No, I’m afraid this post is not about all you truly wonderful teachers who are in their 30s.
Nor is this post about finding educational lessons in the comedy show called “30 Rock” . I actually tried but I couldn’t find anything on the theme of “keeping the flame alive”. All I found was this and it simply won’t do…
” Can I share with you my world view? All of humankind has one thing in common – the sandwich. I believe that all anyone really wants in this life is to sit in peace and eat a sandwich” (Liz Lemon, 30 Rock).
So, lets just pack the sandwiches in the lunchbox (along with a salad and an apple, please!) and head on to school to talk to those teachers around the world who have been teaching for more than 30 years and are still going strong!
What is the secret?
The organizers of the upcoming ETAI conference have once again given me space to present pearls of wisdom from teachers around the globe, this time on the topic of “How to Keep Motivated after 30 years of Teaching”!
I need everyone’s help with this one! Even if you aren’t a member of this select group of teachers and can’t answer the ultra short questionnaire below, I’m sure you know someone whose words of wisdom should absolutely be on it. I would appreciate if you could share the link or bring up the questionnaire in the teacher’s room.
Replies are limited to only one sentence.
I may exercise my right as the organizer and add two sentences… Yup – you guessed correctly. I’m a member of this select group myself!
Once again I’m bracing myself for the national matriculation (“Bagrut”) exam day. We have them three times a year but this is the major one, with the largest number of students taking the exams. So what has changed since I first posted this in 2012? Well, I don’t teach in a private language school anymore . In addition, this is the first exam without the envelopes mentioned in the post (new system) so who knows what new emergencies can arise? Expect the unexpected and hang in there!
But I just had to comment on the following statement from the post:
“But I can think of absolutely no situation within my own teaching experience, that could possibly be classified as an emergency”.
So here are a few ELT emergencies, beginning with the ones least causing palpitations:
First of all, as someone still fairly new to the world of “for profit” schools (I’ve recently begun teaching my second course at a private language school) I’m amazed as to how everything is treated as an emergency. When a client squawks all able-bodied hands should report for duty at once:
* I peek at my phone during the break at the high school. Four (!!) unanswered calls from the private school. I call them back. A student contested his grade, they need me to come over right away. Fortunately, I have a clever husband who said ” I bet they could scan and email the exam to you”. He was right, they could and did, when I knew to ask.
* A student mailed me a query through the private school’s website less than two hours before the lesson (begins at five p.m). I only saw the query after the lesson. Confident that I had discussed the issue with the student personally during the lesson I did not answer the letter. At eight a.m the very next morning (!!!) there was a letter from the private school intended to draw my attention to the fact that there was an unanswered letter to a student in my inbox!
However, lets return to those ELT emergencies that involve running, physically.
National Matriculation day (our leaving exams are called “Bagrut Exams”) is often a source of drama at high-schools round the country. Being a special ed. teacher adds more combustible pieces to the puzzle, but doesn’t make my situation seem like an exception to the rule:
* Mad dashes down long corridors and up/down steps to get to the photocopying machine when:
a) not enough exam papers were sent
b) the envelope containing the special section for the students with hearing problems got sent to the wrong room by mistake and no-one knows which room (more running, photocopying of master copy if necessary)
c) one of my students who has emotional issues (my students arrive early on exam days as they don’t have transportation for exactly when they need it in the afternoons) tore his watch strap while horsing around with another boy and threw a temper tantrum, screaming and banging on walls of classrooms where exams where taking place. More running to get available staff over to remove him from the testing area and help him calm down. Quicker than trying to get people on the cell phone because they are probably on the phone!
True, none of these emergencies required a police escort, as described in the blog post. Though my husband would have appreciated one the day he had to make a special trip to the high-school because I had left the candies we give out on exam day at home!
This is part four of my blogging challenge
As a veteran teacher it is easy to fall into the trap of doing things a certain way just because I’ve done them that way for years, without remembering the reason why.
I’ve decided to set myself a blogging challenge – reflect on one tip from each of the 18 sections that compose Penny Ur’s latest book: “100 Teaching Tips”, so as to dust off old practices that may have remained unexamined for too long.
Tip Number 17 : “Do Correct Mistakes”
Yes, yes and again yes.
Yes with struggling learners, students with special needs and adults who have had years of negative experiences with English.
Correct gently, be sensitive, mix with lots of encouragement and praise what is good, but do correct.
Here’s what I have found.
Correcting means attention.
Students crave attention, particularly those learners who are having a hard time.
Correcting means you listened to them or really read what they wrote.
Exercises with an auto correct function on the computer can be helpful, but in small dosages. The students want to know that I am paying attention to what they are doing, that I noticed they finally remembered to add “ed” after having to correct it so many times, etc.
Note: Corrections are most effective within a short time!
This is a tip close to my heart and day by day experiences in class! What are your feelings about error correction?
Teacher’s Hoarding Devil: What a lovely little jar, with a tight-fitting lid, let’s keep it! Spring Cleaning: Really?! What for?
Teacher’s Hoarding Devil:We’ll take it to the English Room at school.
S: It’s made of glass.
Teacher’s Hoarding Devil: We teach high-school students nowadays, remember? They can be careful with glass.
S: Hmph. Hardly. Laws of gravity apply in high-school too. What could you possibly do with such a small jar?
Teacher’s Hoarding Devil: Store thumbtacks?
S: We already have a little jar for that. A plastic jar.
Teacher’s Hoarding Devil: Rubber bands?
Teacher’s Hoarding Devil:So we’ll keep it in the bottom cupboard with the other boxes and containers waiting to be used.
S: We just organized that cupboard and got rid of things! Do you want to needlessly clutter it again?
Teacher’s Hoarding Devil: Needlessly? NEEDLESSLY?!! This year you were grateful that we kept the small boxes that once contained chocolate or calling cards and now contain writing prompts. All thanks to ME! ME!
S: Spluttering sounds.
S: It’s a tiny little glass jar! Not a cardboard or a tin. It’ll break just waiting around in the cupboard! We should not keep this jar!
Teacher’s Hoarding Devil: But it looks so nice, we can’t throw it away…
Teacher shooing away “Me” and “Myself” and just listening to “I”: Enough! I’ll tell you what. I’m going to give it away. Storage Free and Guilt Free. Now disappear!
Final note: The pair are quiet now. But they are keeping a close eye on any gifts in containers I may receive …
First of all, I’d like to point out that the book is not a self help book, in the style of books with titles like: how to improve your memory in 10 easy steps. It is an interesting, accessible read about how memory works and what we know about it and how memory-athletes train their memory. The techniques are discussed as well, of course.
And here’s the first point – it’s not easy. Learning how to build a memory palace, learning how to place what you want to remember in different locations in the structure (resting on the armchair, dripping wet in the shower, etc.) and then strolling through the palace visually in your memory to retrieve the information, is not something you can easily begin doing. It requires training and practice. How and when exactly would such training take place in the classroom?
Which leads to the second point – are the skills needed for successful acquisition of a foreign language the kind of information we want to store in such a manner? Isn’t this method most suitable for facts, or discrete items? If I were a history teacher, I’d me much more enthusiastic about classroom applications. If my students could visually walk through their “palace” on their test and remember all the important events & dates leading up to World War Two, for example, that would a useful skill indeed. I don’t know how useful it would be outside the classroom (even Foer discusses this issue) but it certainly works for standardized testing.
But what information would the students store in the EFL classroom? The only thing I can think of are lists of words of even collocations. Unfortunately, in my classes of Deaf and Hard of Hearing students I repeatedly see students who have memorized a great many words but do poorly on reading comprehension tasks and exams, while others (using a dictionary) do so much better. And in classes where conversation in English is practiced, I can’t imagine someone pausing, strolling through the memory palace to locate the collocation needed, and then resuming speaking. That doesn’t seem to be the way we should think about language.
Do you agree?
On a personal note – the method for remembering numbers by using letters is really helping me in my own life. Since the Hebrew language has an ingrained letter-number match, I didn’t even have to learn the corresponding letters given in the book, I just needed to apply the method! Now that’s an easy strategy to use!
It was a close race. “Teaching” and “Cooking” ran neck-to-neck most of the way. Near the end “Cooking” seems to pull ahead, but at the last-minute “Teaching” beats it to the finish line.
Part One – running neck-to-neck
Do and Do Again
* You invest time and effort in cooking a few dishes. Before you know it the food is all gone, the refrigerator is empty and you have to repeat the whole process. And then repeat it again.
* You invest time and effort in teaching your students various things. You then teach it again to the next set of students (assuming that the first set of students remembered the material!).
So as not to bore yourself or your “eaters” / students, you are constantly on the lookout for new ways to use the very same staple ingredients in your kitchen / mandated curriculum.
Damage to fingers / clothes
While the dangers of kitchen knives, burns and acquiring stains on one’s clothes when transferring the soup from the pot to the container may be obvious, you must mind your fingers at school too. Not only do they become stained with ink, whitener, the whiteboard marker (and possibly glue) but paper cuts abound. Not to mention all kind of old wooden chairs, cupboards with uneven surfaces. Or with an old nail that got slighty raised. These will attack either your fingers or your clothes… Don’t forget the dangers of colliding with a coffee-carrying-teacher in the teacher’s room!
Part 2: “Cooking” almost overtakes “Teaching”
People, even CHILDREN will actually TELL YOU that they enjoyed something you cooked (children will also tell you what they didn’t like!). Diners may even inquire how many hours you spent in the kitchen to achieve this result and thank you for doing so. They may ask for the recipe. Your efforts in achieving the end result are not taken for granted.
I won’t say this never happens at school, but it’s fairly rare. Even if at times students actually say they enjoyed something in particular, it’s taken for granted that the teacher has spent time and effort preparing this. Taken for granted by the administration as well. The kids are passing their tests and there are no complaints, that’s all that is needed, right?
Part Three – “Teaching Crosses the Finish Line First!”
Every time you cook a dish, it’s a one-time-opportunity. You carefully chopped all those vegetables and then added too much salt? Or forgot to add salt before putting the casserole in the oven? That’s it. The damage has been done. All the careful work you put in has been cancelled out by that careless shake of the hand, releasing all those misguided grains of salt. A few dishes can be salvaged by smothering them in gravy or adding rice but the expected success has turned into “being edible”. While you can say that over time you improve your Spinach Quiche, that first Quiche was done for.
In the classroom you can change tactics, revise your lesson plan and try again. If you realize that the way you presented a new topic to your students wasn’t clear all is not lost. If you gave them too much new information at once or see that they are getting confused you can add support, change tactics and still achieve success.
“Teaching” leaves room for errors, not just for the students. Teachers can get a second chance too.
Tonight we begin celebrating the New Year. I took this picture on my walk yesterday. The afternoon sun really lit up this plant, and it seemed to symbolize what I would like to wish everyone, a year full of all the good the sun can bring, whether you are celebrating today or some other time.
I’m not in a “hateful” mood in the slightest, particularly as I’m happily on holiday vacation. But The Secret Dos always has things to say that are worth discussing, and this post “ELT-Ten Things I Hate About You” is no exception.
This post is the first I remember seeing (pardon me if I’ve forgotten someone!) that actually talks directly about us, the forgotten group, we classroom teachers in national school systems:
…”And this is despite the fact that the vast majority of our practitioners are swimming in the waters of mainstream education. By this I mean that the vast majority of English language teachers are working within the conventional education system…
Kudos for highlighting this! May you lead the way!
Coming from the point of view of a classroom teacher, I now must disagree with point number three, even though we are probably not talking about the same thing when we say levels (harks back to point one – a school teacher’s life is different). It has been my experience that struggling learners and really strong learners benefit more from being in a different group. Not just academically, but emotionally too. I have seen children who resort to being class clown and don’t even try to deal with the difficult material because they feel they don’t stand a chance when the “strong” students are around. In a group of their own there are no pretences to keep up. Some of the strong children stop studying completely. They get so used to tuning out when things they understood the first time are explained again that they begin forgetting to tune back in… In my own classes I have resorted to teaching in the format of a learning center so as to address that problem (it isn’t feasible to divide my students according to their level).
I like the approach to grammar (point number 4)!
I know the best way to learn a language is to travel to a country that speaks that language and spend some time there, but that’s hardly feasible for most people. The current system may be flawed but we can’t get rid of it. And of course, one can’t ignore the fact that some people simply do not learn a language by osmosis – I’m sure we all know immigrants who have lived in a country for years and can barely manage basic sentences in the language of their adopted country.
Finally, I found it interesting that the Secret Dos brings up “polarizing arguments” (point 6) . Aren’t all debates about taking opposite sides? Doesn’t that expose characteristics of each one, even if we believe the right answer lies in the middle? And wasn’t it a bit of a polarizing act to choose such a name for the blog post? The title caught my eye, to be sure. And I’m glad it did. I believe I’ve only just mentioned a small part of the things to think about following this post.
This second presentation starts out in the same format as the first one but then moves on in a different direction. I left the review part in slide show format, instead of sending them off to an online questionnaire type thing (with instant feedback). Frankly, I thought the pictures were important. On Pro Profs Free Quiz Maker (which I used on the last one)you CAN upload pictures to the questions but you don’t see them as nicely (perhaps they need to be really small, not sure). In any case, variation is good.
Debating what to do about the short vocabulary list I have compiled. I’m putting it up on Quizlet in any case but I’m wondering whether to create a short slide show to highlight a related error and then link to the list, or just give the students the link to the list.
I know, I know, New Year wishes are supposed to be sent and posted BEFORE the new year actually begins. But I was too overwhelmed and busy this year. The year certainly began in a very intensive manner!
However, it is never too late to wish people good things! So, whether you are celebrating the holiday or just starting a new school year, or even if you aren’t, here goes:
May this year be a healthy one.
May this year be peaceful and safe.
May this be a year where you find the students AND school administration actually care about your goals at school. They cooperate too.
May this be a year when work is so nicely organized that there is time for recreation without having it be at the expense of sleeping now and then.
May this year be a healthy one.
May this be a year for discovering new things and trying new experiences.
May this year be one filled with great books to read and share.
May this be a year of expanding the global enriching network of supportive teacher-friends.
And yes, beginning, middle and end:
May this year be a healthy one!
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students