Doing Some Thinking has been nominated for Best English Blog Awards 2013 by the folks at Really Learn English. One of the most interesting parts of this award in particular is that, as Adam said in his post about his nomination, they were careful enough so as to interview each blogger and they have given you a chance to learn yet a bit more about those who write their texts. So, why don’t you pay their website a visit, get to know all blogs running for the award – and they’re all brilliant – and cast your vote?
Even though it’s been a while since I last had the time to write, edit, revisit and reflect on the blog for absolute lack of time due to many changes I’ve been through in my professional life, this will soon change (fingers crossed) and there are plenty of things to write about. I hope to see you in the (very) near future.
What follows is my Ignite talk for ISTE 2013. It was rejected by the selection committee. As I already conceptualized the talk and think it is such an important topic, I am disseminating my text and slides via my blog and Slideshare. First, Education 1.0, 2.0, and 3.0 are described. Later, I discuss the consequences of Education 1.0 vs Education 3.0 on learners (and educators!) especially those that do not fit the mold of Education 1.0.
A while ago I wrote a text about teaching, and even though teaching is one of the key elements in lessons, learning is, obviously, part and parcel of the process that takes place in lessons – it’s the actual aim of lessons. If teaching is a lot more than transmitting information, learning is more than simply receiving information. What does learning imply, then?
Learning implies being able to transform information into knowledge, first and foremost. For one reason, information is widely available to anyone who’s got access to the World Wide Web, but the only thing this has done is leveling the play field for those who have access to the wealth of information the Internet provides. Those who live in areas where Internet access is nothing but an idea inspired by a sci-fi book should, therefore, fear that the gap is only going to increase between those who have access to the Internet and those who are still oblivious to this world. But who said information is the same thing as knowledge?
Being knowledgeable means you’re able to purposefully and intentionally use information to tackle the myriad challenges you face in life. If all you are able to do is retrieve an event from memory and repeat the same steps, you haven’t necessarily learnt anything. If, on the other hand, you’re able to use information from a past experience, assess what could work for the situation at hand, you can probably say you’ve been able to transform that piece of information into knowledge. This may help in the creation of possible solutions to future endeavours.
What I mean to say here is that knowledge – on most occasions – precedes creativity. It’s a lot easier for us to come up with creative solutions for problems once we’ve been able to transform the information into something a lot more relevant than a simple memory of something to be reproduced. When we’re able to come up with our own solutions for a problem, learning has taken place. It goes far beyond simply being able to apply the information we’ve received to another situation, though that is part of the process.
Learning implies a willingness to go further, which demands a good deal of effort. Learning does not take place if there’s no effort involved. It is the degree of effort involved in the learning process that will make the difference between being informed and being knowledgeable. It’s the fine line that divides learning from just remembering for a short period of time. If you want to learn something, you’ve got to earn it. If you’ve earned it, you’ve learned it.
We’ve all been told that education is the one thing no one can take away from us. This is so because education is not something that is bestowed upon us; it is something we need to work hard to achieve. Fortunately, until we reach the point of autonomy, the tipping point at which it’s a lot easier for us to develop on our own, teaching makes the difference.
Teaching, however, is only effective when it instigates learners to think. At the end of the day, teaching doesn’t have to be fun to be effective, though it’s easy to see that we tend to dedicate ourselves a lot harder to learn something that is fun. Teaching can, obviously, benefit from engagement on the part of the learner, but to get down to what really matters: teaching, in order to be effective, must ultimately be thought-provoking. Effective teaching is the kind of teaching that leads learners to make an effort to use their reason and make sense of things. It is paramount that learners be required to think and pay attention in order to learn.
Needless to say, learning, just like teaching, is a complicated concept to define and to contextualise. Yet, it’s clear to me that for learning to take place learners need to be challenged to the point of making an effort to want to go further. Learning as a process doesn’t benefit from always having someone making things easier and easier, or a lot more fun. Learning precedes fun because it is, in itself, motivating and engaging as long as real learning is happening.
This is why learning should be seen as a dialogic process, co-constructed between the teacher and the learner. It is why the Socratic method of questioning still awes and works when applied effectively. At the risk of sounding trite, learning is not about providing the right answers, but it is all about asking the right questions. Questions are the fuel for continuous learning. And in order to ask the right questions, teachers must learn to listen and react to what their learners are saying. Learning won’t occur simply because someone has told you that you have to learn A or B, but it may work if you yourself are somehow forced into finding the answers for A or B.
Ultimately, learning doesn’t depend on formal teaching, but any kind of teaching may foster or hinder learning. What kind of teaching fosters learning? What can teachers do in the classroom to make effective learning take place? The answer lies in the kind of relationship the learner and the teacher establish. It doesn’t take anything else than a teacher and a learner for learning to take place, and it also takes nothing but the relationship between the teacher and the learner to ruin learning. Is it somehow clear how important it is for you to earn the right to teach if you say your teaching is focussed on learning? Do you help your learners to earn their learning? And if all you want is a catchy ending, does your teaching put the EARN in LEARN?
— Phil Chappell (@TESOLatMQ) January 16, 2013
Phil kindly agreed to write a guest blog post on SFG. I hope you enjoy it as much as I did, and also that you find it useful and helpful!
An introduction to systemic functional grammar
By Phil Chappell
There is a lot of misunderstanding among the ELT community about functional grammar. I won’t go through these ideas in any detail here; the main thing I want to do in this post is to show its usefulness for language teachers, no matter what kind of program you are teaching in, no matter what level your learners are, and no matter what methodology you subscribe to. So, what is functional grammar?
Defining Functional Grammar
Put simply, Systemic Functional Grammar (SFG) is a grammar based on the view that language is a system for making meaning. Systemic refers to the fact that when we use language, we make choices from sets of available options. This is contrary to the traditional view of grammar as sets of rules. Functional assumes that every time we make a choice from the available options, we are doing so in order to fulfill a communicative purpose. And Grammar simply refers to the fact that there is an overall organisation to all of these possible options.
History of SFG in Language Teaching
Now by itself, this brief explanation may not be revealing anything especially new for teachers who teach both form and function of language. Indeed, those who do may not know that these terms originated in the work of Michael Halliday, the founder of SFG, and whose work was pivotal for the early moves to Communicative Language Teaching. Michael Halliday’s work in linguistics was highly influential around the time that language teaching was starting to shift its emphasis on mastery of language structures to mastery of communicative competence. Halliday himself developed his interest in linguistics and grammar through language teaching, first by teaching Chinese to English speakers, and later on teaching English and Russian to Chinese speakers. Indeed, Halliday’s functional grammar and theory of systemic functional linguistics has been a foundation for communicative language teaching; it also underpins the Common European Framework of Reference (CEFR) for languages.
The theory behind SFG
But it’s not all just form and function to express meanings. SFG helps teachers and their learners work with whole stretches of language in order to develop their potential to communicate in the target language. This is made possible by the linguistic theory underpinning SFG, known as Systemic Functional Linguistics (SFL). Different cultural and social contexts lead speakers and writers to choose differently from the repertoire of language that they have at their disposal. SFG is an extremely useful tool to help teachers make sense of how language works in different social and cultural contexts, and thus be better equipped to help their learners understand these differences. This can refer to spoken or written texts (as SFG is based on the notion of text), and can range from everyday casual talk, through to a formal interview, a short email message, or an academic paper. In a nutshell, SFG helps us describe how language is used between people, which contrasts with traditional grammar that prescribes rules for using language.
Text and Context
By using systemic functional grammar (SFG), the teacher has a powerful tool with which to mediate her/his explanations of language, and thus mediate the learner’s understandings of how to use the language they are in the process of learning. This tool is the bridge between context and text – between the sociocultural setting in which the speaker is conducting her/his activity and the language that is a part of that activity. The tool is called Register, and gives the teacher the ability to pick away at the context of language use and identify:
- the field: what is going on in the activity
- the tenor: who is taking part in the activity
- the mode: the part language plays in the activity.
So, each time you present a text to your learners, you can start with establishing the context, as above, and then proceed to highlight whatever grammar is important in each of the three areas.
An integrated grammar
Looked at individually, it is possible to, for example, identify the kinds of vocabulary that is relevant to the field, the kinds of interpersonal language that is appropriate for the tenor, and the kinds of textual features (say, cohesive devices) that are going to help the spoken or written text along. The Field might be a group of friends talking about the Australian Open tennis tournament, and therefore the vocabulary is mostly related to tennis things, people and actions. The Tenor is close friends who see each other regularly and thus have a lot of common understandings. The interpersonal language will be informal, without much language of power or authority, and possibly banter and joking. The Mode is likely face to face spoken language with speakers able to give each other immediate feedback.
Taken together, SFG provides a rubric for language teachers to plan their teaching around (be they spur of the moment explanations, or whole lessons) and for language learners to sort out in their own minds where, when and how language can be used to successfully communicate across social and cultural settings.
To come: putting SFG to work in language lessons. Some practical applications.
In the meantime, see my colleague, Annabelle Lukin’s video introducing SFG.
About the author
Phil Chappell is a Lecturer in Macquarie University’s Linguistics department where he convenes the Postgraduate Certificate in TESOL. His current research interests are in dialogic approaches to classroom learning and teaching, the role of linguistics in TESOL preparation programs, and novice teacher cognition. He taught English for many years in Asia and Australia before entering the wild world of academia.
Even though I’ve been travelling for more than a week now, I was able to have a look at a couple of interesting blog posts prior to getting to the US. As you most certainly know, there are lots of good texts out there. These are just a couple of posts I enjoyed reading in January 2013. In case you haven’t read them, perhaps you’d like to take a look at what you may have missed:
- ELT Blogs I’m looking forward to in 2013 – Mike Griffin points us to some nice blogs he’ll be keeping an eye on in 2013 and, what the hey, why shouldn’t we, right?! This could be the starting point for you to open your mind and start reading a couple more blogs this year. The blogs he mentions are, indeed, quite interesting and worth the while!
- Three reasons I like to read not-so-well-known blogs – This one is non-ELT or education related, but it certainly has very good reasons (3 of them) to look out for great reads in places you wouldn’t normally expect to find them. OK, this was from December 2012, but I only stumbled upon it in January… and to be fair, I instantly like the style used by Bottledworder, as she’s known in the blogging world.
- The Greatest Creative Writing Activity Ever – Adam shares an activity that is sure to foster creativity and natural use of the language at the same time. I agree with him on the possible uses for this activity and how easily adaptable it is. It’s also a good starting point for a different first-day activity. Perhaps you could vary the questions, or just use them as they are. I have a feeling students would have a good deal of fun anyway.
- Confidence Through Connectedness – Tom Whitby writes about the benefits of a well-founded and properly used PLN. This is not just a post about the benefits of twitter or any other social media site that connects educators. It’s a post about the importance of confidence in teaching and how this may change in this connected world of ours. Well, to be honest, just by being a post by Tom Whitby it is worth reading.
- Professional Development for Now and for the Future - Vicky Loras expands on what Mike Griffin had written about and beautifully tells us some sound reasons for us to keep pursuing our professional growth and how to effectively make it happen. This is a great post to start the year as you may find some inspiration for the whole year.
- Augmented Reality in Education – Isil Boy will give you some suggestions of tools you may use to, as she wrote, connect the virtual to the real world in your classroom. If you have got no idea where to start with this augmented reality thing, perhaps you could start from here. Are you looking into integrating more tech into your teaching?
- English for Prostitutes – Willy Cardoso starts his blogging year by inviting us to look at a piece of news that an association of prostitutes in Brazil will offer English classes to its members with the aim of helping them during the world cup in 2014. He asks just the right questions to help us look at things from a much broader perspective really go beyond what the media (or a first glance) might suggest.
- A is for Accommodation – Scott Thornbury resumes his blogging activities with an amazing, as usual, post on accommodation and the questions this might pose for English teaching. With a new post set to be written every Sunday, and as usually his posts are brilliant, I recommend you subscribe to his blog. Oh, and make sure you have plenty of time to read this, as you should definitely follow the comment thread on each one of the posts!
- Forget about learners, let’s hear it for teachers – Ken Wilson addresses a rather serious issue, in my humble opinion. This is a post for you to reflect a bit on how the shift towards the focus on the learner has made you, well, forget about the teachers. There are a couple of reasons for us to visualise (in case you’ve forgotten about them) the importance of the teacher. It’s definitely worth the while.
- Is there any connection between music practice and language practice? – Jeremy Harmer invistes us to think about how important practice is, but, most importantly, what exactly we should mean when we talk about the importance of practice. By making use of a comparison with the kind of practice musicians need, Jeremy certainly provides us with some food for thought!
- Time to Raise Questions: Back at Past Reflective Experiences – Rose Bard raises the questions that we should answer. In fact, she does a lot more than that. As this is the beginning of the year, it’s yet another chance for us to remember the importance of reflecting on our practices and, perhaps, make this year a lot better than last year.
As I said, these are just some of the posts I was able to read and keep track of before travelling. What about you? Have you read anything interesting this January?
This post is slightly different from my usual posts. What if we were to think of grammar for a while? More specifically, I’d like to write about verbs in English and how to teach them. Now, if you’re not into grammar, I hope I’ll see you around for my next posts. If you’re curious about one of the things I may ponder grammar-wise, I hope you find this enjoyable and worthy of your time.
There are only two verb tenses in English
Now this is an issue that you may have a different opinion on. As a matter of fact, a quick look at two different books might give you a different perspective on the matter. Huddleston and Pullum (1) will tell you that you have two primary tenses – present and preterite – and two secondary tenses – perfect and non-perfect (p. 116). However, if we look at Celce-Murcia and Larsen-Freeman (2), they are very objective in saying that there are only two tenses in English – present and past (p. 109). In order to clear things up, a look at a third book. Biber (3) agrees that, “from a structural point of view, English verbs are inflected for only two tenses: present and past” (p. 453). Once I started to look at language teaching as a career, I’ve taken a keen interest on learning about the subtleties of the language, which I believe to be important for teachers. Mind you, I don’t think it’s necessary for students to learn grammar – or as much grammar – as teachers, but teachers should not simply choose to over-simplify something believing such over-simplification will end up helping students. I’ve found out that making what a tense is clear might be helpful, but only if we deal with the second point, which is…
The tense and aspect system
If students are exposed to this concept, in particular older students who are able to grasp abstract concepts more easily, it is my experience that things end up being a lot clearer. This opinion is also stated in Celce-Murcia and Larsen-Freeman (2) when they assert that:
Over the years, the important distinction between tense and aspect has become blurred. Instead, English has been said to have “12 tenses”. [...] We feel that if the natural division between tense, which relates to time, and aspect, which has to do with the internal structure of the action occurring at any time, are dealt with separately at first, the system that results from their subsequent combination is much easier to see and, therefore, easier to learn. (p. 110)
The point is that we spend years and years talking to students about the form of the verbs in English, and we may even contrast them at times, but we don’t really get to the point with them. What I’ve learnt is that we don’t have to dumb things down for students and simply assume they won’t be able to do the math on their own. What if we tried to find ways to teach them about the core meaning of each one of the different aspects of English verb? Once they understand the meaning of each one of the aspects, it’s quite easy for them to understand the use of the verb forms when they match tense and aspect on their own.
Putting it all together
This kind of teaching, in my view, should be done from as early as possible. Not only will you be treating your students fairly by not dumbing things down, but you’ll be giving them a chance to realize that they are able to understand, for instance, the continuous forms – present, past and future – pretty much at the same time. When we don’t do this, I’m under the impression that they struggle a lot trying to understand each one of the forms in isolation as they feel they are learning something from scratch. This is exactly where the problem lies. By being introduced to the core meaning of each one of the aspects, and being aware of the idea of time (I honestly can’t see people having problems with this), students may find it quite easy to put the sentences together on their own.
One nagging point
This might be an issue for me only, but I really dislike seeing exercises where students are asked to “fill in the blanks with the present perfect tense”, or “fill in the gaps with the appropriate verb tense”, but what students actually have to do is use a combination of tense and aspect, i.e., a verb form. The question that I ask myself is whether the teacher who’s created such exercise: a) doesn’t share the view of the whole tense x aspect explanation above; b) doesn’t know that there is such a thing; or c) knows about it, agrees with it, but doesn’t believe that students are capable of understanding the matter.
If the answer to my question above is a), I’m actually fine with it. I mean, if you just don’t agree with this or that, and as long as you are able to demonstrate that you’re right, then I’m fine with it. What you shouldn’t do is, on the grounds of “my students don’t need to know this”, justify your lack of knowledge.
Why bother, anyway?
“But why exactly would anyone spend his days thinking about such matters when all that matters is communication?” some might be asking right now. I believe that grammar is a point to be taught in any language teaching environment. This doesn’t mean
that grammar should be the goal of teaching, nor that a focus on form alone is sufficient. The goal of the communicative movement – communicative competence – embraces more than just grammar, and implies a focus on meaning as well. It may be that communicative competence is best achieved through communicating, through making meanings, and that grammar is a way of tidying these meanings up. If so, the teacher’s energies should be directed mainly at providing opportunities for authentic language use, employing grammar as a resource rather than an end in itself. As Leibniz is supposed to have said: ‘A language is acquired through practice; it is merely perfected through grammar.’ (Thornbury, S. How to teach Grammar, Longman, 1999 – p. 25)
If we care about meaning, why do we resist teaching our students about the meaning of the one things they seem to struggle so much with in learning English? We do we find it so hard to look at grammar not as a multitude of rules, but as something that will end up fostering communication and not hindering it? The key is knowing how to address it, I suppose. So, what is your view on the matter?
1. Huddleston, R. and Pullum, G. K., The Cambridge Grammar of the English Language, CUP, 2002.
2. Celce-Murcia, M. and Larsen-Freeman, D., The Grammar Book, Second Edition, Heinle & Heinle, 1999,
3. Biber, D. et al, Longman Grammar of Spoken and Written English, Pearson Longman, 1999.
4. Thornbury, S., How to teach grammar, Longman, 1999.
How long, then, before automatic simultaneous translation becomes the norm, and all those tedious language lessons at school are declared redundant?
The very first thing that sprung to mind was how old the writer was. The second question was where exactly he went to school. The reason for the very first question is to find out whether he (I don’t know why I decided to call the writer a he, though) learned foreign languages through Grammar Translation or the Audio-lingual method and if all his language classes were a mixture of drills and meaningless translations. It’s been quite a while since I had my language lessons, and although I did find them boring in school where we did have to “learn” through GT, I can’t say the same about my language classes in language institutes.
It was still pretty much a structural perspective, granted. Yet, there was something else beyond the language. It was actually fun to go to a class where we were allowed to talk and to communicate. Looking back, I’m pretty sure I can say the reason for that was only clear to me after I became a teacher, and it may very well be the very reason I fell in love with teaching languages when it was supposed to be simply a way for me to try my hand at teaching before becoming a History teacher.
But the question remains dangling there. If we are ever able to devise a machine that will allow us to communicate with other people from all over the world, will the job of the language teacher be made redundant? As many professions before ours have already seen their end with the advent of technology, could this ever be the end of language teaching, or at least most of it? If we think about it, many who study English do so because they want to communicate. Well, if that truly is the case, then why would these people keep studying a foreign language when they would already be able to communicate?
Fortunately, learning a language gives you a lot more benefits than simply allowing you to communicate with others. It’s a sure fire way to keep your brain sharp, and according to some researchers, it might even lead to a different way of seeing the world. Some have already said that learning a new language is like acquiring a new soul, but that might be considered simply as too mysterious for some people out there who are just trying to communicate.
Don’t we also know that learning to play chess is also a fantastic way to exercise the brain and that it also allows you to see the world from a different perspective? Don’t we know that reading is also a much better way to exercise your imagination and creativity? I also remember reading somewhere that Sudoku may prevent Alzheimer’s. Nonetheless, I don’t see that many people playing chess or learning how to play it, or people choosing books instead of TV, and apart from very few people I know, not that many people doing their Sudoku puzzles unless they’re waiting in a queue and don’t have a smartphone on them. I’m sure you understand that I’m talking about the average joe out there, and not some high-brow scholar.
Are people really that lazy and they will eventually end up choosing the easy way out? I most certainly know quite a few people who are quite happy with working very little and simply doing nothing, and I mean, nothing for the rest of the time. I’m talking about working as little as 6 hours a day or even less, and then simply doing nothing. And it’s not just for a month or so…
A series of announcements over the past few months from sources as varied as mighty Microsoft and string-and-sealing-wax private inventors suggest that workable, if not yet perfect, simultaneous-translation devices are now close at hand.
The question we may ask then, is just how close at hand they actually mean. But before spending too much grey matter on the topic, I guess we could go back to something all teachers who are a tiny bit into edtech already know – technology will not replace teachers, but teachers who can’t use technology will be replaced by those who can. This will only be proven right or wrong in a couple more years. What if more teachers were able to do as some Harvard and Stanford teachers have done when they taught more that thousands of students at once? Would there be enough students for so many teachers?
But this is all too gloomy, isn’t it? The challenges of computerised simultaneous translation are still far too great for it too happen as fast as the article might get us thinking in its very first lines. A bit further down, it states:
In the real world, people talk over one another, use slang or chat on noisy streets, all of which can foil even the best translation system.
This doesn’t mean we won’t be able to get there one day or another, but it might be as far-fetched in reality as flying cars were for those living in the 60s. Sometimes science-fiction eludes us and makes us wonder if things are as close as we’d like them to be.
Teaching a language is a lot more than simply teaching the words and grammar of the language. Learning a language, especially on this day and age in certain parts of the world, is, indeed, opening up to a world of possibilities. The language classroom might as well be the one place people are encouraged to speak their mind and have the chance to learn how to participate in a debate. Being in a language classroom where language is conversation-driven helps even the shyer students to work on their social skills and realise that they’re also entitled to an opinion. There’s just a lot more that a language classroom can provide to learns than the mere capacity to communicate. This is, as a matter of fact, why I do believe we need to make sure that learners are always pushed in our classes – it’s about a lot more than simply being able to get a message across.
The one thing that technology is able to do as of now is meet language learners with exercise drills and grammar explanations with automated correction and explanation. If all your teaching can be summed up into new grammar items and vocabulary, it’s very likely you’ll be replaced by a computer quite soon. Language teaching is education, and any challenge language teachers will face in the near future are no different from the challenges teachers of other subjects are likely to face.
If you’ve already bought the idea of life-long learning and you are able to adapt to changes and you embrace them instead of fearing them, then there’s no need to worry about what’s yet to come. Besides, it seems that the news trying to be more and more worried about coming up with stories that seem to come out of a crystal ball than to do what it’s supposed to do: inform readers and get them to reach their own conclusions.
But that might just be the proof we need to truly see that the way we’ve been teaching no longer suits this day and age. If those who get through school are more inclined to follow what’s linked to our emotions rather than to reason and make sense of things, question, analyse and critically think about whatever is presented to them, then we seriously need to rethink our practices. If all you’ve been doing in language teaching is teaching the language superficially, if the coursebook is your master and you do all it asks of you, if you’re compelled to distribute tons of handouts to your students and if you think that time well spent in class is the time when students do exercises individually and quietly, you’ve been doing your share to automatising teaching and then I do hope you’ll soon be replaced by a computer.
If, on the other hand, you’ve already understood that times they are a-changing and there’s the need to be constantly learning in order to teach, how about sharing this concept with the teacher next door? Oh, and the automated translation star-trek gadget… Just leave it be and worry about what truly matters in your profession. Teaching, my dear friends, has finally been evolving. It’s up to us to make it a swift and smooth transition into what it’s to become, or simply wait for all the bumps and moan in the corners about what it should be. Which road do you want to take?
In hindsight, 2012 was quite a… different year for many different reasons. For one thing, I got married in 2012, which was the big highlight of the year for me, but there were other a whole bunch of things which weren’t, well, that good. But let bygones be bygones and let’s start a new, fresh 2013. Today is actually my very first day at work after a well-deserved 2-week break – and I really mean it when I say I needed that break.
One of the things that got me thinking was how often I visited the blogosphere in 2012, and mainly in the second semester of the year. It all started when I read a blog challenge and I thought to myself that I give it a try, but then, as usual, time and work got in the way. In addition to that, it made me realise how much time I’d spent blogging and around blogs in 2012… very little!
No, I honestly don’t think that was a serious issue or anything like that. However, the few times I blogged last year I could certainly feel how good it was to put into words what I was reflecting upon, and how things simply piled up when I stopped doing that. Well, I guess I could say blogging does the same for my mind that going to the gym does for the body and the mind – and I haven’t done much of either last year.
So, it’s now time to resume the activities, and the very first thing to do is coming up with a regular schedule for posts. Even though I’ve never really thought this to be mandatory, I guess it would be good to get my weekly dose of medication for the mind (or monthly, or daily… I honestly still haven’t decided on that yet). But what I’ve decided is that I want to resume blogging even though there are some rumours on Facebook that ELT blogging is something of the past. Is it really? Well, fortunately, I don’t really care much about trends, fashions or fads. If it’s good and it feels right for you, do it, I say. Isn’t that right?
This also means fixing a couple of things on the blog, checking the blogroll, updating Google Reader, posting more comments and… that’s pretty much all I need to do really. Oh, and, obviously, reconnect with a whole bunch of people I had to leave aside for a while. And if there’s nothing to write about, I can always use Leo’s tips for new bloggers, which, well, was a response to the blog challenge I couldn’t take up! When do you stop being new at blogging, by the way?!
And if after all this time being inactive you’re still following this blog, HAPPY 2013!! I hope you enjoy what I have to say, and I certainly do hope to be able to write much more this year! Perhaps I’ll have enough posts to join Adam’s 13 of 13 blog challenge! See you around!!!
We’ve moved yet one more year into the 21st century. Yet one more year towards the future. ‘Tis not a future with flying cars or the Jetson’s robot maid Rose cleaning your house; no, we haven’t gone that far. However, there’s seems to be no denial we’re in the middle of a very important revolution. Or are we? The fact that there’s a lot of change taking place due to the role that technology has been playing in our lives is undeniable. It’s been ages – especially when years account for a lot more than they did in the past – that educators have been advertising the benefits of technology in education, the end of an era, and that technology has the power to transform everything we do.
Needless to say, a tad after that, other educators decided to shed some light into the matter. It’s not tech that will revolutionise education nor will it change the world as we see it. The “digital natives” should be seen as individuals, not as a label, and this has certainly helped us move yet one step forward. A while after the buzz that new tech caused and all that it’s stirred in the lives of tech aficionados, it was clear that anything new that we could bring to the equation had to be seen for what it truly was – a tool. Just like any tool, it requires a skillful educator to use it effectively to actually help, and not hinder, learning.
Apps and sites bombarded us with myriad choices – we could pick and choose from thousands of different tools that always offered to be THE one solution to make teaching effective. Some teachers were able to take things as they were supposed to be taken instantly (cautiously and carefully), others needed more time to realise that it’s not about using lots of different things – ’tis all about making the right choice for each one of your learners, and helping them realise you’ve been very careful with your choice and aren’t simply tossing things at them bringing a new gadget every day.
Nonetheless, I wonder whether we’re even close to tackle the problem of changing the face of education as we see it. I wonder whether we’re prepared for that, or even if we actually have any kind of control of how things will evolve. We talk about teacher-centred and learner-centred education, but all that we do is simply repeating what we’ve been doing time and again. In 2006, Sir Ken Robinson went on stage to talk about schools killing creativity and the urge for change. Sugata Mitra showed the results of his “a hole in the wall” experiment on a later talk, the Khan academy initiated some sort of revolution that seems to be a possible way forward for some subjects.
Despite all that, the vast majority of teachers I know is still oblivious to all that’s been written above, which is a lot worse than being against it. Many teachers and administrators simply don’t care about new things and are absolutely OK with doing the same thing that their teachers had done to them 50 years ago, and each one of them – teachers and admins – has his or her reasons for doing so. Some might even read about success stories from different schools and educational systems around the world, but it all sounds too far-fetched for them and it is understood as something that “would never work in [add your city/country here]“. It’s a lot easier to keep doing things the same old way and going with the flow, isn’t it?!
How much of a change has there really been? Our kids still are educated in a classroom where there’s one person who tells them what they need to learn. One person standing in front of them and leading the way and, even when there’s a certain amount of flexibility given to students, such flexibility can only go as far – we do have a syllabus to follow, after all. It’s imposed on us, teachers, and we’re expected to teach it as students will be tested on such syllabus in the years to come. Where’s all the empowerment we hear so much of, yet do so little about? Have we really been able to teach children how to think critically about matters when they haven’t even been taught to criticise whatever it is that the one person standing in front of them says? Are most teachers even prepared to be questioned like that?
If we simply talk about a learning model for teaching instead of a teach-learn model, but we don’t walk the walk, it’ll be years before we can attest its efficacy or lack of efficacy. Few have really taken the plunge, and out of these few, we hear even fewer stories, and most of these are from the ones who happened to have succeeded. It is hard for us to publicly acknowledge defeat, though we praise those who are sufficiently self-assured to do so. We all make mistakes, we should all learn from our mistakes, but apparently we’re afraid of what others will think of us if we show our weaknesses, particularly when we’re so vulnerable for judgement in this new world of social media where many truly believe to be the upholder of the truth. How silly is that, huh?!
Where’s the real change? To be honest with you all, whenever I wonder if we can drive such change, I’m 100% positive that we can. I also know this won’t happen overnight. There’s no such thing as the right answer for the problems we’re facing in the world of education and the challenges that lie ahead. This I’m pretty sure of. And, finally, when I ponder what big change I’d like to see in most of our schools, I guess my answer doesn’t seem to be any different from the answer of many who have been involved in education for quite a while. What shocks me is that we’ve been struggling hard to implement simple things and we are rushing to the-next-big-thing without pausing and reflecting, analysing and criticising whether or not this or that should be the way forward. Isn’t this kind of reflection we’d like our kids to do?
Real change will take place when students no longer see their teachers as the one on stage and the one whose words they should copy and abide by. This may sound simple, but if you bear with me and look at things more carefully, you’ll see it’s not exactly happening. The more resources learners have available to check their facts, the lazier they’re getting. I’d like to see students able to analyse their own opinions and thoughts critically. I’d like to see teachers feeling confident enough about what they’re doing so that they won’t be afraid of being questioned, hence the importance of being knowledgeable.
I think we’re amidst a revolution. I think things are indeed changing. I don’t think we’ve been able to make sure most of us realise the importance of keeping abreast with this change and the necessity of taking risks to actively control what’s to come instead of passively waiting for it. Things will change whether we want it or not. We should have been prepared to lead such change consciously, but apparently we’re still a couple of people short. But I do see that, little by little, things are a-changing. I just wish that, for the year to come, we were able to move the spin of change faster, that we could get more people onboard – not virtually, but mainly those who work right next door, within the same school borders. This seems to be the way forward to me. We can’t expect change to happen if we’re scattered all over the globe. Getting teachers to think critically about their actions and learning how to work collaboratively so that we may, in the near future, feel comfortable with leading our students towards the same path. How can we teach, inspire or simply engage people when we ourselves seem to lack what it takes to get things going?
Then again, this might all change in my head tomorrow. It’s been a hell of a busy year, but I think it’s important to remind myself that it’s OK to have your thoughts, to write about them, to have others agree, disagree or simply not mind them. It’s all OK as long as we’re trying to move forward.
We’re all capable of learning, unlearning and relearning. We’re all capable of adapting to changes. We’re all capable of evolving and improving, just as we’re capable of acting stubbornly and simply refusing to do things differently. As people who are – supposedly – rational, we should be able to reason, assess, and make the necessary decisions to keep moving forward. Some of us do, others simply don’t seem to be getting anywhere. Where does differentiation lie? What happens that makes us so equal and yet, so different in so many different levels. Most importantly, are we in charge of anything? Can we, as teachers, really make the difference?
When I think about some of the differences that are visible among students who attend the same school, who sit through the same classes and who listen to the same lectures, I wonder why is it that each one of them is able to grasp more or less than others. As a disclaimer note, I need to reinforce, especially for those who are new to this blog, that I don’t believe in the one size fits all model of education, and that, yes, each and every one of us learns differently. We all have our pace and a teacher’s style might cater more to student A than to student B. However, is this all there is to it?
I feel we’ve been looking at the space of the school as the only place where such differentiation is made. What if most of what defines how we think and our capability of learning, relearning and unlearning were looked into from a more holistic perspective indeed? At the risk of sounding trite, how often do we look at the learner from a holistic perspective when we, ahem, say this is what we have to do as educators? The point is, if intelligence is diverse, are we ever going to be able, as teachers to ensure that learners will be equipped with the tools they are likely to need to thrive?
What if we looked at learning beyond cognitive abilities? This is, actually, what we’ve been hearing more and more of these days. Yet, we end up seeing parents and teachers shoving their kids into courses at an ever younger age. “We want to make sure they have the best chances to succeed when they grow up,” says a worried parent. The teacher replies, “The younger, the better! It’s never to soon to learn,” and, boom… here we go into the same old trap again.
We don’t learn from school exclusively, and this should have already become crystal clear with the revolution that technology is likely to bring about in learning. We learn best from one another. We learn when we’re challenged and when we are stimulate to think differently, to find viewpoints to support our opinions. This will rarely come from a group of people who have grown up exposed to the same old ideas. If we confine a group of people into one single space, with access to the same sources of information, these people are likely to end up having a lot more things in common in their way of looking at the world than we may think.
What is it, then, that makes each one of the learners in our classrooms unique? Should we be looking inwards for the answer and racking our brains for different ways to teach them, or should we come to terms with the fact that, in the long run, its not only cognitive skills and abilities that will be responsible for a person’s so-called intelligence. I’m not referring here to people who are book smart in opposition to those who are street wise. I’m also trying to look at intelligence from a more diverse perspective. And also at our ability to be creative and to come up with creative solutions for problems.
What we need is to help the brain create and strengthen connections, and these connections are to be formed in different parts of the brain. This happens when we learn how to walk and we need to make sure the right message is sent to the right limb at the right time. When we challenge ourselves to learn how to play a musical instrument that might require a very complicated twist of the hand, or when we simply want to dazzle our friends by climbing a tall tree. These connections are created when we bond with other people and suddenly find ourselves lost amidst an intricate coterie where we all think alike, and then we’re suddenly cast into an environment where we’ve got to learn how to hear different opinions.
Connections, connections, connections… if we understand little about the importance of neural connections, how can we ever expect to understand reasons for two people who have been raised in the very same educational setting end up being so different. No, it’s obviously not only a matter of stimulus and response, but it’s also not only some work of mysterious forces, or our genes alone. We have to believe that we’re all capable of learning, relearning and unlearning if we believe that teachers do make a difference. How far does the extension of our powers to change it all go, that’s the point we should bear in mind.
A child ends up spending a lot more time with friends as they grow old, and not surprisingly, they end up liking the same kind of music, enjoying doing the same things whenever they have free time, and, yes, thinking very much alike. We enjoy this kind of self-assurance as human beings, and we do tend to seek those who think alike. It is reassuring. We end up looking a lot more for validation than for real answers. It’s easier to be in our comfort zone than leaving it.
But then again, what if we accept that we seek the company of like-minded people, and that people who read the same books and do the same things end up thinking alike? What is it that makes each one of us stand out? What makes us stand out in the crowd, what makes us unique, can only partially be found within the realms of the classroom. This is why our role os to make ourselves less and less needed as teachers. But that would probably require a whole lot of learning, unlearning and relearning from… teachers. Perhaps a price lot higher than most of those who end up in the trade are willing to pay. Teachers will always make the difference, but the way to make the difference is not by assuming we ought to do it all and that we are solely responsible for our students’ success or failure. Things should be clearer now than they’ve ever been to past generations… either that, or we’re just inebriated by all that’s been made available to us at this day and time, and in the end it will all be the same.
How do you make a difference? Most importantly, how do you make room for others to make a difference?