Hi Everyone.
Hi Everyone. I've been incredibly busy this week, so this is the first chance I've had to read everyone's comments and add my own reflections. I enjoyed last week's session and I'm looking forward to the next one!
Last weekend (on Saturday) I went to a conference in Taipei. Stephen Krashen was speaking, and he highlighted a lot of rules and guidelines that are commonly used by language teachers but which, in his view, need to be reconsidered. They are:
1. If you don't understand, signal (often an agreed-upon signal is used)
2. If I am speaking too quickly, slow me down (with a signal or short utterance)
3. Don't repeat what I say.
4. Don't worry, I won't call on you.
5. When you speak in class, you won't have to use full sentences.
6. Don't worry if you can't easily retrieve words you think you know.
7. Don't worry about making mistakes
8. Look at my facial expressions and body language
9. You don't have to understand every tiny bit of language you use in class.
10. Don't worry about making notes.
(Reproduced with permission)
Krashen said that these are guidelines which he has seen many teachers using - he admitted to using some of them himself - but his point was that many learners are reluctant to follow these guidelines. For example, they won't signal when they do not understand, and won't let the teacher know that they're speaking too quickly.
As a language learner, I recognise how instructions such as "signal if you don't understand" can sometimes go straight over the learners' heads, as I can be reluctant to let the teacher know that I have no idea what they're saying. I also worry about making mistakes - with Chinese, the slightest error in pronunciation can completely confuse your interlocutor, so I generally won't even try unless I'm 100% sure that what I'm saying is correct.
I just wondered what the rest of the group - and Penny of course - think. I remember that Penny mentioned that she tells her learners that mistakes don't matter and that they shouldn't worry about them - does she have any advice for ensuring learners will follow this? (Or is it perhaps a 'cultural' thing?)
Last weekend (on Saturday) I went to a conference in Taipei. Stephen Krashen was speaking, and he highlighted a lot of rules and guidelines that are commonly used by language teachers but which, in his view, need to be reconsidered. They are:
1. If you don't understand, signal (often an agreed-upon signal is used)
2. If I am speaking too quickly, slow me down (with a signal or short utterance)
3. Don't repeat what I say.
4. Don't worry, I won't call on you.
5. When you speak in class, you won't have to use full sentences.
6. Don't worry if you can't easily retrieve words you think you know.
7. Don't worry about making mistakes
8. Look at my facial expressions and body language
9. You don't have to understand every tiny bit of language you use in class.
10. Don't worry about making notes.
(Reproduced with permission)
Krashen said that these are guidelines which he has seen many teachers using - he admitted to using some of them himself - but his point was that many learners are reluctant to follow these guidelines. For example, they won't signal when they do not understand, and won't let the teacher know that they're speaking too quickly.
As a language learner, I recognise how instructions such as "signal if you don't understand" can sometimes go straight over the learners' heads, as I can be reluctant to let the teacher know that I have no idea what they're saying. I also worry about making mistakes - with Chinese, the slightest error in pronunciation can completely confuse your interlocutor, so I generally won't even try unless I'm 100% sure that what I'm saying is correct.
I just wondered what the rest of the group - and Penny of course - think. I remember that Penny mentioned that she tells her learners that mistakes don't matter and that they shouldn't worry about them - does she have any advice for ensuring learners will follow this? (Or is it perhaps a 'cultural' thing?)
I think the best way is just a basic tenet of leadership. Lead by example. Show them by doing it first and in front of them. Penny had it right in that one basic rule is that you not ask of them what you wouldn't do yourself. So one aspect of the teaching profession that is the hardest but one of the most worthy I believe is putting yourself where your mouth is and doing it first and in front of them. My aikido teacher who knew(at least read and understand) about 10 languages put it clearly. As a teacher I will not ask of you anything I would not do myself, and nothing that you are not capable of doing but I am going to ask more of you than you want to do or give. It is hard but having high expectations of the kids and letting them know you expect the best but are understanding of failure as long as they do their best is a trademark of the great teachers I have met in my life. Not always kind, and easy to say but hard to do. I also think this gets to who you are as a person and making a connection with the kids can exceed your teaching techniques. I think Penny's advice often goes along this way.It's also not a one shot answer but more a process and cycle that you keep looking at what you do.
ReplyDeleteNothing really concrete but one thing I learned in teaching small kids is we did a short quizzing game where the kids were put into pairs of teams and given a counter. Then you asked them rapid fire questions and gave points for their answers. One point for an answer that fit. Maybe 2 or 3 points for answers in a full sentence or longer or better grammar. Every 3 or four points the kids would switch who has the counter for the team and they would have to say and do (here you are, thank you , you're welcome) to keep all involved. They don't lose points for a wrong answer and the teacher can give a sample answer they can copy or build from for points. Nothing super hard but the gem from this was by being harsher it was more effective. In Japan many are reluctant to answer unless they have it perfect and this brought up some advice from a sergeant back in ROTC who said to us the best answer too late is still too late. So by being quick and letting the kids learn it's okay to fail while supporting them with hints and answers it is actually kinder for the kids to try and fail. But this was just one activity that was maybe five usually but at most ten minutes of a class that the results built up over time. I think for Japan this was really good because being stricter was actually kinder for them in that if they couldn't do it, it was just no point sorry try again. So if they could not do it it didn't get to them questioning themselves can I do English or not but can I meet this bastard(myself)'s demands. So when they did do it and I could praise them it was more a confidence builder and motivator than them questioning their language skills. The team aspect also allowed the teacher to pair good with mediocre students so there was a help network for weaker kids and like the movie said there is no I in team. So they could feel they won even if they did a little. You could also reverse this and have the kids ask you questions as their skills built and better to make it truly student centered have a kid you know can do it take the teacher's place. As kids here are more willing to accept corrections from their friends and they tend to feel if their friend can do it then they can do it, too. The teacher is the teacher and just because they can do it many kids don't feel they can or see that they can like when it comes from another student. Sorry to be so long and really just thinking out loud but I think building this environment is the key and lots of little activities that build slowly are more effective. In the old kids classes I taught we used to do about 14 activities in one 50 minute class. So lots of small wham bam you did it stuff that built an atmosphere they could learn better in. Penny has a book 5 minute activities that is great!
ReplyDeleteAgain sorry to ramble but mostly just thinking out loud but key points, Be clear you convey your expectations and show them it not just tell them it. Have high expectations and be real when you say things. When you say good it should mean good(match your actions to your words) as the kids will see right through any fake-ness. Lots of little activities that build up(scaffolding) over time and variety in speed, type, level, and flexibility. Also, where possible get out of the way and put the kids center stage, as sometimes less is more(guide on the side instead of sage on the stage). So my one example activity of just asking kids questions can be tweaked in all these ways.
Also, remember KISS, Keep it short and simple. Not like me blabbering away here. That's all for now. Sorry to ramble. Well a little at least.
PS. idiot I am thanks for the Krashen guidelines. They made me think and thanks for sharing here.
ReplyDeleteThanks for this, your long 'ramble' well worth reading, Scott! Some great points. I agree that doing more short activities is usually better than doing one lesson all on the same thing, keeps their attention better and is more interesting for both teacher and students. Takes a bit more thought and preparation, but well worth the investment.
ReplyDeleteYes, the Five Minute Activities book (a joint effort by Andrew Wright and myself) is one teachers find useful. Andrew and I sketched it out on a bus ride at the end of an IATEFL course, called Cambridge University Press the next day to propose it and they immediately said 'go for it' so we did, though living in different countries at the time... but it was a fun book to write (and use!).
About not worrying about corrections: I think this is true when your focus is on fostering fluent talk, as it was in my first session when I said this. I think, however, differently from Krashen, that there is definitely a place, even an important one, for error correction in other contexts; and even, occasionally, in fluency activities. Anyhow, I'll be talking about this tomorrow.
Thanks for your comments Penny. As always a pleasure to learn. I agree completely with corrections. I was just stressing as you did here that if the teacher isn't paying attention to when and why they are doing things it is easy to go astray. As John Fanselow said to us in some training he used to do for our school it is amazing that as teachers we sometimes are so unaware of what we are doing and videoing brought my lessons brought home how I sometimes missed many things right in front of my own eyes. I wanted to stress at least for Japanese kids in the questioning exercise the culture is very perfectionist in many ways so they are extremely reluctant to try unless they believe they are right that corrections need to take second seat until you have built up and they believe in that environment in class.
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