All of these are thoughts I want to turn into blog posts at some point, but for now, they’ll just remain as sentences and the thoughts will be pursued in my head. I know there are probably books and blogposts out there which build on some of these thoughts. I may even have read/be reading some of them, and they are shaping these thoughts. But I wanted to have a record of them to see where I am and where I’m going. I may not think any of these things in a few months. In no particular order, but numbered for ease of reference in case people choose to comment…
It’s not a pleasant thought, John, but I have this terrible feeling from time to time that we might all just be human.
– BBC Sherlock, series 4, episode 2
- The way I teach and the way I study languages are increasingly at odds with each other. Trying to pull back by changing my teaching, but it’s a long slog.
- I’m not comfortable with the term ‘freer practice’. I don’t think it does what it’s supposed to. I also almost never get to it anyway.
- Most of a language teacher’s job is nothing to do with the teaching of language, but is in fact about the building of confidence, moving students towards ‘It doesn’t matter’: It doesn’t matter if I make a mistake: the world will not end. It doesn’t matter if I don’t understand everything: we can all do more than we think we can.
- Learning to teach and learning a language have a lot in common, in the same way as learning any new skill. Time, patience and an acceptance that you will never be perfect all help.
- Prompted by Damian Williams at IATEFL 2016: Language awareness is two-fold: knowing about the language and having an instinct about what is correct. One skill which needs to be focussed on more is writing. Native speakers should be given guidance on how to do this once they’ve left school, not just non-natives. An English teacher should strive to have the best command of the language they are able to, and we should help them to develop this, not just teaching skills.
- I kind of think I finally get task-based learning. I’m trying it out. At least I think I am.
- There’s not enough of a focus on memorisation within lessons, especially before speaking/freer practice activities. How can students really internalise the language? This is an important step before we can expect them to use it.
- Maybe a good lesson shape: meaning-focussed task, build on some of the language students needed or an area you think they would benefit from, memorisation/ internalisation through some kind of challenge, another meaning-focussed task. Don’t expect them to use the language you focussed on: it’s there to be noticed, then actively used when the students’ language system is ready to absorb it after whatever incubation period is necessary. This may vary from student to student. Is that TBL? Dogme? None of the above?
- The way we approach grammar teaching across a series of levels confuses more than it helps and is incredibly inefficient in the long run. How can we introduce the more general rules proposed by Lewis in The English Verb as early as possible and help learners see connections? I’ve tried this sometimes, but only really with intermediate and above as a way of clarifying links between grammar structures. What about making that the first way the language is introduced? Would you need L1 to do this efficiently? (I suspect Danny Norrington-Davies may help here, though I don’t have the book yet, so I’m not 100% sure) [affiliate links]
- Prompted by Julie Moore at the IH AMT conference: we should differentiate more between the language we expect students to produce, and the language we just want them to understand receptively.
- Chunks, chunks, chunks. But how to teach and practise a large enough amount of them so that students really remember them other than through rote learning? And who decides/should decide which ones are worth learning?
- If we really want students to get lots of exposure to the language, then the easiest way to do it is probably through listening, since so many of us are plugged in all the time anyway, and it can serve as background noise to life. But then we need to teach students how to listen. And that includes connected speech. But that might not be what they need if they’re in an English as Lingua Franca environment. But then will they get enough listening anyway? But they might get most of their exposure through films, video games and music where connected speech is probably necessary. But but but…
- We can’t force our students to be motivated. But without motivation they will never really get anywhere. It’s exposure to the language that provides the tipping point across various thresholds. I’ve only ever really managed this in country, but so so many people don’t get that opportunity, but still manage to get to very high levels in foreign languages. I admire them and would love to know how they do it. Where do they find the time? It’s so much easier to watch, listen to and read things in my language. Two pages a night in a foreign language is enough for me!
- Training, blogs and methodology books should never be divorced from a current and up-to-date grounding in classroom teaching. It’s all well and good telling people how to do things, but if you can’t do it yourself, consistently, when you’re tired, overworked, and have a million other things to think about, then it’s all just wishful thinking. We all know deep down that e.g. coursebook-based lessons probably don’t reflect how languages are actually learnt. We all know there are a thousand other things we could do in the classroom that might be more efficient. But time. And sanity.
- There are things which are very wrong with the state of ELT and with our profession. We want to change them. But change takes patience and perseverance. Lead by example. Speak, do, don’t shout, show patience. Ranting and railing just get people’s backs up, and may even make people dig their heels in. Be patient. Change will come. Change has already come. Notice what we have done, not just what is yet to be done. Celebrate progress and others will want to celebrate with you.
- Mental bandwidth is a thing. You can only think about so many things at once. The balance of how you use your bandwidth changes as you build up experience and things become more automatic. Understanding this idea might help people not to be so hard on themselves.
- Training shouldn’t just be about teaching. It should include things about the day-to-day realities of being a teacher. How to manage your time. How to communicate effectively. How to manage your managers. How to find work. How to have a work-life balance. How to avoid ruts. How to stay sane.
- My job is not to pull, but to push. Push the school to where we think it should be. Push the teachers to achieve what they can as efficiently as possible. Push people together to strengthen everyone’s networks. Push myself to keep developing, so I can demonstrate what I believe, not just talk about it.
- If I really believe something, then I should show it through my actions. Incremental changes in my life have made me happier and healthier. There are more of these to be made, but I am in no rush. I will make them when I am ready. And if I don’t make them in time, then it’s nobody else’s problem but mine.
- You can learn from everyone. But you should not let what they think govern what is happening in your head. Your head is your space. You decide who and what to let in.
It looks like some of those thoughts were deeper than I suspected! Maybe this shows you some of my beliefs and principles. I always find that kind of thing hard to pin down. Maybe I’ll get round to writing more about some of these. Maybe not. But now at least some of them are out of my system. Happy New Year everyone!