Honestly, I've done all the above and none of the above but I've generally never felt like I quite "nailed it" as they say. Then, quite by accident, I sort of improvised a class which embraces TBL ideas and procedures while at the same time fulfilling several important objectives: giving students control, making the first class as conversational as possible, obtaining students needs (ie needs analysis), and allowing students to get to know each other.
And while they probably didn´t have as much fun as they might have had had they played games for an hour, nor got to know much personal information about each other (which I know will happen over time anyway), I know they left the class feeling they did something useful and productive and most important, they made their needs and desires known.
Now, in many cases allowing students to "design" the course may not be possible, for many reasons. However, even classes with predetermined syllabuses can be adapted to students´ expressed needs. For example, if students place more emphasis on fluency, then the teacher can adapt, add or expand on activities from coursebooks or syllabuses. And even if what students decide isn´t appropriate or best for them from the teacher´s point of view, this can be discussed, explained and negotiated with the outcome of at least providing students with transparency--that is, how and why things will be as they will.
One last point, I´m sure that those of you who do discuss the course with students, while conducting a needs analysis feel that you´re accomplishing the same aim. But I wonder. As I´ve mentioned, I usually did a needs analysis questionnaire the first day but what I went home with was often more questions than answers. I wasn´t able to really decide how the course would go during that first class. Rather, students filled out a questionnaire with some basic information which I could never really reconcile into one unified set of needs. Yet I felt required to say something about the content of the course. Yet how could I if I hadn´t even read their questionnaires?
I hope that the next time you begin a new course, you give the following a try. Then let me know how it went.
The First Class
The objective
To give students an opportunity to discuss and share their needs and give input on content and format of the course
The language
Simple tenses
Personal opinion phrases: I think..., I would like to..., I like...
The set-up
If you have to use a coursebook, get to know it. Be ready to hand out books in class.
The low-down
Start by asking students to think about past courses (if applicable) and write down what they enjoyed and didn´t enjoy about those courses (this could be activity-types, skills, pair-work, etc.). Then write down 5 skills horizontally on the board and ask them to put in order from most important to least. In pairs, they should discuss their answers. Get some open-class feedback. (make notes for your own future reference)
Now ask students to work in pairs and write down under each skill what they want to learn during the course. Elicit examples (e.g. Reading: news articles, stories...Listening: songs...Writing: letters, e-mails). Monitor and make sure they are as specific as possible. Get open-class feedback and write down everything on the board. (copy this for your own future reference)
Now it´s time to hand out the new books (if applicable). Ask students to look through them and find in the table of contents, the back reference and throughout as many of the topics listed on the board for each category. Tell them to shout out the page numbers. Note them on the board (and in your notes). Ask students their opinion of the book based on their findings. Discuss in open class.
Now what?
Now comes the part that seems to be the most fun for students. Tell them that as there are X number of minutes each class (or each week), in pairs/groups, they should decide exactly how to use that time (ie. make a timetable). Put a list of the times on the board on the left side of the board fifteen minutes apart. How long for grammar? How long for vocabulary study? How long for speaking? On the top of the board write A, B, C, D, etc to represent each group/pair. When they finish ask a representative from each pair/group to choose a letter and write their time table vertically below. This way, each group´s timetable should be side-by-side and comparable. How do they compare? Are they similar? How are they different? Ask them to discuss in open class and come to some general consensus. If you agree, tell them so. If not, explain your changes and why.
More talk-time
Do you think coursebooks are the best way to learn a language?
What are the advantages and disadvantages of coursebooks?
What seems most interesting to you about this coursebook?
What seems least interesting to you about this coursebook?
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