Response to Emerson´s QuestionHi, Emerson.
You asked two questions:
— whether I have taught English in countries besides the U.S.;
— what my most exciting experience in English teaching has been and why.
No, I haven't taught English outside the U.S. I have traveled to a number of places (México, Canada, Taiwan, Korea, China, most of the U.S. states), but all my teaching has been here—in the states of Illinois, Oklahoma, Texas, and Arizona.
I don't have a single exciting English-teaching experience. What is exciting to me is what happens when students are able to use English for authentic communication—not just doing exercises or artificial activities in class. When people actually use English as the medium for real-world communication, it's very exciting indeed!
posted by Dennis @ 5:48 PM
8 Comments:
Hi Dennis,
I guess there are several persons that share the same opinion you have about teaching using the real-world communication. In Brazil we have a well-known teacher whose name is Paulo Freire that developed a method for adult literacy which the basic principle is to use the reality around them to become the process of learning easier. I can imagine your feelings about teaching, I guess teaching is a way to give freedom to people, freedom in mind.
Hi, Emerson.
Yes, I'm familiar with Paulo Freire. His ideas have had a major impact on the educational establishment—and not only in Brazil.
Yes, I definitely think teaching and learning should be seen as a process of giving mental freedom and empowerment to people; this is particularly true, I think, in language teaching. However, what I think and what I do don't always agree. I do not work in an educational system that fosters needs-centered teaching but, rather, whether students are able to achieve a certain degree of proficiency in specific "competencies" (learning objectives). I would have no disagreement with this approach if time weren't an issue: the amount of time it takes individual students to achieve a reasonable degree of proficiency in the assigned competencies varies greatly, since it is dependent on how quickly students are able to grasp certain concepts and then to apply those concepts in their own individually-directed learning. Sadly, some students don't want to learn (or maybe don't know what that means); instead, they want to be taught. That's OK, but what I need to teach student A might be quite different from what I need to teach student B because their abilities, needs, and available time might vary enormously.
Dennis
Ok Dennis,
I agree with you specially when you say "...some students don't want to learn (or maybe don't know what that means); instead, they want to be taught.". I work with computers and I always hire people that doesn't know the job they will deal to and frequently I hear from them that they have difficulties because there isn't enough time for those who has more skill to teach them the work and they don't get to learn by themselves studying with the books or some of online documentation (that contains everything they need to). And in this case I guess the main function of the more experienced guys (or teachers) is to teach how to learn. It's amazing how many people doesn't know how to study. I know the matter is too complex because it involves another kinds of approaches like the cognitive channel that everyone has (visual, auditory or kinesthetic) as used in the Neuro-linguistic Programming basis . I (as a person who tries to teach the new hired ones the way to do their job) try to keep that in mind when I am teaching something to them. But It isn't easy because we have our own cognitive channels too and I guess as near is our cognitive channel from the one who are learning as greater will be the results of the relationship between teaching and learning. What's your opinion about that?
Emerson,
As always, very deep thoughts...I really want to know Dennis'opinion on this issue.
Well, here are just some of my thoughts...I agree with you that there are too many aspects involved in what we consider proper teaching and learning. Of course, we try to spark the students'interest to pursue their own learning through independent moves, just like how you are doing here. However, the majority expects to "receive" the content from the teacher in a very passive way. There are many different learning and teaching styles.
Although I try to foster independence, I feed my students in different ways having in mind that they respond differently to the kind of content they are seeing. Moreover, they acquire the information in different bits and frequencies!
That's why teaching is so challenging and involving at the same time. We, teachers, want to reach everybody. In order to do it, we need to change our own perceptions and we need to question our methods all the time because what works for one student may not be appropriate to another. Fascinating! I feel I'll never get old if I keep teaching!
Well, just some thoughts....
What do you think about it? What's your learning style?
Carla
Hi, Emerson.
I agree with Carla: very deep thoughts!
Here are some of my own thoughts.
First, I think you're right: the job of a trainer often involves teaching trainees how to study and work on their own. A lot of people don't understand about taking responsibility for their own learning and also don't realize that learning often involves both acquiring background knowledge on what a skill involves and then using that knowledge to "perform" by implementing a skill. Many people simply want an answer, not the background that leads to the answer.
Also, I think that when one does something well, he or she often forgets all the things that he or she had to understand and be able to do in order to reach that level of knowledge and skill. Accordingly, it's often frustrating for those who are highly skilled to work with less-skilled people because what has become "second nature" for those who are highly skilled may not exist at all for those who are less skilled. As a result, learning may involve going backward as well as forward, and that adds to the time that is needed to help someone acquire both knowledge and skills.
In addition, I agree that learning preferences are important considerations, particularly when the learning preference of the trainer and the learning preference of the trainee differ. If, for example, someone whose learning style is aural is working with someone whose learning style is visual, there are bound to be challenges. I know I've encountered this problem many times.
Teaching is always a challenge and it always involves assessment of where students are compared to where they need to be. In addition, a teacher needs to be able to formulate how to move from where students are to where they need to be and to factor in a variety of input for the students so that different learning preferences can be accommodated. Moreover, a teacher needs to be able to go backward as well as forward if critical items (skills, background knowledge) are missing and making it too difficult (or even impossible) to move forward. Finally, a teacher needs always to realize that what might be straightforward, quick, and easy for him or her might be complicated, time-consuming, and difficult for his or her students.
It's wonderful when learning is smooth and seamless, but more often than not, it isn't that way at all!
Dennis
Sorry by my silence during these days, but I've worked a lot and I even didn't have time to read the e-mails.
Regarding to our subject of learning and teaching I guess there is another point that can be explored. I guess people in general has a native gift that sometimes keeps sleeping, the discover gift. Awakening this gift can lead people to find a way of learning different things without being teached about. I know that it's not simple, because as a teacher you need to find the correct "switch" that awake this gift.
It's not necessary to say how valuable these dialogues are being to me.
Best wishes.
Emerson.
Hi, Emerson.
You really make teaching worthwhile! I´ve told you more than once that I wouldn´t have learned that much about you and your thoughts on so many different issues if it weren´t this blogging experience...And you´re right. We never know what moves a student. We have some hints, we try different strategies, but teachers certainly reach each person in a different way. As a teacher, I feel that if I could be of any help at least for some, it´s rewarding. That´s exactly why I feel so pleased to teach your group. It´s full of interesting and motivated people who are profiting from our time together as much as they can and is possible considering life constraints.
Let´s keep up our excellent dialogue here. You always have so much to share and, like me, I´m sure Dennis is gaining a lot from our interaction.
See you tomorrow in class.
Carla
Hi, Emerson and Carla.
Yes, let's definitely keep up the excellent dialog that is taking place here!
I agree with what you said, Emerson: "I guess people in general have a natural gift that sometimes keeps sleeping: the gift of discovery. Awakening this gift can lead people to find a way of learning different things without being taught about them. I know that it's not simple, because as a teacher you need to find the correct "switch" that awakens this gift."
I also agree with what Carla said: "We never know what moves a student. We have some hints, we try different strategies, but teachers certainly reach each person in a different way."
Here are my own thoughts.
I think awakening the gift of discovery is probably the greatest challenge any teacher faces. Some students, like you, want to learn more and more; the challenge is much less in this case (but there's the additional challenge of keeping you thinking and keeping you interested). Most students, however, have to be "pushed"—and finding how to "push" them is difficult, since it's something different for each student (maybe a particular topic, maybe showing how _____ is relevant to a student's life, maybe discovering a topic of mutual interest to both teacher and student or to one student and several other students).
It's much easier to find the "magic key" when a teacher is working individually or with a very small group, but it's much harder when a group is large—because it means that the teacher must always be in "discovery mode" himself or herself and focused on discovering the "magic key" for each student at the same time. This is time-consuming and requires mental discipline.
I think all conscientious teachers understand the importance of discovering the magic key that will awaken the need to discover new things. Sadly, however, I don't think many teachers are able to do this with every single student in every single class. That doesn't mean that we shrug our shoulders and say to ourselves, "It's impossible." No, it means, instead, that we keep trying different things in the hope that eventually we'll discover a new magic key. As Carla said, "As a teacher, I feel that if I could be of any help at least for some, it´s rewarding." I couldn't agree more! It's not only rewarding; it also forms the basis for the "single most exciting English [or whatever]-teaching experience" that you asked about initially. Carla also goes on to say,"That´s exactly why I feel so pleased to teach your group. It´s full of interesting and motivated people who are profiting from our time together as much as they can and is possible considering life constraints."
There could be no higher tribute from a teacher to a class! You're a very special class and you have a very special teacher!
Excelsior!
Dennis
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