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Independent study in a computer lab (my steep learning curve starts here!)
I started teaching in a computer lab for the first time this semester. It’s been a bit traumatic so far, as the classroom dynamic changes a lot, but I’m enjoying the challenge so far.
Yesterday we had our first proper class, and I decided to run it as an independent study session to allow students to familiarize themselves with some useful online tools. There were 35 2nd-year non-English majors in the class, and their English ability and familiarity with computers varied wildly. You can see my lesson briefing on my teaching blog here.
The lesson was partly successful, but I can see how to make it better and was very excited by the potential of using a blog or website to communicate with students. Here are my major impressions of the class:
- I tried to do far too much. None of the students had enough time to finish, and that was very harmful to the classroom atmosphere and their feelings towards the course. This is the #1 thing I would change about the lesson
- Only a couple of students asked questions/for help. Need to spend more time getting the class comfortable with calling me over to help with problems
- Unforeseen technical problems reared their ugly heads: the NY Times website does not allow popjisyo to load individual articles (something I only noticed when a student pointed it out) and the edublogs comment feature is a bit too aggressive in its attempts to deter spambots. Both of these caused a lot of frustration to my students
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The future of online language learning and translation
This video is really interesting and a little scary. I’m going to have to start polishing my resume.
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Penguin Kids Readers
Resuming our kids’ readers roundup after a brief hiatus 
I received a set of these a couple of weeks ago from the publisher (thanks!). While I appreciate the gesture, it will not affect how I review them here.
Having said that, this is a fantastic new series that has a lot going for it. There are currently 23 readers over six levels of difficulty.
Level 1 (200 headwords)
Level 2 (400 headwords)
Level 3 (600 headwords)
Level 4 (800 headwords)
Level 5 (1000 headwords)
Level 6 (1200 headwords)
As you can see, the jump between levels is fairly minimal, something that is extremely important for beginner and younger readers.
The current titles are all based on Disney films, and the artwork and covers are beautiful. The writing isn’t bad, either, in that the books actually tell coherent stories. That is often a problem with low-level readers based on films or TV content -they try to fit in too much with a minimal wordlist so the stories end up not making sense. Luckily that is not the case here. In many of the books they have taken just one scene from a film and told that. Our students found the books really attractive due to the topics, but there was enough of a spread that they had not seen all of the movies featured.
Another thing I liked were the simple exercises in the back of the books. They have pre-reading and post-reading questions that are visual and fairly easy -perfect to do in class after reading or to check out of class reading. If anything, I would have liked to see this section be slightly longer.
Apparently the series will end up having twelve books at each level, and there will be different content in the next wave of books (ie not just Disney).
Overall, this is a fantastic new resource. We ended up ordering two more sets, and I’m really looking forward to the release of the rest of the books in this series.
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New (Academic) Year’s Resolutions
Now that we are two three months into 2010 2012 (can you tell when I started writing this post?), it seems like a good time to think about new year resolutions. I didn’t make any specific ones this year, but I would like to make some for the next academic year.
In Japan the academic year runs from April to March, and at universities at least classes finish in February, allowing teachers some much-needed downtime to do admin, write papers, and think about next year’s classes.
So what am I going to focus on next year?
One of my priorities as a teacher and learner is effectiveness, or maximising results. I want to continue making my classes as effective as possible. I define effectiveness as the amount of learning over a certain time.
For my university classes, I am working off the following assumptions:
1. my students have already studied enough grammar
2. we only have a maximum of 22 hours together
3. my students actually want to learn English
4. most of my students don’t know how to get better at English
5. there are things I can teach my students that will help them improve their English
6. tests and quizzes, while very useful for assigning letter grades, are not very helpful
I am going to be teaching the following classes next year:
Reading
Communication
Listening
Presentation
I have already submitted my syllabi and know more or less what we are going to be doing, but I would be very interested to hear any advice or ideas about what I should do in each of these. I’ll be posting the contents later in the week. Please comment below.
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by sendaiben
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English teachers aren’t really teachers, are they?
This is something I have been thinking about for a while now.
I was just drafting this post when I saw this link by Steve ‘the Linguist’ Kaufmann (NB: I started writing this post three months ago).
I’m not sure that we EFL teachers are actually teachers.
After all, we are in charge of helping learners become proficient in a language. I see this as a skill to be practiced rather than a set of knowledge to be taught. I have always compared language learning to sports, and described what learners should be doing in terms of practice and training. The sports analogy seems to work very well:
1. some people are naturally better at sports/languages than others
2. anyone can get better at sports /languages through practice
3. formally studying sports/languages is of limited use on its own, although it can help if done in conjunction with practice
4. being good at one sport/language will often help you with another one
5. if you want to get better at a sport/language, you should aim to do meaningful practice every day
6. training equipment will help you improve at a sport/language, but is no substitute for practice
7. drills can be helpful, but you also need to practice under realistic conditions if you want to get better at a sport/language
You can probably make similar analogies to playing a musical instrument, or producing art.
The point is, if we are coaches rather than teachers, don’t we need to re-examine our teaching situation?
Are formal classes, exams, class assignments, and grades appropriate ways to help our students master the skill of English language use (as opposed to the academic equivalent knowledge), or are they actually counter-productive?
Now, most of us are restrained by our work situations: we can’t abolish classes or grades, but perhaps there is some way we can change our classes to make them more practical. I’ll be thinking about that in the new academic year, starting in April here in Japan.
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Listening and taking notes: harder than just listening?
I’ve been meaning to write something about this for a couple of weeks months now.
I started doing listening exercises this year in my university reading classes. Students listen to graded reader CDs as a class while taking notes, then talk in groups checking their understanding, and finally write a short summary of what they heard.
So far we’ve been doing short (two three minute) sections of level two reader CDs. These are texts that my students would be able to read easily, but they have trouble following it as audio. I presume this is because most high school students rarely if at all practice listening for more than a single sentence or short dialogue.
The feedback so far has been pretty good, with most students finding the practice interesting, challenging, and useful. They also appreciate the chance to practice listening, speaking, and writing in a short time.
However, there was one thing that came up that really surprised me. Many of the students have mentioned in feedback that they find it much harder to listen and take notes at the same time. I had assumed that taking notes would help them focus, but it seems that for a substantial minority this is not the case.
After receiving this feedback I allowed the students to take notes or not in the following class, and that seems to have solved the problem.
Does anyone have any similar experiences or articles/theories that address this? It was fairly counterintuitive to me, although I guess it makes sense that the increased mental load of having to filter the content to take notes would make it harder to actually process the language…
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David Lisgo’s new card games
I am a big fan of David Lisgo‘s work, especially the Switchit card game.
Recently he has made a new set of card games based on verbs. Unlike Switchit, which is similar to UNO, these are more like a combination of Go Fish and Happy Families or Rummy.
Play is simple: players are dealt a number of cards and they try to collect sets of four by asking other players: if the other player has the cards, they hand them over; if not, the asking player takes a card from the middle (like Go Fish). Play continues until all the cards are gone or the time is up.
One caveat is that the game if played in full can take a long time: I have found setting a time limit or removing cards or sets from the deck helps speed things up.
Our students enjoyed the new game and I liked it very much as well. Students are talking a lot more, using full sentences, and getting a lot of practice with verb forms. These cards are a great addition to a teacher’s toolbox.
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Apple Education
Reading about the new Apple educational push, I was pretty impressed. It seems like they ‘get’ the core issues:
1. textbooks need to be interactive and appealing, and take advantage of pictures, video, and audio
2. textbooks need to be affordable
3. teachers want to make these next-generation textbooks
Their iBook author app looks extremely interesting. Interesting enough to make me look up the price of new Apple laptops…
Perhaps that was the secret agenda ^-^
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2011 and all that
Happy New Year! I for one am sincerely hoping that 2012 will bring good things.
Last year was one of the toughest I have faced, even more than some very hard teenage years. While the emotional suffering wasn’t up there, I can definitely say that physically and mentally 2011 was the hardest year of my life. I am very happy to see the back of it. I have always subscribed to the ‘whatever doesn’t kill me makes me stronger’ philosophy, but after the latter nine months of last year I think there is an alternative interpretation, ie ‘whatever doesn’t kill me makes me very tired and unwilling to do anything’. You may have noticed the distinct lack of blog posts towards the end of the year.
Partly in an effort to put all that behind me, I have a few New Year goals (I hesitate to call them resolutions as that seems to jinx things). One of them is to learn Thai this year, studying by myself using online resources. I’ll report back on my progress throughout the year and hopefully it will give me a new perspective on language learning (I have been lucky enough to learn most of my languages in context, by living there, so this is new). I foresee issues with motivation and consistency, but this is something I have always wanted to do so we’ll see how far I can get in a year.
I’ll be using material from Learn Thai Podcast, in case anyone is interested. They seem pretty good so far (full review later).
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by sendaiben
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AGO: the best 900 yen you’ll spend this week
AGO is a card game, similar to UNO or Switchit, that practices simple question and answer patterns. It is ideal for upper elementary or junior high school and above. Students play to get rid of all their cards: the first person to do so is the winner. The game mechanics are easy, and almost all students already know them from playing UNO.
There are eventually going to be three levels: aqua, green, and orange (hence AGO, but I suspect that the pun with eigo was also a factor in naming this product). The first level, aqua, contains very easy questions like ‘do you like…?’ and ‘what season is it now?’. There is some scope for personalization.
The green level just came out at the end of last month, and includes more complex questions, more scope for students to make their own questions, and more ‘game cards’ (‘pick up’, ‘jump’, and so on).
The orange level is due to be released next year.
The production values are pretty good and the cards look and feel great. Well worth the 900 yen, especially if you teach junior high school and up.