I know I’ll seem a Johnny-come-lately to some of you, but it’s actually great to join a scene where so much development has already happened. Over the next week or two, I’ll be exploring the blogosphere and other sources to find gems related to teaching English online: either synchronously, or asynchronously, and sharing the best finds here. So – let’s start from the WHY.
Here is an interesting overview article from The Language Pod about the challenges and benefits of online teaching. They mostly talk about small groups or one-to-ones in a virtual classroom and recommend adjusting your teaching style and materials, and of course working on your confidence dealing with technical issues. And the benefits are: flexibility of time and place, developing new skills and – last but not least – being on top of a growing trend. So far so good 🙂
I rarely link to Twitter threads, but this one definitely merits attention: Teacher2Teacher asked colleagues around the world about the strategies that help them manage their time, and got quite a lot of interesting answers. If you’re a teacher trainer, you can cut them up and use for a warm-up discussion! Or just scroll through for nuggets of practical wisdom: for example, plan in lists of three things; use colour codes and Google apps; OneNote, or just the good old paper notebook… What’s your time management poison?
I’ve already shared reading about teachers being like cats, or pirates, or many other things. Now, this post by Jimmy Casas is interesting not just for a new analogy, but the whole discussion around it. What negative effects can the ‘rock-star’ status have for the ‘rock-star’ teacher and his or her colleagues? If you are a manager, how do you recognise your teachers’ achievements? Do you give them a public award, compliment them in the teachers’ room, send a quiet email or talk to them privately? This really made me think.
And how do you like to be recognised for your work?
No, I just can’t resist a good metaphor! Here is a great post by Tom Sherrington with ten teaching ideas that can ‘penetrate the armour of your ingrained practice‘, and I really like how he distills the strategies he finds useful into this pithy list. For example, marking and feedback should be an action plan; teach to the top to stretch your students; do lots of formative tests… This should really be on a poster somewhere. Wait, someone has made a very useful infographic of the Silver Arrows: just scroll down the original post.
If you have often heard, or said, that language learning is a bit like a spiral, Nigel Caplan takes this metaphor even further: it’s a tornado because it expands (and is probably just as chaotic, though hopefully not as destructive). You can read more about this in his post if you need any more convincing! For example, if you say, ‘We’ve already done the Present Perfect’, you can’t be more wrong, either as a learner or as a teacher. It’s never over because there are always new and more complex contexts and situations where this language could be applied, and the knowledge doesn’t transfer automatically.
So, next time a student comes to me with a question about his or her sense of progress, I know what picture I’m going to draw!
You must have heard of Communities of Practice before: it’s people doing something similar (not necessarily together), sharing knowledge and supporting each other. This literature overview by Catlin Tucker dots a few ‘i’s’ for me and yet brings up even more questions: a community of practice has to be something recognised by all its members, and there have to be some results, a repository of resources developed over time. So, when teachers form a community in the teachers’ room and share resources, is this a community of practice yet? Or should we provide a more formal structure for that, a way of communication, and some place to store and organise professional knowledge? (And when does an informal community of practice become too top-down for its members to enjoy?)
So, if you’re reading this, do you consider yourself part of a community of practice? How is it different for you from a group of people sharing a common interest?
“The author never fails to disappoint” – can you imagine that a phrase like that ended up on the cover of a book? And yet it happens, and there is an explanation for it in this post by Stan Carey about the issue with several negatives in one sentence and how our brain sometimes fails to process them correctly. It can be particularly useful when you’re teaching students with a negative-concord native language – though I suppose words similar to ‘overestimate’ and ‘understate’ can be tricky regardless of how many negatives your language allows you to have in one sentence!