Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘training’

Thoughts on giving feedback to teachers

As both a CELTA trainer and a Director of Studies, a key part of my job is giving feedback to teachers after observations. I was prompted to write this post after listening to Jo Gakonga, a fellow CELTA trainer, talk about feedback on the TEFLology podcast, and looking at her new teacher feedback site. One of the things she said was that after our initial training as managers or tutors, we are normally left to our own devices with feedback, something which I’ve often wondered about. It’s useful to reflect on how we’re giving feedback, and I’d really like to develop this area of my practice more. Here’s a bit about where I am now…

I’ve just finished working on a CELTA at International House Milan, where I had two main development goals for myself as a tutor. I tried to revamp many of my input sessions to make them more practical and to make the handouts more useful and less overwhelming, and I also worked to improve both my written and oral feedback, again to be more practical and less overwhelming.

I have previously been told that sometimes my feedback can come across as negative, and that it’s not always clear whether a lesson has been successful or not. I also catch myself taking over feedback sometimes, and not allowing trainees the time or space for their own reflection or to give each other feedback. Timing can be a problem too. On the CELTA course, you can’t really afford to spend more than 15 minutes on oral feedback for each trainee, as there are other things which need to be fitted in to the day. The positive response I got from trainees at the end of the Milan course in response to changes I’ve made means I think (hope!) I’m heading in the right direction.

We had 45-60 minutes for feedback after each TP (teaching practice). By the end of the course, we were breaking it down into 15-20 minutes of peer feedback, with trainees working in pairs for five minutes at a time to give individual feedback to each of the three teachers from that day’s TP, with the person who taught reflecting on their lesson first. I then summarised the feedback and added my own for another 10-15 minutes, and answered any questions they had about the lessons. This was based on three positives and three areas to work on for each trainee, and I tried to make sure that they were given equal weight. The last section of the feedback involved taking an area I felt the trainees needed to work on and doing some mini input, either demonstrating something like how to give instructions to pre-intermediate students or drawing their attention to the good work of their fellow trainees, for example by analysing a successful lesson plan to show what they might be aiming for themselves. Where possible, I also referred back to handouts from input sessions to strengthen the link between input and TP. This seemed to work, and is a structure I’d like to use again.

Other feedback activities I’ve used successfully are:

  • a ‘kiss’ and a ‘kick’ (thanks for teaching me this Olga!): trainees share one positive thing from the lesson, and one thing the teacher should work on. This is done as a whole group, and everybody should share different things. The person who taught should speak first.
  • board-based feedback: divide the board into +/- sections for each trainee. The group should fill the board with as many things as they noticed from the lessons as possible, which then form the basis for discussion. The teacher can’t write on their own section.

Another thing I’ve been trying to do is make the links between the skill of teaching and that of learning a foreign language as explicit as possible. Reflection on teaching should be balanced between positives and negatives, in the same way that you wouldn’t let a student continue to think that they are the best/worst student ever. During input sessions, I highlighted things that trainees could steal and take into their own lessons, like how to set up particular activities, and also made clear what areas of my own teaching I’m working on, such as giving instructions, and when they were and weren’t successful, to exemplify the nature of being a reflective teacher. Although it’s often quite natural, trainees also shouldn’t beat themselves up for not taking previous feedback or new information from input sessions on board instantly, just like it’s not possible for students to use the present perfect without any problems as soon as they’ve learnt it. One mantra during our feedback sessions was that CELTA tutors are looking for ‘progress, not perfection’.

If you’re a trainer or manager, do you have any other feedback techniques you can share? And as someone who’s being observed, what do you want the observer to do/say in feedback?

Torre Velasca, home of IH Milan, as seen from the roof of the Duomo

Torre Velasca, home of IH Milan

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IATEFL Birmingham 2016: Teacher training and CPD

As a CELTA trainer and Director of Studies, I’m particularly interested in sessions connected to training new teachers. Here is a summary of some of the talks connected to teacher training, CELTA and continuous professional development from this year’s IATEFL Birmingham conference.

Images for teaching: a tool for reflective teacher learning (Matilda Wong)

Matilda teaches on an undergraduate pre-service course for secondary school teachers at the University of Macao. Students do a four-year B.Ed. programme. In their fourth year, they do two one-month practicums in a local secondary school, the same school each time. Matilda works with 8-10 students from each cohort, and tries to teach them how to better at reflecting on their teaching.

When she first started doing this, Matilda used written journals for reflection, but she felt they weren’t doing what they were supposed to. Instead, they were putting added pressure onto her trainees, and some of them were just completing it because they had to instead of really thinking about their teaching. It can lead to burnout.

While Matilda was doing her PhD, she was given paper and coloured pencils, and had to draw a picture of her ideal classroom. The teacher she drew had no mouth, and it wasn’t until analysing the picture afterwards that she realised the teacher had no mouth. The underlying thought here was that she had no voice, and she hoped that one day she would be able to draw a mouth onto her face. That was in 1999, and she still had tears in her eyes talking to us about it last week. It was a very powerful experience for her.

This led her to experiment with drawing pictures rather than writing, as it can be less tiring, and can be combined with written reflection later. It can also highlight beliefs which are difficult to articulate. Matilda asked nine students to work with her on this experiment, none of whom knew anything about reflection before working on her module.

Who am I as a teacher?

What do I want to achieve?

What does it mean to my job?

Before their first practicum, Matilda asked her trainees to write a language learning biography, describe their worries before going into the classroom, and draw a picture of their ideal classroom, then answer some simple questions.

  1. What level are you teaching?
  2. How many students are in your class?
  3. What is the lesson about?
  4. Write as much detail as you can to describe what you are doing (e.g. What re you saying? What materials are you using? With whom are you talking? What are you thinking?)

After they finished the second practicum, she asked them to evaluate their original image of an ideal class and compare it to their experience. They reflected on what was the same and what was inconsistent, and also on what they felt they had learnt from this type of reflection.

Matilda showed us lots of examples, but only one was drawn in colour. What do you notice about this student teacher’s image, bearing in mind that they come from Macao, a Cantonese-Portuguese city?

We spotted that it was odd that the teacher was blonde, since in real life, she was Cantonese. Matilda hadn’t noticed until we pointed it out in the session. It was another way of reinforcing the lack of confidence that some bilinguals have in their teaching ability. This is just one of the subconscious beliefs that was expressed through drawing, but probably wouldn’t have been through writing. Three of the teachers had smiley faces in their images, showing that they think it’s important for a teacher to be friendly. One forgot to put a teacher in the image at all, and didn’t realise until it was pointed out! For me, it was also interesting to see that most teachers were at the front of the room, and only one was in among the students.

These are Matilda’s conclusions after the study, and she would like to experiment more with it. I think it would be interesting to get them to draw another picture between and after their practicums and get them to analyse all three of them. I also think it would be interesting for them to analyse each other’s images, or those of previous participants to draw conclusions about stereotypes about teaching (like that the teacher should be front and central).

This session was one of the surprises of the conference for me, and it was a real shame there were only 10 people in the audience. I’ve asked Matilda to write a guest post on it for me, and hopefully she’ll say yes!

Training or grading? TP and the art of written feedback (Bill Harris)

I met Bill at last year’s conference and enjoyed chatting to him about his experience of working on CELTA courses around the world. I also responded to one of the surveys which formed the basis of this talk, so I was looking forward to seeing the results. 109 trainers and 90 course graduates responded to his surveys.

Because Bill has worked in so many centres, he has worked with a wide range of formats for written feedback. He often adds ‘cold’ feedback to post-lesson reflection, so trainees write ‘hot’ feedback immediately after the lesson, get their spoken feedback, then write another reflection summarising the two.

Why do written feedback?

  • Detailed written feedback helps the trainer process their feedback (often more for the trainer than for the trainee!)

In his survey, Bill was mainly contrasting handwritten and typed feedback.

Tutors said that 45% of them handwrote, 43% typed, and the rest said it depends on the situation. 28% of trainees said they got typed feedback, 40% said it depended on the tutor, and the rest was handwritten. [I normally type on CELTA because I have my laptop with me, but handwrite in school observations because I don’t!]

Bill separated the advantages and disadvantages into those for tutors and those for trainees but I can’t remember which were which so have combined them!

Advantages of handwriting

  • Used to doing it (for some!)
  • More personal/authentic
  • Seems more detailed
  • Penmanship can seem important
  • Seems to show more care and effort from the tutor
  • Able to add cartoons/diagrams etc
  • Break from looking at a screen
  • Can easily use different colours
  • Can use lots of different signposts easily to help trainees process the feedback: ticks, smileys, ?, TIP:

Disadvantages of handwriting

  • Can be harder to read!

Advantages of typing 

  • Neater
  • Looks more professional
  • Easier to read
  • Can watch the lesson more (if you’re quick!)
  • Faster (if you touch type)
  • Easier to edit
  • Can copy and paste previous actions points easily
  • Easier to share with other tutors
  • Can email to trainees
  • You have a backup if it gets lost
  • Most trainees said they’d prefer typed feedback (mostly due to legibility!)

Disadvantages of typing 

  • Can be noisy/distracting [I was once told that when I got excited I typed more quickly/loudly and they wondered what they’d done!]
  • Can take time/be difficult to print out
  • May seem formulaic/impersonal
  • Tutors may write too much
  • Can get distracted by other things on the computer [though in the face of a 40-minute grammar lecture, this may not always be a bad thing ;)]

What should be in written feedback?

Trainees said that they appreciated practical suggestions for how to improve, with clear action points. They also wanted recognition of what they were good at, and a positive spin on things when possible. One non-native speaker wanted more feedback on language [and some natives do too, especially if they are not confident with grammar].

Written v. oral feedback

Trainers said that written feedback could be digested more slowly away from the pressures of the group, and focussed much more on the individual. This was contrasted with oral feedback, which was for the group as a whole. Written feedback acted as a useful prompt when giving oral feedback.

Trainees said that both written and oral feedback was useful. Written feedback was more permanent, and they could refer back to it with time and less stress. They appreciated the interactive discussion aspect of oral feedback, but found it hard to remember all of the details. One problem was that sometimes there were differences between what was said in oral feedback and what was written. Some felt that their peers were over-positive or too harsh in oral feedback, and were not qualified to give feedback. One audience member suggested recording oral feedback too, partly for accountability and transparency.

Conversion

Up until recently, Bill had always written his feedback by hand, but he is a recent convert to typing. Then he worked at a centre where he took over part-way through a course and had to shadow the other trainer’s feedback style. Luckily they had a colour printer, and this was the result:

I think you’ll agree, it looks pretty good!

Tutor-trainee team-teaching: a hands-on tool for teacher training (Emma Meade-Flynn)

Emma reported on some research she has been doing into how to make use of unassessed slots during CELTA, Delta and other short courses. In a survey of tutors, she found that 60% sometimes used it for a demo lesson, 70% used it for practice with no tutor present, some for getting to know you activities with students, and some for practice with a tutor present. About 35% of her respondents were already doing some form of team-teaching in these slots.

Team-teaching: planning, delivering and reflecting on a lesson together.

Emma found that her students were very receptive to team teaching, and when asked, they always requested it. In demo lessons, they couldn’t see the students’ faces and often felt left out. Because they weren’t part of the planning process, they didn’t always understand what was happening.

Emma decided to incorporate the trainees into the unassessed lessons by giving them roles, such as collecting and correcting errors, setting up activities and monitoring. They were also used as the source material, for example in live listening activities, meaning the students go to know them better. Trainees decided what they wanted to focus on, and it was almost always collecting and correcting errors, so she does a lot more of that now. She negotiates with them about where they want her help: with planning? With choosing materials? With presenting?

Benefits

  • Trainees were much better able to reflect on the learners’ abilities if they had been involved in the lesson in some way.
  • It taught trainees how to adapt lessons to finish them on time, partly through doing some improvisation in lessons: they would only plan the first half, and base the second on what came up.
  • They could deal with more difficult language areas which would be challenging for the trainees to work on without support.
  • Trainees saw lots of techniques in action, which they were then able to incorporate in their own lessons.
  • They were much more aware of student language, and used the pro-formas Emma corrected to help them focus on particular areas.
  • This lead them to teaching and helping each other more within the group, without always relying on the tutor.
  • Emma could explain the rationale of activities more clearly before the lesson, and evaluate them more easily afterwards.
  • It can be tailored to the trainees’ emergent developmental needs.
  • You can help trainees to notice things on-line during the lesson.
  • Learners can offer feedback, and they generally don’t worry about having lots of different teachers when they can see they are working together.

A word of caution

Emma said it’s important to decide the boundaries of the team-teaching with trainees before you start. Will you intervene? How will you handle transitions? Be aware that it won’t suit some trainees. Careless (2006) says there must be pedagogical reasons to team teach, it must be logistically possible and it must be interpersonal, with everyone cooperating equally. Make sure you identify a clear developmental objective, and don’t just do it for the sake of it.

You can find Emma’s slides here, including videos of two Delta trainees talking about their experiences of being part of team-teaching. Her blog is Teacher Development Lab.

The LDT Toolkit (Damian Williams)

Damian spoke about ways to develop the language proficiency of teachers. I’ve written about this session in detail elsewhere.

Three more talks I attended

I’m feeling lazy now, so for the other three talks I went to, I’m going to give you a link to the storified version of my tweets. Sorry!

Developing language teachers’ professional reading and writing skills (Tatiana Ershova)

From CELTA to teaching teenagers – bridging the training gap (Mel Judge)

Bumpy ride or smooth transition? Moving from CELTA to EAP (Andrew Preshous)

Other sessions

I watched these two sessions after the conference, and thought you might find them interesting too.

ELTJ Signature Event: This house believes that teacher training is a waste of time

Graham Hall proposes the motion and Penny Ur opposes it.

Forum on encouraging teacher reflection

Three speakers spoke about teacher reflection on pre-service and in-service training courses:

  • Daniel Baines on why feedback on 120-hour initial training courses may need rethinking, and how to integrate reflection training in the first week of the course. Hopefully Daniel will be writing a guest post on the blog about this: watch this space!
  • Mike Chick on dialogic interaction and the mediation of pre-service teaching learning.
  • Teti Dragas (one of my CELTA tutors 🙂 ) on how in-house video training materials may help ‘reflective’ teacher development and help trainees to learn how to reflect more effectively, and on how to encourage them to watch more of the videos of their collaborative lessons with more focus.

I didn’t manage to attend Jo Gakonga’s session on alternative CELTA assignments, but she made a webinar version of it after the conference.

Interviews related to teacher training

Jim Scrivener interviewed about simplifying training

Should reflection be assessed? That’s the one key question which comes out of this interview, but I have to say a lot of the rest of the interview feels a bit wishy-washy to me. I agree that experiential learning is better than focussing on theory, and I think that what Jim is suggesting might work on a day-to-day basis for your own classroom through action research, but I’m not sure how it will work on a pre-service or further development course (like CELTA or Delta). Here are a couple of Twitter quotes from his talk:

Interview with Tessa Woodward about the 30-year history of the Teacher Trainer Journal, talking about how it has developed and grown over this period.

Tweets from other teacher training/CPD-related talks

These were talks I attended vicariously through other tweeters. I found these snippets of information interesting. Maybe you will too 🙂

Unfortunately nobody seemed to be tweeting from Pam Kaur Gibbon’s talk on the impact of technology on CELTA courses. I spoke to her as part of the her research and would have been interested to see the results, as I’ve written about it previously.

 

 

 

 

Catering for trainee diversity in CELTA courses (Olga Connolly)

This was a talk I particularly wanted to go to, but unfortunately it clashed with another one. Here are Angelos Bollos’ tweets from the talk:

 

 

 

 

 

 

 

Yay! As I finished writing this post, the session was added to the videos on IATEFL online, but I haven’t had time to watch it yet:

After the conference

A couple of days after the conference, Hugh Dellar wrote a post called CELTA, the native-speaker bias and possible paths forward questioning the future of the CELTA. It generated a lot of discussion in the comments and Anthony Gaughan responded on his blog: A critique of Hugh Dellar on CELTA. You might like to join in with the discussion on one of their blogs. It certainly makes for thought-provoking reading 🙂

IATEFL Manchester 2015: The ones I missed

For various reasons, not least the sheer size of the conference, there were various talks I missed during IATEFL. Thanks to the power of the internet, I’ve managed to catch up with some of them through tweets, videos and/or blogposts. Here’s a selection of them:

The ear of the beholder: helping learners understand different accents – Laura Patsko

Laura’s talk was on at the same time as mine so I wasn’t able to watch it. I know it started with her ‘having a cold’ to demonstrate how we can make meaning evefn when the sounds we hear don’t correspond with our expectations, and I’m intrigued to hear more about her suggestions. She’s shared her presentation, and hopefully there will be a video of at least some of it soon!

Here’s one of her tweets from another point in the conference:

Fostering autonomy: harnassing the outside world from within the classroom – Lizzie Pinard

Lizzie‘s talk was also in the same slot as mine and Laura’s – so many possible times and they put us all on in the same one! Lizzie has written a lot about autonomy on her blog, and demonstrated it with her own Italian learning. The aspect of learner training is key when trying to encourage autonomy, and is one I’m sure Lizzie’s presentation would have helped me with. Thankfully, she’s blogged about it as has Olga Sergeeva, but it’s not quite the same as hearing it first-hand. I’m hoping the gods of IATEFL shine on all three of us next year and put us on at separate times!

Where are the women in ELT? – Russell Mayne and Nicola Prentis

As with last year, the talk which Russ was involved in is one of the ones which seems to have taken on a life of its own after the conference. Nicola and Russ picked a subject which is another very important discussion point, after Russ tackled the myths of EFL in 2014. [Original text (see comments for why I’ve kept this) As with last year, Russ’s talk is the one of the ones which seems to have taken on a life of its own after the conference. He has a way of picking subjects which are very good discussion points, and this year he was ably assisted by Nicola Prentis.] Their talk immediately followed my own and was in a tiny room, so I knew it was wishful thinking to believe I might get in, but I tried anyway. A whole group of us were waiting outside, disappointed. Last year Russ’s talk was officially recorded (content is currently being updated on the IATEFL 2014 site), and Russ and Nicola have recorded their own version this year – thank you! This area is one of particular interest to me, being a woman and in ELT as I am. 🙂 Through the Fair List, I’d become aware of the fact that plenary speakers at conferences are often men speaking to a room full of women, which seems odd. As I understand it, Russ and Nicola were questioning the fact that men feature dispropotionately at the ‘top’ of the ELT profession, despite it being a female-dominated one in general.

They did an interview about it which you can watch as a taster:

Here are two of the blog posts which were triggered by their talk, both of which have fascinating discussions in the comments which are well worth reading:

  • He’s not the Messiah, he’s a very naughty boy! Steve Brown highlights the amount of time that the ‘big’ names highlighted in Russ and Nicola’s talk have been at the top (something which they mentioned in their interview too)
  • P is for Power: Scott Thornbury questions the balance of power in the ELT profession, not just in terms of gender, but also covering native/non-native speakers and the socio-economic circumstances that teaching takes place in.

Russ and Nicola have also set up their own website to examine gender equality in ELT, with a lot more information about their research. At other points in the conference there were tweets about increasing the number of non-native speakers visible at conferences and in the global community.

Walk before you run: reading strategies for Arabic learners – Emina Tuzovic

I saw Emina speaking about helping Arabic students with spelling at IATEFL last year, and she subsequently very kindly wrote a guest post summarising her talk for this blog. I’m hoping to encourage her to do the same again this year, as her ideas are very practical and deal with areas which there isn’t much coverage of in the literature I’ve read.

People, pronunciation and play – Luke Meddings

Luke shared a couple of his ideas in an interview:

I really like Luke’s focus on playing with language, which is something I’ve become more and more interested in.

Olga Sergeeva went to Luke’s talk and wrote a summary of the whole thing, although she admitted it was difficult because they were laughing too much!

Tools, tips and tasks for developing materials writing skills – John Hughes

John has shared his slides, which gives me a taster of the tips he has for developing these skills. I think the most important idea is to ‘develop a materials radar’, which echoes what Ben Goldstein and Ceri Jones talked about in their presentation on using images at the MAWSIG PCE.

Technology

Mike Harrison talked about using Vine to make short videos, and Shaun Wilden and Nikki Fortova looked at apps on the iPad to do the same.
Here’s an idea from Nicky Hockley to use a mobile phone to practise past continuous:

If you’re considering whether to use technology in your class or not, this handout could be useful:

Random tweets

These are things which I retweeted because they made me think. I’m sharing them here to make sure I don’t forget those thoughts and to see what you think. They’re loosely grouped into topics where possible.

Student abilities
Memory and engagement

These link back to Joy Egbert’s plenary.

Materials design and the importance of editors

An opportunity for anyone wanting to get into materials design?

This looks amazing!

…and on Twitter!

And if you decide to self-publish:

Research

Patsy’s accompanying blogpost is available on the OUP blog.

Empowering teachers

Yes, yes, yes to all of these!

Training and professional development
Management

(Hoping the rate of sickness at IH Bydgoszcz doesn’t go up when I take over as DoS!) 😉

About language
Pronunciation
Dyslexia
Miscellaneous

Other people’s blogging

Lots of people were blogging throughout the conference. You can find a full list of all of the IATEFL Manchester registered bloggers on the ManchesterOnline site.

IATEFL Manchester Online 2015 registered blogger

As always, Lizzie Pinard was very prolific, and has helpfully indexed all of her posts. Apart from the plenaries, I only went to one of the same talks, so there’s a lot to catch up on! Olya Sergeeva also has an index of the posts she wrote about the sessions she went to, including some which I’ve linked to above. Tyson Seburn wrote about his bite-sized takeaways from the conference. Jen McDonald summarised the talks she saw in short paragraphs. The British Council had a number of roving reporters at the conference, one of whom was David Dodgson.

IATEFL online

Apart from the many sources I’ve mentioned above, there is, of course, the wonderful resources that is IATEFL online, full of interviews and recorded sessions, at least some of which I hope to find the time to watch at some point in the future. Are there any you would particularly recommend?

The start of a new chapter

Tomorrow I start the next stage of my teaching life as I begin training as a CELTA tutor.

For those of you who don’t know, CELTA stands for Certificate in English Language Teaching to Adults. It’s an entry-level qualification accredited by Cambridge, designed to provide the basics of the communicative approach. In theory, those with a CELTA know the basics of what they need to be let loose in a classroom, although there is controversy about that which I won’t go into here. It can be run part-time or full-time, with the latter being the most common. I did my course part-time from October 2007 to February 2008, which seems like a very long time ago now!

My CELTA group

My CELTA group, way back when!

If it’s full-time, the whole course lasts four weeks, which is what we run at IH Sevastopol. This will be my first experience of the four-week course, so it will be interesting to see how the trainees (and I!) deal with it.The group will have nine trainees, and there are two tutors besides me. I’ll be a ‘Trainer in Training’ or ‘TinT’ (thankfully this abbreviation has changed!) I’m looking forward to meeting the trainees tomorrow and getting to know them over the next four weeks.

I’m excited about the prospect of helping a group of people develop into teachers, and learning about how a CELTA course works from the inside. As part of my training I have to keep a reflective journal, which I’ll be doing in notebook form, but I will, of course, blog about the process too!

Don’t believe in fairy tales: critical thinking in teacher development – Damian Williams (IATEFL Harrogate 2014)

Damian Williams was a tutor on the Distance Delta while I was doing it, and he has also recently published a book called How To Pass Delta on The Round, in which he mentioned my Delta Quizlet sets. Going to his talk was my first chance to meet him, so I definitely couldn’t miss it!

20140402-154805.jpg

Damian was given a very useful piece of advice by Howard Smith. We think we’re aware of the world around us, but it’s quite easy to miss things. The advice is ‘Be aware’: of different methodologies, of the language, of your students, of other teachers… As teachers there are a lot of things that we take for granted, or take as a given, like the fish who don’t notice the water around them. There are also a lot of things we do in ELT which are not based on evidence or fact. ‘The plural of anecdote is not data.’

Here are some ELT mantras Damian has used, which he’s going to look at in this talk:

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ICQs and CCQs

If you feel like they’re patronising, it’s probably not the best way to do it. Damian is on a one-man mission to get rid of the term ICQ [good man!] – he says it’s better to do it another way, like working through the example, demonstrating or just checking they’re doing it. There are lots of ways to check: get examples, get opposites, rank things, use translation, show you how to do it (like tiptoe), draw timelines.

Visual learners/auditory learners

There are lots of different definitions of learning styles, but there’s no real evidence for the theory that people learn better by doing things in certain ways.

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Damian recommends looking at Daniel Willingham’s website, where there is a lot of information debunking the idea of learning styles.

Tenses

There are only two! Tenses are about distance (time, reality, register) not time. They can be ‘close’ or ‘remote’. There are no exceptions to this, and Damian presents it to his students from intermediate level.

Grade the task, not the text

Authentic texts are what learners will come across in real life, but they can create anxiety for teachers and learners. There are problems with inauthentic texts though. Here are some examples from a Japanese book:

20140402-161428.jpg

Damian recommends www.elt-resourceful.com by Rachael Roberts. She bases things on authentic materials, but uses places like http://www.readability-score.com to work out what might be more difficult.

Don’t correct everything

Damian has never heard students complain about being corrected too much, but they have complained about not being corrected enough.

There’s an idea that with fluency we don’t want to interrupt, but we can intervene by waiting until they’ve finished and then correcting them. This can really help with fossilized errors.

Using lots of quotes in my writing makes it sound more convincing

This is something Damian comes across a lot when he’s marking Delta assignments. You need to back up what you’re quoting to show that you’ve processed the quote and understood it, for example by paraphrasing and adding your own experience. This is an element of critical thinking: you have to process it and pull things together, and see things with your own eyes.

Conclusion

Even if you’re not a very experienced teacher, you can still reflect and apply critical thinking.

Damian talks about ‘The Humans’ by Matt Hait, which sounds like an intriguing book. At the end of the book there are 87 pieces of advice for humans. Damian picked out three which reflected his talk nicely, one of which was ‘Question everything’, but I wasn’t quick enough to share the others. You’ll have to ask him what they were!

For a bit more…

Damian writes at www.tmenglish.org and is on Twitter: @DRichW.

He has been looking at the mantras in a bit more depth over at the Richmond Share blog.

Revisiting ELT Mantras #1: Using CCQs and ICQs
Revisiting ELT Mantras #2: Don’t give, elicit.
Revisiting ELT Mantras #3: Visual learners need to see things, kinaesthetic learners need to do things.
Revisiting ELT Mantras #4: Exceptions to the rule

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