Perhaps like the cliché “No, it’s not you, it’s me”. The book won the Man Booker Prize in 2005 and it’s not that I can’t see why. Banville’s use of language is impressive, his descriptions are rich and I used the dictionary a few times to look up words I had never encountered.
But the skillful use of language was the only thing that kept me reading as far as I did. And that’s not enough.
I found myself not looking forward to my “reading time”.
The combination of the very slow pace of the book, the fact that very little actually happens ( mostly memories and thoughts) and the fact that the hero is mourning the recent death of his wife was too much for me at this time.
Perhaps if the timing had been different I would have been able to hang in there and see where all these thoughts led the protagonist but there it is.
Funny how things work. My blog was “sniffed at” and then mentioned on a list of recommended blogs in the same week! A week which just happened to lead up to this blog’s SEVENTH BIRTHDAY!
The other day I met a teacher who said he has a blog. A blog about a very specific topic, totally not EFL or language related. When I said I also had a blog, he wanted to know what it was about.
And I hesitated.
What is the blog about?
It’s not only about teaching English to Deaf and hard of hearing students.
It’s not only about teaching English.
Sometimes it’s just about being a teacher.
Or even about being a book-lover.
So I hesitated.
Then I replied “It’s about education”.
He looked at me as if he were holding back the words “yeah, right”, sniffed in disdain and walked away.
I can see it from his point of view. How worthwhile could the blog be if the blogger has trouble answering the simple question “what is your blog about”? “Education” is an extremely broad topic…
“Ha!” I thought to myself and smiled. Time works in my favor here, because I happen to know that not knowing what the blog is about works. Seven years have gone by and writing on the blog still helps me put my thoughts in order and reflect. 685 posts have been posted and read by people, even though 98% of my readers do not teach English to Deaf and hard of hearing students. I’ve even passed the 2, 030 mark in Twitter followers…
It seems everything is possible – I wonder if such a talent as mine would enable me to qualify for “America’s Got Talent”?!
Part of the task for the great digital in-service training course I am taking was to use “Tricider” with my students.
Tricider is a digital tool that lets you brainstorm, collect ideas and opinions really easily.
It has several appealing features:
Very intuitive interface – really friendly. Register for free and off you go!
The students do not have to register in order to participate. Nor do they have to install or download anything. That is a really important point with my students.
Tricider allows the user to vote and express his/her opinion in a very simple, clear way. There is no need for lengthy explanations from a teacher before use. Actually, hardly any explanations at all.
This year we are in the process of setting up a work station in our learning center about Deaf people who did /do interesting things. In addition, the work-station is also supposed to include a vocabulary section dealing with words and phrases a person with a hearing loss should know when he /she is travelling abroad in an English-speaking country. The station is intended to be used by all of my Deaf and Hard of Hearing High-School students, at all levels.
I created the following Tricider page with suggestions I had for useful phrases and vocabulary a person with a hearing loss traveling abroad (in an English-speaking country) would possibly find useful. I hoped using the Tricider would serve as a “teaser” – to spark interest in the new work station. In addition, I wanted to tailor the vocabulary taught to the students’ interests and thoughts – in other words, to collect information from them regarding which phrases and words would be useful for them. Finally, I was hoping to gauge the students’ current familiarity with the target vocabulary. Click on the title below to see the Tricider page that I created.
First of all, anyone entering the link given above can see which suggestions were mine, which were suggested by students and how they voted. Those who did so were interested, engaged and glad to have their opinion heard. Students (and people in general) like to be asked for their opinion! Their additions are interesting.
Unfortunately, things are not working out as planned. At the moment, only a small number of students have responded.
For one thing, for some reason the site lists this Tricider as one I’m a participant in and not one I created (though it leaves me with no clue as to who they think did create it!). It is annoying because it makes it harder to find when I log into the site and I wonder if it has anything to do with the more significant problem that I’m having.
I sent the students a link to the Tricider page via WhatsApp. However, since a fair number of my students do not study outside of class, on their own, at home (especially for something that isn’t mandatory and is not graded), I did what I often do – have the online activity open on the classroom computer and send students individually or in pairs to do it. Since the classroom is set up in the format of a learning center, it is quite convenient to do so.
When I opened the link using the share link supplied by the site, only the first student who sat down at the computer could respond. When the next students tried to respond there was a notification that answers have been recorded and no further ones can be added. Only the few students who went into the link by using WhatsApp web were able to respond. The only other option was rebooting the computer and bringing up the shared link again. That was far too time consuming and cumbersome, requiring too much of my involvement. I want the students to be independent.
Not giving up, but this is where I’m stuck at the moment.
One more thing!
I guess I couldn’t qualify for America’s Got Talent in any case, since I don’t actually live in the United States…
Yes, you may wonder where I’ve been. The book was published in 1995. I don’t how I missed it. I must have heard of the book often enough for the title to trigger a reaction when I spotted it, because I reached for the book immediately without being able to recall what it was about. It was waiting for me on the “Book-sharing” bookcase our school principal kindly set up outside his office.
I found every aspect of the book fascinating. What an amazingly clever way McBride used to tell both his mother’s life story (which he did not know for a great many years) and to tell his own, and to connect them in such a seamless manner.
And what a story it is.
But here’s the thing. This book isn’t just about a child of Ultra Orthodox immigrant Jewish parents from a totally dysfunctional family who winds up having 12 African-American children in New York. Despite grappling with poverty and a host of problems, every single one of these children graduated from college and went on to have successful careers.
***Note – that wasn’t a spoiler. You can learn that much from the first page and back cover. Believe me, there’s more to read.
This book is also about people’s need to know where they come from and to figure out their own place in the world.
I feel that it is also about not letting the circumstances you were born in define your destiny. There are real people out there who “reinvent” themselves.
As someone who is passionately interested in education, I was particularly interested in the details related to that subject – one which was incredibly important to the author’s mother (more so than actual food…).
I’ve donated books to the principal’s special bookcase and will do so in the future. I’m not bringing this book back, though!
The decision to frame my long-term classroom observations in the format of an extremely informal “research” was inspired by a post by Leo Selivan on ELT Research Bites – a collaborative initiative to bridge the gap between researchers and practitioners.
a – How far can a student advance in terms of reading comprehension exam levels in EFL, based solely on rote memorization of vocabulary, with little to no comprehension at all of the texts?
b – Do students who memorize discreet vocabulary items very well, but have little or no comprehension of the texts, perform better on exams than students with poor retention of vocabulary but with better comprehension of texts?
Rote memorization – Students who spend time successfully memorizing lists of isolated vocabulary items along with their meaning in L1. Memory measured by number of correct translations of aforementioned word lists and the frequency in which the student turns to the dictionary during an exam.
Degree of comprehension of texts
Students degree of comprehension of the texts on the reading comprehension sections of matriculation exams is assessed in two ways:
a – The number of correctly answered reading comprehension questions that require use of a higher order thinking skill in order to answer them. Particularly the skills of “cause and effect”, “comparing and contrasting” and “identifying different perspectives”.
b – Conversations in mother tongue with the student about the text after the exam. Such conversations are intended to help the student understand the errors made.
Six high-school students, divided into two groups. All students were born with a moderate to severe hearing loss but either cochlear implants or hearing aids help them significantly. They all speak clearly and can communicate (at least one-on-one) using residual hearing and lip-reading. Only one of the six does not know sign language at all. All students have been my students for two to four years. Both groups are current students who are also similar to many generations of students I have taught over the last 30 years.
Group one – Three students who have strong vocabulary retention skills. They are hard workers and they can memorize a word list for an exam perfectly. All three have very poor language skills in the language of instruction at school (a combination of Hebrew and sign language when needed) which is not their L1. They all come from families who speak other languages, two of which are immigrant families. Two of them come from families with limited education and all three were not exposed to direct language enrichment at home (which is recommended when raising a child with a hearing loss). Their writing in Hebrew is poor with many errors. They can write, in high school, sentences such as this “See accident in ambulance man hospital ” in Hebrew. Their general knowledge is dismal, extremely limited.
Group two – Three students who have significant difficulties in remembering the words provided for exams. While their language skills in L1 are also in need of improvement, they are far better than those of the first group. Their vocabulary in Hebrew is richer, their writing is better and their general knowledge is significantly wider. Two of the students come from educated families.
The performance of both groups were compared on three of the four levels of external matriculation exams given in Israel – Modules A, C and E. The grades were compared and conversations about the texts held in Hebrew and sign langauge.
On the lowest level, Module A, (roughly the equivalent of an A2 level on the CEFR scale ) the students from the rote-memorization group had errors in questions that required any sort of comparison, inference or understanding a different point of view. They also had significant difficulties in understanding why their answer was wrong. Here’s an example
The text in the reading passage stated that Max was on a ship carrying gold. Pirates came to the ship and Max was afraid. He then jumped overboard. The question asked about the reason why the pirates came to the ship. These students replied that Max was afraid of the pirates or that he jumped overboard. They believed they were correct because they could point to that in the text.
However, there are not many questions that require higher order thinking skills in Module A . The students in the rote memory group preformed as well as or better than the students in the other group because they were able to translate the text with less effort.
2. On the next level, Module C, (more or less similar to the level B1 on the CEFR scale) there are more questions that require higher order thinking skills. However, the texts are much longer. The students with poor vocabulary retention skills had to use the electronic dictionary much more frequently and had more trouble finishing the exam on time. Some of them felt tired and got discouraged fairly quickly. In the beginning both groups scored badly but group b understood the cause of their errors better. With time both groups improved their grades with group A (rote-memory) lagging at least 10 points behind, but certainly passing the exam with grades of approximately 70 (55 is considered a passing grade).
3. On the third level, Module E, (more or less level B2 on the CEFR scale) most questions require quite an in-depth understanding of the text. Higher order thinking skills are needed in order to answer many questions. Both groups fail the exams at this level at first but the rote-memory group do not improve in any significant way. The other group finds the exam very difficult but the grades improve steadily during the school year. They do not achieve more than average grades, however.
My very informal classroom “research” indicates that the ability to memorize well large numbers of discrete vocabulary items can enable a struggling student to achieve moderate success on Modules A and C, despite extremely poor language skills and severely limited general knowledge This does not hold true for Module E. However, since a student can fail module E and still be eligible for a full matriculation certificate, this is very significant.
In addition, at the initial stages of the year, the skill of memorizing vocabulary enables the students in group A to do at least as well if not better than their peers in group B. It also gives them a sense of pride and achievement. However, those in group A are not usually able to hold their lead.
I believe that rote memorization has a significant place when working with students struggling with very poor language skills despite it’s known drawbacks and limitations.
I say “surprisingly” because I was very suspicious. The title hints at slogans, platitudes, stereotypes or just plain “shmaltz”. It’s a library book (as opposed to one you spend money on) so I took it out despite my reservations.
So glad I did.
The multi-generational tale of the Meisenheimer family who immigrated from Hanover, Germany to a tiny town in Missouri in the late 19th century is actually everything the blurb promises it would be. It gets even better as the book progresses. The book is an easy, flowing read with a story that is both touching and amusing.
Best of all, I really couldn’t predict a thing! The ups and downs of this family, generation after generation, did not follow the script I imagined after reading / watching other multigenerational tales.
While the title of Tyson Seburn’s fascinating post is “Serial Podcast for Extensive Reading”, I was only able to focus on the novel idea of using transcripts of an incredibly popular podcast tale for a book club when I read the post the second time.
The first time I read the post I was totally floored by the team work of Tyson’s staff and how a team can promote an instructional goal. Working with the constraints of time and not overburdening the staff, they set up a virtual book club program to promote extensive reading across the board, including all students and teachers. It is more than just a division of labor.
If you think the expression “floored” is a bit dramatic, consider the following. I’m currently working my way through a book called “The Power of Teacher Teams” by Troen & Boles. It talks about how truly good teacher teams not only help lessen the load of the individual teacher but actually improve students’ academic achievements. Sounds wonderful, right? Reading Tyson Seburn’s post had me fantasizing there for a short while that our multi disciplined staff of special education teachers could promote extensive reading in the students’ mother tongue in such a manner. An art teacher, math teacher, history and civics teacher should also be able to promote reading, right? Many Deaf and hard of hearing students do not like to read. Reading improves academic achievement across the board, so every teacher should be on board with this goal. At least in theory…
Unfortunately, the book scares me completely. While writtten in a very readable manner, it makes it clear that it is REALLY hard to get a staff of wonderful teachers to work efficiently together to achieve goals across the board like that. It involves organized sessions devoted to working on team-work skills, preferably having an outside instructor to get everyone to see that it actually matters and could be done.
One of the nice things about people who write blog posts is that they are perfectly happy to answer questions and one can simply write to them. Tyson Seburn confirmed that his staff had also had specific team training sessions.
Anyway, to get back to the question related to using transcripts of a podcast for a book club – I’m all for it. A podcast such as Serial offers a compelling narrative and rich language , with the added bonus of general knowledge.
Personally, I stopped listening to Serial very quickly. I do not like the true crime genre and do not watch such TV shows either. But that’s just me. So let me run the Douglas Adams group in the book club ….
I didn’t watch the TV series and I don’t intend to. The book left a powerful enough imprint on my brain as it is. I don’t need it spelled out any clearer and I don’t need the graphics of the violent parts.
Margaret Atwood is a master of the “how”, not only the “what”. The story progresses, is full of drama and tension in the here and now. Throughout it all, information relating to the past, to explaining how one earth did all of this come to pass, drips in, appears through the lonely single window of Offred’s room, slips through the closet and pops up all over her grocery shopping expeditions. From remarks on the lack of plastic bags, for example, the reader suddenly realizes that Offred (who once had another name, one which we do not know) had a daughter. The background and the backdrop literally grow in front of your eyes in a very subtle way.
And yes, it is scary. I read an edition with an interesting forward by the author. As she said, most of the events in the book have actually happened somewhere already. All the events are plausible and possible.
I’m glad they made a TV series out of it, even if I won’t watch it. More people will be exposed to this powerful tale. which is a good thing. All I can do is hope it will make people think.
“No”. That’s not something we teachers find it easy to hear, or to accept. We put so much energy in explaining, clarifying, supporting and encouraging. We volunteer our own time and try to go the extra mile. It is difficult to understand that sometimes what is truly right for the other person at a certain moment simply is not what we are trying to give.
The author of this guest post, Dorit Renov, shares her experiences and insights on dealing with “NO” as a response. Dorit has been an EFL teacher for over 40 years. Besides teaching, Dorit volunteers as a medical clown, is an actress, and taught art for many years. This post is an excerpt from her upcoming book.
“Fill in this space, you still have some space on the page.”
The 18-year old volunteer at the center for mentally-challenged adults pointed to the white space around a cluster of colored brush strokes.
“Here, you have place here for some more color.”
“Well, actually,” I told her later, “If you remember from my instructions, white space is fine. We don’t have to fill in white space. We, in fact, don’t have to do anything for our people here at the center. They can decide on their own how much white space they want to cover, and they can decide what colors to choose.”
“So what do we do?”
“We assist them physically if they need it. And we provide friendly company. We don’t decide for them.”
“But what if they want another page and they haven’t finished that one?”
“There’s no such thing as finishing a page. Each individual is capable of deciding when she or he has completed that work and wants to move on to the next, regardless of that individual’s IQ level.”
We strive to touch the individuality of the person, to help that person express himself or herself. We talk of self-expression as an important aspect of education or interaction with those tutored. And then we fill in their white spaces?!
Making decisions is a vital part of our independence and it is an expression of our very essence. I choose x rather than y because my essence wishes, has an affinity for, x.
Making choices is vital.
And it lends dignity to people in all situations and conditions.“Help the people here make their own choices. When Lior chooses red he has expressed his own-ness, his self. His self wants red there. And when he says or indicates ‘Enough’, that means that he has chosen to see this page as complete. It is not our place to question that, for we are not him. And he has been him.”
“Um, okay? Um, I understand?
Um, you’re digesting this?”
I respect your um, and you respect the white space.
So one day, we – the staff – thought our young adults could take further part in the decision-making, and vote for certain programs at the club. Sitting in a circle, they were introduced to the program, what it would include – in a simplified manner, of course. The voting began and each one could say “Yes” or “No”, whether or not the program should be implemented. After a few yeses, the nos began. The first one to say no said it for his own reasons and the avalanche of nos that followed seemed to simply echo the first no, in the sense of “No” sounding good.
And so, a perfectly lovely program that I had devised was now not to be implemented, simply because no sounded good to say, it being fun to say “No”.
“What shall I do, Adva?” I asked our team leader.
“Well, wait a while and maybe we won’t vote in the near future.”
Making choices it would seem is best done within the limits of one’s capabilities. Voting yes and no may be a tad more difficult than choosing whether or not to fill in that white space on the page.
Clowning at the adult cancer center at a local hospital, I look past the open door of a room in the ward, to a woman lying in bed while a younger woman is sitting beside her. I ask quietly, and with a smile, if I may enter – my appearance leaving no doubt as to my intentions. I have a red nose, a chicken-hat on my head, a colorful vest and equally colorful trousers. Not too much color on my face, just red to emphasize my smile.
The woman in bed shakes her head, so I send a kiss in the air with my fingers toward her, smile, wave and disappear. I am very pleased that she said “No.”
The hospital is a place where one can seldom express one’s will. We are not asked what we would like at the hospital. We are told what to do, and people barge into our rooms with no prior permission or notice. Medical staff, cleaning staff, visitors – all enter at their own will.
I may be one of the few who asks permission, and I therefore consider it a great privilege of the patients to state their desire to have one refrain from entering.
I can definitely say that I am just as pleased to receive a “No” as to receive a “Yes”, since for just one moment that particular patient has exercised her or his will. I consider that moment to be the most I may humbly contribute, for I have no knowledge of anything more.
That is the moment of being oneself, touching one’s own essence, touching the healthy and oft-forgotten side of one’s being.
And so, the word “No” may be very pleasant to one’s ears in certain circumstances, and in the hospital it warms my heart.
The following video lesson is meant to be done with soundtrack turned off! Everything relates to the visual input. The video does have a lovely soundtrack but my students are Deaf and hard of hearing, remember?
There’s nothing like taking an in service training course to get one moving out of the comfort zone and trying something new. I’ve been using EDPUZZLE extensively for all my video lessons for quite a while but the course encouraged me to explore new options. So this video lesson was made using iSLCollective
iSLCollective is really easy to use! There are varied question types to add and a transcript of the questions is automatically generated below the video. That’s a really helpful feature if you want to choose a ready-made video lesson from the website itself – you don’t have to watch an entire video in order to inspect the questions. However, there doesn’t seem to be the option of adding two questions to the same stopping point like Edpuzzle has. Both programs allow you to crop the videos and they both have good tech support. They both have a replay option, but in Edpuzzle it is added automatically while in iSLCollective you add it on your own.
Edpuzzle lets you create classes to track your students’ progress, but I don’t use that feature. I embed the videos into the Edmodo we use and do the tracking there. iSLCollective has a very large collection of lessons to choose from (organized by categories) and when you create a lesson you must fill in information to help categorize your lesson. I actually had trouble with that part, especially as this particular video lesson doesn’t focus on one easily categorized topic such as “prepositions” (I had a video lesson on that a while ago…).
So, what does it focus on?
This video lesson was planned for struggling learners studying for the Module C matriculation exam, which includes a section on writing an informal letter (these students have accommodations). It is not easy for them and we are practicing writing letters a lot. The video ties in with letter writing in several ways:
* Presenting a visual aid to help the students remember that the word “letter” does not only refer to the kind of letter they are writing but to letters in alphabet. These students tend to remember (if at all) only one meaning for words.
* The students tend to see the phrase they use in their letters as one word “I miss you”. This video lesson has repeated use of the word “missing”, not as part as that phrase.
* Exposure to some new vocabulary in a meaningful, visual context. Many of my students do not pick up any vocabulary from their surroundings, (incidental learning) due to their hearing loss. I always try to include some vocabulary that we aren’t currently studying (and may never study!) as exposure. In the case, the words “embark” “journey” and “ukulele” appear in the video.
Thinking Skills – Distinguishing Different Perspectives
These students are required to read a short topic and then write an informal letter from the point of view of that person. For example “David is studying art in Italy for a year. He writes a letter to his parents in Israel about his experiences. Write David’s letter”. Some of these students have hard time writing from another person’s perspective. We discuss this quite a bit. In the video we see how the woman sees the letter “u” missing all around her, while the man is missing the letter “I”. The video gives us an opportunity to repeat the discussion (which the students need) but from a different angle.
This video is just a great opportunity for a bit of fun with words! The way the light in the windows form the word “city”, the way the sea looks like the letter “C” and the beehive has the letter “B” plastered over it. There aren’t questions on each pun, but this activity is meant to be done together in class so it can be discussed. It’s nice to have fun!
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students