Any teacher that can be replaced by a machine should be!
Arthur C. Clarke (1980)
Why is it that there’s still such heated berate concerning the use of computers, tablets, smartphones and other gadgets in schools? Those who know how to use such gadgets point out dozens of advantages and benefits for enabling learning. On the other hand, those who are resistant to adopting them in the classroom seem to fear the total chaos that these gadgets may instill in our classrooms. Yet, there seems to be a trend that favors the use of technology more and more in our classes. I like to think that the only reason why we debate so much about the use or lack of use of modern technology in classes is the fact that we’re living a time of change. The way we relate to others is changing, which makes it much harder to adapt. The thing is, in the near future, what is today called modern technology will be so omnipresent in our lives that there’ll be no point in arguing anymore whether we should use it or not.
Take tablets, for example. When the day comes that owning a tablet is so common as owning a (paper) notebook, it’ll be absolutely pointless to question whether or not they should be allowed in classes. If it ever gets to the point in which it is what students use to take notes, how are we going to prohibit their use in classrooms? There was a time when teachers debated the use of calculators in math tests. Even though I’m not a math teacher, I really don’t think that this has made students less capable of thinking on their own. If the questions are right, students will use the calculator simply to do the math. The calculator cannot think and solve problems for students. Nowadays, as far as I know, students are given a calculator together with their university entrance examination. Whether or not students are as capable of adding or subtracting as their grandparents is a whole different ballgame, and something that has to be addressed from a different perspective. As long as calculators allow for questions that require a higher order of thinking, I’m in favor of them. If teachers just want to ask what 2 + 2 equals to, that’s a problem with the question, not with the tool.
Debates regarding the use of new gadgets in education will come and go. Nevertheless, talking about it these days is likely to be a lot more appealing for we have been debating about gadgets that are a lot more prevalent in our lives than gadgets in the past. Another reason might be the amount of advertisement and money that is invested by the industry behind these gadgets. It’s a lot easier for us to have access to success cases, and if we’re not willing to do the research on our own, failures may as well be hidden or attributed to any other reason than the use of the gadget in itself. Regardless of the reason, technology in education has certainly gained momentum. Have we reached the tipping point? Are we risking missing the point?
How can we gauge the effective use of computers in our classes? How do we, as teachers, make sure that the tail is not wagging the dog? How do we make sure we ourselves are not being blown away by the wowing effect that new advances have in our lives? At the risk of sounding trite, I don’t think it should be that hard. I’ve had a computer in my hands ever since I was 6 (or maybe even younger than that) and I am keen on keeping abreast with new technology. Perhaps if I weren’t a teacher, I’d be a computer analyst. Yet, I’ve passed the stage in which I let the “WOW” moments beat the “OH” moments in my lessons. I do prefer “Oh” moments to “Wow” moments. I see teaching as helping others learn. A “wow” moment is the moment in which kids are amazed by what you’ve shown them. An “Oh” moment is the moment when something finally hits you – it’s the time in which you’ve finally understood a point. Teaching is far more than transference of knowledge, and any teacher who fails to see that will end up replaced by computers. Computers wow us all the time; teachers should help students “get it”.
For anything that you use in class, there’s a simple question you may ask yourself to help you see whether you’re missing the point or not: Does my teaching highlight the tools I’m using, or do the tools I’m using highlight my teaching? Always aim for the latter. Anything you choose to use in your lessons should be used to highlight your teaching, not the other way around. If the comment you hear is that your lessons are good because you always show students cool and funny videos, or if they like your lessons because you get them to use Facebook, Twitter, blogs and what have you in class, it’s time you asked them WHAT they’ve actually learned. Technology can help teaching for learning, but if it’s misused it’ll do way more harm than good. If there are too many “wows” in your classes, make sure they are not getting in the way of the “oh, now I see” that teachers should be aiming for.
On her last blog post, my dear friend Cecília posed a question that may intrigue many teachers out there. Are we indeed that humble so as to concede all merits for learning for the students, and yet be as worried as one can be when a group is not doing so well? Why is it that we tend to praise our students’ accomplishments so much more than our own? If you’ve been reading this blog for a while, you probably know that I do believe we should worry a lot more about students’ learning than with our teaching, but this doesn’t mean I think teaching should be underestimated. It’s more a matter of a change in our mindset and understanding of teaching than anything else. If only I were able to be succinct, I could probably sum it up in a sentence or two. As I can’t do it, I may still guide you to a previous post of mine: about teaching. Moving on to my answer to Cecília’s post, why should teachers take it personally?
In her post, Cecília asks a couple of questions, such as this:
Why do we see our students’ failure as our fault, and on the other hand their success as something they’ve achieved all on their own rather than something we’ve helped them achieve?
If only I could say I had an answer for that question, but I can venture a guess. I’m pretty sure many teachers have already been asked why they have chosen to be teachers. There’s a big difference between being a teacher and being someone who goes into a classroom to teach a certain subject while still looking for a job. I’ve even had a skype chat with Cecília herself in which we briefly talked about why people choose to be teachers when we know for a fact we’re going to have a hard time making a living (at least in Brazil). Truth is, I don’t think we choose to become teachers – we simply are. There’s something altruistic about being a teacher, and our biggest rewards is our students’ mastery of whatever it is we’re trying to teach them. Teachers, in my humble opinion, enjoy seeing their students thrive, and as we see some struggle while others succeed, it might be only natural for us to believe that we play a very small role in their learning experience.
We couldn’t possible make a bigger mistake. Whenever I’m asked about a language course by any of my friends, my answer is always the same. And this is true for any kind of course. It doesn’t matter what you’ll find in this or that course; what truly matters is who you’ll find. After having been through a series of learning experiences, I’ve come to the conclusion that nothing replaces the teacher when it comes to learning – and it’s the teacher’s job to make him or herself unnecessary as time goes by. Contradictory? I’m sure most readers of this blog will agree with me. Teachers expect their learners to be able to walk on their own feet, to be able to discover new things and thread uncharted territories on their own. One of the best graduation speeches I heard was one in which the teacher said, “You’re now ready to learn the language.” We give them the tools, we teach them how to use them, and we are sure they’ll be able to use them effectively when the time comes and we’re not there.
Perhaps it’s because we care so much that it’s easy for us to concede all credits to students when they succeed, and it’s only because we care so much that we think we’re the ones failing when they seem to be struggling to learn something. If we didn’t care that much, we’d perhaps think differently, but, let’s face it, if we didn’t care as much, we wouldn’t be real teachers, would we?
To answer the last question in Cecília’s post:
When it comes to your students’ learning – or lack of – who’s responsible?
If we’re ever capable to analyse the situation from a more rational perspective when things happen to us, we’ll come to terms with the fact that we’re teachers and there’s only as much that we can do. There’s absolutely no way we can please everyone. We can only do our best to foster an environment conducive to learning, we can try to motivate learners, get to know them better so that our classes are more interesting. In the end, though, it’s paramount we understand we are not ultimately responsible for their learning – there’s a part of the process that depends on them and them alone. Teachers can make a huge difference, but they cannot be solely responsible for learning or lack of it. However, there’s one thing I’m sure of: good teachers can certainly help good learners to live up to their full potential and help learners with difficulties succeed. If a student has got a lot of potential but his or her teacher isn’t capable to challenge and push, it’ll all go to waste. That’s our responsibility – to make a difference. Theirs is to be the difference.
Postman knocked twice and Through the Stained Glass Window – Guest post by Fiona – Parts 2.1 and 2.2
If you haven’t read the first guest post written by Fiona, you definitely should – click here. It’s always been my idea to have this blog as a space that would help me reflect on teaching, learning, and education in general. I’m really thankful to Fiona, as she’s certainly helped me do some thinking, and I’m sure this will be the same reaction that many of you will have. My opinion may even be biased, as her words strike a chord with my views, but even if that’s not the case, there’s good food for thought below. 😉
Postman knocked twice
Remember the film? Originally The Postman Always Rings Twice, but a sliver of poetic licence is not a crime, and has a double purpose here. First of all, there’s the dogme connection: one has to admit That Scene is an admirable example of making good use of what’s in the room.
But more to the point, Postman. At the recent ISTEK conference, Scott Thornbury named New Yorker Neil Postman as another of the major influences on his career and professional ‘take’ on ELT. (see Holes-in-the-Wall for more on when and where). Scott showed his audience a video of Postman ostensibly poo-pooing the use of technology, and great hoo-ha ensued, with Twitter alight seconds after the Postman segment of the talk. Tweets slyly winked at Scott for praising Sugata Mitra for his experiment using computers AND a man whose entire ethos was against technology. ‘Hmm’ I thought. Again, either it was me, or the reactions were too quick, the pouncing too keen, and there was obviously more to all this….surely?
Then, not long after, came the second knocking when another wave of attacks surged forth on blogs, facebook and elsewhere. So who was this Postman chap capable of provoking the audible clashing of virtual swords? Could his ideas really be that off-target AND influence someone who, let’s face it, is pretty major in our field?
Neil Postman was an American media theorist – one of the pioneers in the field – author and educator well-known for his attacks on the role of television and technology in (US) society. As a humanist, he was concerned that modern life was about machines rather than people, information rather than ideas, and he felt that television was taking over from school as the main source of information. He wrote around 18 books including Amusing ourselves to death and Teaching as a Subversive Activity, and he was particularly active between the 1960s and the late(ish) 1990s. Right now, on blogs and elsewhere, there is a significant amount of debate on Mr P (Prof. P, in fact) so it would be superfluous of me to duplicate that, but I found that, in the last week or so, while reading and pondering and reading some more and writing and rewriting, this post had started to head towards slightly different conclusions from the ones I had anticipated SO, as well as a brief look at his ideas and a medium-length chewing over of their validity, you’ll find my own little conclusions at the end, but I hope they’re of interest. 🙂
Postman’s ideas: an overview
Postman’s main concern was the capacity to interact with information and what he saw as “the conflict between independent thinking and the entrancing power of new technologies” (quote from an obituary by Angela Penny in Flak Magazine). Initially, this meant television, which he felt spoon-fed society – and especially children – information, without them questioning it. Information had become entertainment, in his view, and laterally he also proposed that the information overload on children led to indifference in the face of violence, death etc.
Re. education, he suggested that TV had become the main syllabus provider, rather than school, and he also said that schools were not teaching children to think, merely to act as fact sponges.
By the 90s, Postman’s Huxleyan view of our Brave New World was really taking the ‘worst-possible-scenario’ line. He saw humanity as becoming ‘slaves’ to machines, and thought the world would be full of doers rather than makers, producers rather than creators, information rather than ideas.
Famously, speaking against technology and modern society’s unquestioning acceptance of it, he gave the example of buying a car, saying that when offered electric windows, he would ask the salesman what problem they solved, rather than buying the model with the electric windows ‘just because’. He also pointed at information and technology as culprits behind a modern loss of childhood, as children post-1950 were increasingly exposed to adult information, dressed as adults, played ‘adult’ sports etc, and he claimed that this was the main factor behind a modern child’s ever-lessening respect for his elders, as the boundaries between generations were now unclear.
Of course no thinker or author, however great, only has great ideas. And when ‘influenced’ by a person, we may in fact only be influenced by one idea or one work. Lars von Trier may have been the inspiration Scott Thornbury drew on when choosing the name for his unplugged teaching approach (Dogme) but who would assume by extension that he, ST, also sympathises with a certain moustachioed German dictator? So rather than look at ‘the validity of Postman’, let’s consider his ideas. This is how I see them (though if this is coals to Newcastle, you could skip to Through the stained glass window below):
Hit or miss?
Off the mark:
The main ‘problem’ with Postman’s ideas is history; they remind me of fashions or films, some ageless, timeless, like classier, more elegant items, true masterpieces, and others like – well – New Romantic clothes or Madonna’s films – totally dated. He seemed particularly caught up by that pre-Millennium paranoia which had computers and machines taking over the world. As I read his Technopolis arguments, such as this:
When I hear people talk about the information super highway, it will become possible to shop at home, and bank at home, and get your texts at home, and get your entertainment at home, so I often wonder if this doesn’t signify the end of any community life (from an interview in 1995)
I was reminded of a film I called Denise calls up, about a group of friends whose only contact with each other is via computers and phones. They have reached the point at which they are all afraid of face to face contact, as it is ‘outside their comfort zone’. A father even attends the birth of his child by phone (ie he attends by phone, the baby isn’t born by phone!). It’s quite a bleak film, but does have an optimistic (albeit small) note at the end. When I checked IMDB, I discovered the film came out in 1995, the same year as Postman made the statement above AND coincidentally the same year as the Dogme 95 film movement was born. PURE coincidence? I think not. I also feel that Postman made his predictions assuming that time and progress are linear, but of course they are not, and the birth of interactive internet, also around 1995, knocked progress from that path of doom. The clips Scott recommended were dated 1998. The word ‘blog’ first entered our lives in 1999.
While Postman was ‘wrong’ in this sense, he was just a man of his times. How many folk hit the panic button in 1999? Not a few. As a person who gave birth in December 1999, I still remember being treated as a moron by many members of staff, particularly the US contingent, who were far more tech-savvy than the gently skeptical Brits, for not having stock-piled nappies (or even daipers) for the New Year calamity. Ahem. Yes, well. We made it through, somehow.
Sorry. I’m descending into anecdotes.
Also, it is true that kids aren’t as kid-like now as when we (or at least some of us ;-)) were kids. But it goes way beyond TV and marketing, and to even attempt to analyse that is not what this post is about.
On the mark:
Education is depersonalised in many contexts (always has been), and information and elbows-on-the-table study is prevalent. Transmission rules, ok? In ELT, CLIL is taking the place of imaginative compositions and personalisation (though only where it is NOT used alongside EFL) and children, including my own offspring, can recite monarchs, the parts of a plant and the Periodic table in two or three languages, but have never written a poem or a story. Postman advocated an inquiring mode of education based on the questions students asked and wanted the answers to, rather than the type that answers questions nobody has asked (though this was not exactly a new idea, he may have brought it to new people), and he championed ideas over information. It would be hard to label that as a passing fad. He saw education as a community activity with minimal teacher intrusion, encouraging critical thinking, rather than an individual, isolated activity. His idea was that if you teach a man to work out how to fish and to ask where the fish are, rather than teach him to fish or give him a fish, you’re not just providing him with food for a lifetime, but with a skill that can be applied to other areas. Surely this has relevance in ELT? Learner autonomy. Learner-centred classes. Learner-negotiated syllabus. Support for learners to be able to ask questions right from the start. Dialogue rather than teacher-monologue. A ‘try again’ attitude, rather than a ‘right/wrong’ attitude. Teacher as facilitator rather than transmitter. Peer teaching and a similar line in co-constructed knowledge to Sugata Mitra’s experiment. And to Scott’s Little Idea.
He also favoured interaction with information, in order to help form opinions and reduce the chance of people accepting things at face value. Can we dispute the validity of that argument?
As for Postman’s car/electric windows analogy….well, it depends, doesn’t it. When I bought my car, I was offered air-con. I said no thanks. I lived in the Canaries at the time, where opening the (electric) windows is enough to keep cool. In that context, air-con was surplus to my needs. It was an expensive extra and I was more interested in having a decent radio. (A radio may be an extra in many people’s eyes, but not in mine.) However, my car and I then moved to Seville. Need I continue this paragraph??
Suffice it to say, I don’t think there’s anything wrong with saying no to something you’re being sold if you can’t see a justifiable reason for it – but justifiable reasons will often depend on context and person, so generic statements like You (Do Not) Need Air-Con are totally misleading. This is a way of hooping-looping back to the dogme & technology debate…you can use technology if it’s totally justified as being the best way to do something, if it’s appropriate and desirable in the context (ditto for dogme itself, of course), but otherwise why swallow the sales?
End of part 2.1…
Read on if you dare… 🙂
Through the stained glass window.
Having read a considerable amount on the subject of Postman over the last week or so, I have come to some conclusions of my own, other than those above (Postman knocked twice). This is the more ‘floaty’, philosophical stuff that pops into my head while at the steering-wheel or in the shower. Read on if you dare… 🙂
A stained glass window with its myriad of colours was the image that came to mind, as I chewed over what on earth I thought of Postman…..he seems to provoke such extreme reactions, hero or anathema. And I do like to question and inquire. I’ll admit, he doesn’t inspire me radically in either direction, as his ideas remind me of many others – the questioning mode goes back to the Ancient Greeks – but he did make me think a lot about the following:
Inevitably, I’ve already mentioned some conclusions regarding the type of education Postman was advocating, but just in case, it boils down to the need to be aware and beware of spoon-feeding – and of course this is in total agreement with the conclusions from Sugata Mitra’s experiments, not in conflict with them at all. Both S. Mitra and N. Postman show/argued that the role of the teacher in the transmissive model was inappropriate or even undesirable. While Postman was discussing this in New York, Mitra was proving it in the Indian subcontinent, so it really isn’t a case of ‘oh yes, well, in the West….’. Context is vital in some senses, but people learn basically in the same manner, although their cultural baggage and expectations may be different.
Dogma (as opposed to Dogme), thrive from the passive, spood-fed type of education, so, if we as teachers wish to impose limited vision dogma on our students (or simply an imposed inflexible syllabus), we teach them; if, on the other hand, we would rather they discovered, thought, questioned, processed, created, engaged etc, we should help them learn. The difference is tremendous. As Willy Cardoso (@WillyCard) tweeted the other day ‘All teaching is by definition teacher-centred’ to which my reply was ‘And all learning is by definition learner-centred’. And answering that question they haven’t asked…. that doesn’t sit too well with me. The imposed syllabus in general. I write materials fully expecting teachers to modify them to suit their students, to be selective. But following a syllabus, a syllabus the students have had no say in, with little or no regard for the students as individuals or as a specific group, as some people do? Hmm. Could it be that Postman and Freire shared an opinion here? A similar point of view? So perhaps Postman, Freire and Sugata Mitra come together on this one? No contradictions here. Here we have… coherence. And personally, I not only think we should encourage our students to think, to question and to process while working as a community, but we should help them imagine, dream, express themselves, create and feel confident, hearing an inner voice saying ‘I can do this, I have something to say, I have something to share with this community’.
But that’s just me.
Another thing that came to mind, while reading all this information (henceforth a swearword – I have definitely suffered from information overload while working on this!) on Postman, is the importance of context.
- The context in which those tweets were sent.
- Historical context (pre Millennium bug, pre ‘social’ internet)
- Context defining needs, not generic needs.
Maybe Postman would have been chuffed, but I found myself questioning the critical tweets, those gut reactions, and looking to find what it was that seemed to jar. Of course, it was the fact that the context of the reference to Postman was a talk entitled Six Big Ideas and One Little One. NOT Six Great People and One Little One. So we should have been focussing on the ideas, not whatever it was that Postman himself inspired in us. People are far more complex than their individual ideas, and none of us are mono-dimensional, fortunately. Nietzsche stated something to the effect that truth is the sum of all possible perspectives, which I tend to agree with but Nietzsche also said a lot of other stuff that…. well….
Historical context. We are all the children of our times, and as such, we dogme types need to consider technology as an option, and I think most (all?) of us do, simply because it’s part of where we are in history, it’s ‘here and now. However, we should all – whether dogmer, techy or other – consider the timeless elements too. NOT using technology is far more timeless than using it, as any electronic device will soon be replaced by a newer version. Somehow a flipchart doesn’t date as fast as a laptop; the newer model iDevice will always have more applications or abilities, while dialogue, despite the wealth of possible topics, is always essentially a conversation wherein some speak and some listen (also true of internal dialogue which I feel should also be encouraged, whether inquiring, imagining, rehearsing…). This is 2011: there isn’t a technology-or-not debate, or shouldn’t be one. And just how much technology depends partly on teaching context, partly on the validity of using it. (And what is the validity of using reams of photocopies that will end up in the bin, in our world of concerns for the environment and recycling? For example.)
Context defining needs. Just as my move from the Canaries to Andalucía affected my need for air conditioning (I still don’t have any, so I’m acutely aware of this need) so our teaching context or rather our learners’ learning context will affect needs. For technology or for anything else – though perhaps not for electric windows. ‘Ah, Postman was a Luddite!’, well, he wasn’t, so the literature says, he was just cautious in his use of Things, not subscribing to them just because they seemed cool. He needed to see a purpose, a justification, and I don’t think this is worthy of criticism. Some folks are just like that, particularly those who don’t buy into consumerism. In a teaching context, of course, we need to consider our learners more than ourselves, but the needs of the class should be the driving force behind what goes on during a lesson, and that will depend on context more than on what the teacher considers cool. ‘Things should solve a problem’ says Postman. ‘Things needn’t solve a problem, they can be for entertainment etc’ say the blogs. Well…. context. If you’re in Palestine or a Brazilian favela, a classroom in Shanghai, or an academy in Zurich your students’ needs are going to be different. Feeling you’re in a safe, stable environment or learning how to do a powerpoint in English? One size does NOT fit all, and you don’t need youtube to make music. Hierarchy of needs, and all that. I’m in Europe. Many of my teens need someone to listen to them, someone to allow them to speak, to ask questions, to believe in them, to motivate them. They rarely NEED technology….. though on occasion, well hey, they do. Context.
And this is the last stop on this long and winding road. The Postman’s route, I suppose. It’s about people. Teachers, in fact, rather than learners. But teachers as people and as … humans.
It strikes me there are three basic types, although, as with the terms visual, auditory and kinaesthetic, if you imagine the typical Venn diagram, that would be closer. The three basic types, in my mind’s eye, are the To be, the To do and the To have types. We seem to define ourselves and our values according to these verbs, albeit subconsciously: humanists, existentialist or consumerists/collectors. Prof Postman was presumably not a To have type. I don’t think it’s coincidence that these are the auxiliary verbs in English, or that we have two or three verbs for ‘do’ concepts (make, carry out…) while other languages may have two or more verbs for ‘be‘ or for ‘have‘. The bottom line is, they’re what life is about. Here’s how I look at the types (brush strokes, but you should get the idea), and NOTE, I’m smiling as I write……..
Be folk: ‘I am what I am‘ (or ‘I think therefore I am‘), ‘Less is more‘. These are the ‘who I am as teacher, who my students are as learners and people‘ folk; they’re interested in learner styles, teacher aura, visualisation, sensory stimuli, inner dialogue/voice, mind’s eye/ear …They read and possibly own Stevick, Rinvolucri, Underhill, Arnold, Skehan, Gardner and Teaching Unplugged 😉 Keyword: Who
Do folk: ‘To do is to be‘ ‘So much to do, so little time‘. These are the ‘how to teach, how should I do this activity? And how many different ways can I do this so my learners don’t get bored‘ people. They’re interested in methods, the lexical approach, class dynamics, TPR, grammar games, pairwork v groupwork, adapting lessons for 1-2-1, hands-on learning etc. They read and possibly own Harmer, Lewis, Ellises, Krashen, Ur, Hancock and the Cambridge or OUP teachers handbooks. Keyword: How
Have folk: ‘To have and to hold‘ (or To Have and Have Not). ‘You need one of these‘ These are the ‘what I need in terms of materials to use in order to reach/engage students‘ folk. They’re interested in materials and technology. They read blogs by Peachey, Stanley, Hockly et al and resource books (on a Kindle or similar). They own a wealth of gadgets, applications, flashcards, board games…. Keyword: What ;-D
Obviously, these definitions are slightly tongue-in-cheek (though many a true word …), and we’re all a combination of all three, so, like a combination of the three primary colours, we each have a personal palette, but I’m sure that in life we give priority to one ‘colour’ or another according to our character. Brad Patterson, who has helped me with bits and bobs in this post, says of himself “I’m a do kinda guy 4 sure, but with lots of be activity”. As for me, I’m a be-do-be-do-be-do sort….. so I love music… no, but that explains my whole lifestyle as well as my preferred teaching style and reluctance to adorn my lessons with large amounts of material or technology. I’d far rather be digging and planting in my garden than out shopping, too. Il faut cultiver and all that.
But rather than just considering different learners, auditory, visual and kinaesthetic, maybe we should be more tolerant of different teacher types too, be, do and have, and look at our profession through multi-coloured, stained glass windows – after all, it’s a great, vibrant, living, breathing view.
Post-data: Two mini challenges for you.
a) Are you a be, a do or a have person? Or a combination of which two, predominantly?
b) Scott named 6 Big Ideas that have influenced him, none of which are from the world of ELT. Can you do the same? How about 3 Big Ideas or Great Names? Who, what and why?
I live in Cáceres in Spain, a beautiful and inspiring sort of place to live, and I’m a teacher, trainer, writer. mother and life-enjoyer. Although I originally trained as a translator and interpreter, I’ve been in ELT since the late 80s and, as a person who trained when Headway was just out, I now tend to teach dogme and am co-moderator of the Dogme web group. I’m big into visualisation, sensory stimuli for the imagination, motivating even the ‘grottiest’ of teens, learner-generated materials and a heap of other things, many of which are not related to teaching, but I give workshops on the ones that are ELT related. I’ve also written coursebooks and other ELT materials.
Many thanks for both guest posts, Fiona! Absolutely loved reading them!! 🙂
It’s also made me revisit some (very??) old posts of mine, in case you’re interested:
Honestly, I hadn’t really planned to write a follow up to my previous post. However, things just seem to happen in a certain way and you have to do your best to adapt and make use of them to your advantage. I’m a strong proponent of meaningful and interesting conversation used to promote professional development. If you keep yourself open to learning possibilities, you’ll certainly see that people everywhere are dropping hints on how you can improve your game if you listen carefully. I had mentioned Jason’s participation in my class on my previous post, and students told me they enjoyed it so much that I could actually get a second guest teacher in that class. this time, it was Cecília Coelho, and we had a marvellous talk about assessment. Time was, again, an issue. Unlike Jason, who is in Australia, Cecília and I share the same timezone. Yet, our teaching schedules make it somehow hard for us to connect. I thoroughly appreciate Cecília’s effort dashing home to join the class – and I also thank the students for staying a bit longer than usual. It was definitely worth the while! 🙂
In addition to all of these wonderful co-teaching moments in my class, I’m also really happy with our #breltchat. In case you’re an English teacher in Brazil and you still haven’t heard of it, then you should pay a visit to our blog and join the conversation. #breltchat is the younger brother of #eltchat, a chat for English language teachers eager to discuss some issues we have to face on a daily basis in our profession. #eltchat takes place every Wednesday – twice! Currently, the first chat starts at 8:00 a.m. and the second one at 5:00 p.m. Brazilian time. This is a very successful chat on twitter, and 5 Brazilian English Language Teachers decided it would be a great chance for us to help Brazilian teachers develop and think about the particularities of our educational system. Bruno, Raquel, Valéria, Cecília and the one who writes you gave it a go and, fortunately, a wealth of Brazilian English teachers bought the idea and have made it a success. We hope it keeps growing from now on, and I’m sure the teachers who started participating in it won’t drop the ball now! 🙂
Anyway, our last chat was about Dogme and we decided we were going to try and interview some of the Dogmeists out there so that they could explain the concept better to teachers who still don’t know much about it. We also asked them about a couple of possibilities and suggestions that could possibly work in Brazil. Apart from Willy (interview coming up soon, hopefully) I don’t think they actually knew much about our educational system in Brazil, but they still agreed to help us think about some matters. You’ll soon be able to watch all 5 interviews: Fiona Mauchline, Luke Meddings, Scott Thornbury, Shelly Terrell, and Willy Cardoso.
Learning from a conversation? Well, I guess then these interviews are going to give you a lot to think about. On behalf of the #breltchat team of moderators, I hope you enjoy this interview with Scott Thornbury. Oh, and I hope you can get past my initial nervousness… trust me, it gets a lot better after the first answer! 🙂
I’d like to, once more, thank Scott for his participation (and apologise for my poor introduction). I’m sure this interview will be helpful to many teachers out there. 🙂
I hope you’ve enjoyed this one. All 5 interviews will soon be available at #breltchat. In the meantime…
- Watch Bruno’s brilliant interview with Shelly here.
I’ve recently had the chance to read and analyse a text with some of my college students that got me thinking. Actually, ever since I heard about the idea of digital-natives and all that goes with the idea of digital-literacy and the changes in education, I’ve been thinking about this topic (you can see what I think about it on this post). The text is called “The Saber-tooth curriculum“, it was written in 1939, but just as the title of this post (which was taken from the text), it remains, in some ways, timelessness.
It is the story of an educator and the very first school curriculum there was. It all started with the idea of creating schools, and teaching children some skills tha were necessary in the lives of adults at that time. There were only three subjects, and I guess we can allude to Dickens’s Mr. Gradgrind and its utilitarianism upon a first glance at the text. If you allow me to do some analogy here, the eternal question, “Why do children go to school?” has always been answered by, “To learn the things they’ll need to know in order have a successful life in the society they’re inserted in.” Maybe you don’t even agree with this answer, and I myself have some reservations, but I consider it quite a satisfactory answer to why schools have been created and why they are organised the way they are these days.
What I’ve been pondering, though, is whether we’re going in the right direction with all the pressure towards digital-literacy and the way it’s being done. Most of the things that are quite popular these days have just yet been invented; many of the things that didn’t exist in Y2K have already been created, used, and dropped ever since. We’re witnessing a time of change that is as swift as it’s ever been. Is it really our goal to teach our students how to use so many tools we find useful for our lives today? I don’t know about you, but I really don’t think what we have at our disposition these days is what will be around in the next couple of years.
It is my opinion that technology will soon be ubiquitous. It will simply be, and most computer companies are working as hard as they can to make sure computers are as user-friendly as possible. I remember I had to learn how to use Basic in order to create my own software when I was really young (10, 20, 30… who remembers the command lines?), and later DOS (what was it that we had to type, anyway? Cd/? Dir /p?). Then we had windows, and life was a lot easier with the pointing with a mouse and clicking. Even those who didn’t think too much of computers started using it. Let’s face it, the computer industry had their way. As an industry, they wanted to sell more and more computers. As long as computers were complicated to use, not many people would be willing to learn how to use them.
Changes have been happening at an ever-faster pace – just think about how long it took you to go from a touchpad to a multi-touch screen device. If we try to teach our learners how to use whatever it is they have at hand, we’re just trying to catch up with something that will always be ahead of us, and when children finally finish school, they’re likely to have to learn new things over and over again.
This is exactly what makes me wonder whether we can only prepare children for the future if we teach them how to use tech, or if we have technology available in our classrooms. I honestly don’t think it’s a matter of “only if”, but a matter of “regardless of”. Children have got to be prepared to face a world that is entirely different from the world we once knew and that was presented to us when we were children. This is the main challenge teachers ought to face.
More and more often I hear teachers and employers complaining about the fact the new generation of students and workers do not go beyond what they are taught. They can be trained, but they seriously lack any kind of autonomy and independence to face even the slightest challenging of the tasks. A lot is said about fostering autonomy and independence in education, that this is the ultimate goal of education. Are we running the risk of creating another generation of educators who, similarly to many English language teachers, are nothing but repeating a mantra without actually knowing how to do as they say? I’ve had the chance to interview my share of English teachers who seem to parrot, “I use the communicative approach in my classes, obviously!” However, upon being questioned what the communicative approach is, their answers vary (as they have) from merely talking to students to focussing on grammar (??).
We sure need to foster autonomy, and learners have got to be prepared to face the many different things they’ll have to deal with in life. If we think that by teaching them how to use today’s technology is going to help them, we’d better think twice. They’ll use technology because it’s getting easier and easier. It’s soon to be ubiquitous, as I said before. But I’m pretty much sure that the technology they’ll have to use in 5-10 years’ time is going to be far different from anything we may be able to teach them today. We go back to the fundamental question that teachers should always ask themselves before each and every class: Why am I doing what I’m doing in class today?
Learners will be trained in their future jobs, and they will have to know how to learn. This, in my opinion, is what we should be doing. We should be teaching our students how to learn, not teaching them how to use technology because it allows them to communicate with the whole world and gives them a real audience. Speaking to the world is a natural consequence, something that is unavoidable; we need to teach them how to collaborate and work together with their peers, those people who are sitting next to them in the same classroom. What we need to do is teach them the basic skills that will allow them to function in any other setting they may be inserted into. Autonomy is also taught little by little, and we’re only truly autonomous after we’ve achieved a certain level of mastery in whatever it is we’re learning.
Why do we have schools? Why do we teach? We teach because we want to see our children able to thrive in life, regardless of what they face. It doesn’t matter how skilled students are. If they do not learn how to talk to people, how to make and take criticism, how to read, understand, and draw conclusions from what they’re reading, they’ll not succeed. These are the fundamental skills that will trigger the whole system into motion. In a way, it’s a bit like going back to the “bare essentials”. Instead of trying to embrace the world, focus harder on the little things – the big things will take care of themselves.
What’s your take on that?
Coming back to the blogosphere after a rough beginning of year has been, well, tough! To be honest, ever since I joined the cause I knew it would be pretty much impossible for me to read every single post with all the care and attention they truly deserve, and despite all the learning that the experience has led me to, there are times when your life beyond the computer/Internet does not give you enough time to do the things you both enjoy and profit from. Anyone, I’ve read a couple of interesting posts recently, and decided to participate in David’s mini-challenge. It consists of creating a word-cloud from your blog and then doing a brief analysis of it. I used wordle, and this is what I got:
Apparently, I’ve been writing a lot about students and language. The words writing and tests were also quite big on the cloud, maybe because I’ve written two recent posts on these topics. However, I guess I’ll look at this from a different perspective and try to give meaning to the way the words appeared together, shall I?
The first thing I noticed was the position of the words L1, English, far, big, and things. When looking at this, I thought about the fact that, yes, learning a foreign does open doors (excuse me for the cliché), it’s something I’ve been thinking about a lot recently. If Google and other companies are finally able to perfect online text and voice translators, why would anyone care to go through the hardships of learning a foreign language, say, in 15 years’ time? I guess the answer is that learning other language apart from your L1 allows you to do far bigger things and accomplish a lot more by the simple fact that learning a foreign language, in my humble opinion, does broaden the mind.
The second bit that called my attention was this one on the right that puts the words grammar, reason, and testing together. First, I’m not against tests and I see a good reason for them in the language classroom. However, if the only reason for testing is grammar in some kind of an order, this is likely to fail flat and not allow for learning opportunities. Tests have got to allow for learning opportunities. Otherwise, we’re just pretending to be testing learners, and they’re just pretending they’ve learned the subject for the test. Assessment is a lot different from testing, and teaching is a lot bigger than both.
This was a rather interesting one and I guess pretty much all words are important, so I’ll just talk about it instead of pointing out the words. I guess speaking too much is one of the first problems one faces as a language teacher. there are, of course, times when it’s OK to forget about Teacher Talking Time (TTT) if you know what exactly you’re doing and depending on your approach to language learning. It also seems acceptable, at least for certain levels, to speak a bit more. If you want to teach well, just don’t forget you’re not alone in the classroom and always remember to take your students into account.
Following the train of thought from the snapshot above, it’s only clear to say what good teachers do, or at least should do: help learners. And if you’re in teacher-training, you should get your teachers to help their learners, which will, in turn, change them into good teachers. Got it?! 🙂
This is also rather interesting. In spite of my personal interest in pronunciation, it’s not just about having a pretty accent. Learning involves many different things, such as grammar, vocabulary, pragmatics, speaking, listening, and reading. Learning, however, also needs writing. It’s not just about writing, obviously. Nevertheless, I truly believe that pronunciation is not the only thing that is neglected in out teaching (for many different reasons), but so is writing. Perhaps we could also look at it more carefully, huh?!
As a dogmeist, I couldn’t leave aside the bit of the cloud that deals with conversation. In a way, if we give our students a chance to talk and really communicate, it might be a lot easier for them to learn the language. Nevertheless, teachers cannot lose sight of the fact that mere conversation isn’t enough – learning has got to be the main point of the activities if we want our students to succeed and come across as independent users of the language.
This last bit I’ve chosen to analyse might be a note to myself. Even though I’ve been feeling like writing more often, perhaps my writing isn’t exactly good. Has it actually gone bad? Has it ever been good? I mean, maybe it’s time I started changing the focus of the blog and the posts, which might perhaps help me improve on my reflections on teaching and learning. Or, you know what, maybe the blog should keep on as it was conceived – a place where I can share my views, hear other people’s voices on the matter, and finally be able to learn a tad more about what I was thinking. To be honest, I don’t expect it to be good or bad, as long as it was worth your time reading up to this point. And if you happen to have the time to leave a comment, or go through some of the old posts of mine I linked to throughout the post, even better!
Even though things have been a lot quieter than I wanted them to be, I’ve been doing lots of thinking lately. There are many posts yet to come in response to other blog posts I’ve read, and a couple of extra material on the way. This semester’s been particularly busy as I’ve taken up some new responsibilities, and I’m still getting used to the new workload. It’s all falling into place, and I hope I’ll soon be able to resume my writing on the blog.
However, I’m writing this quick blog post as a call for collaboration. Last year I wrote a post asking for the same thing. A couple of teachers responded to it and we even started planning things, but it never took off. Regardless of this unsuccessful experience, I asked my students to create a wiki page on topics of their interest and, closer to the end of the year, I was joined by a teacher in Atlanta and we could actually put our students to work together. It was a wonderful experience for students, albeit short.
Nevertheless, it was enough to give me some practice and also to spot some problems that came up and think of strategies to solve them. This year, I again call for the collaboration of teachers interested in getting their EFL/ESL learners to collaborate with our class in Brazil. I’m trying to keep things simple, and they seem to be working all right. I’ll also introduce new tools for students to work with as time goes by and more people join in. The idea is for learners to practise using English in an authentic and meaningful environment.
Our learners are from all different levels – A1 to B2 in the CEF, or beginners to upper-intermediate – and they have been told they are to work together to get their message across. Anyway, in case you are interested in joining, pay a visit to our wiki: http://crossculturalelt.wikispaces.com and send me an email (firstname.lastname@example.org) or a message on FaceBook.
Teachers who join are free to work in any way that suits his or her needs, be it for assessing students or simply giving them a chance to talk to people from different cultures. They may also choose to help me with the organisation of the wiki and the tasks or not – no need to worry about extra work on our already over-worked lives! 🙂
Once you join, I’ll also ask you for the logo of your school to add to the main page.