being Annoying Orange? I am telling little lame ass Jeremy that HE WILL NOT BE LAME IN MY CLASS BC I WILL SHINE THE LIGHT OF MY INDIGNATION (housed in cheerfulness) ON HIM BUT I WON’T LET UP ON THE KID.
Almost always, after enough of being peppered by the questions about him wanting to be Cinderalla for Halloween (bc I SAY SO), his shoulders slump and he smiles and gives in and pays attention. Those are great moments as lame kids come around to playing the game. Of course, this is not done with certain kids who are at risk in some way – you know what I mean.