These sheets are both two-page PDFs that I have used to help students structure task-based lesson stages, especially the courses detailed in my series of posts on my role-playing game-structured courses. I also used transcription as homework as per York’s (2019) Kotoba Rollers framework.
Basically, there is planning, doing, and reflecting. The sheet shouldn’t be used in the doing stage. After the reflection, the review sheet can be used a few weeks later (I used three reviews in a 14 or 15 week course).
With people from Mastodon, I have joined a Radical Pedagogy reading group. It’s an area that I’ve got gaps in my knowledge about, despite my education in a post-structuralist, Marxist-sympathetic BA Film and Media programme.
Freire is somebody that I’d read bits by, and I had read bits from Pedagogy of the Oppressed before, but never the whole lot. So, time to put that right.
One of the main impressions that the book left me with were:
This doesn’t even nearly go far enough! It seems a bit weak to be saying ‘listen to the people and learn from them’. Maybe it’s not so radical nowadays. Maybe I am too experienced now? Is reading The Pedagogy of the Oppressed for the first time after teaching for 17 years like reading The Catcher in the Rye for the first time at 40 years old? (Thanks Maloki!)
How patrician is this? At points he makes the right noises about being at one with the workers and then at other points sounds fairly outside looking in.
Quoting Mao, Castro and Guevara. In the 1970s. I can possibly accept that the full horrors of the Cuban regime might not have come to light. However, Maoism caused the displacement of loads of Chinese people fleeing the so-called Cultural Revolution.
That said, there are some good bits. Like this:
“No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption.”
But it gets marred a bit by some of the patrician tone which rears up in Chapters 3 and 4.
The way that people can make quite poor choices in their learning also comes up.
“at a certain point in their existential experience the oppressed feel an irresistible attraction towards the oppressors and their way of life. Sharing this way of life becomes an overpowering aspiration.”
“Problem-posing education is revolutionary futurity. Hence it is prophetic (and, as such, hopeful).”
Contrast with the whole ‘we are preparing our children for the 65% of jobs that do not exist yet’ palaver. Is Freire’s futurity one that we predict assuredly, or one we gamble upon? I believe it requires information from learners, stakeholders and circumstances/context, to make a reasonable prediction.
And a paragraph that made me just think ‘this is commercial ELT all over’ was:
“For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority. Since everything has its opposite, if those who are invaded consider themselves inferior, they must necessarily recognize the superiority of the invaders. The values of the latter thereby become the pattern for the former. The more invasion is accentuated and those invaded are alienated from the spirit of their own culture and from themselves, the more the latter want to be like the invaders: to walk like them, dress like them, talk like them.”
The whole white-people, implicitly and often even explicitly cis, hetero, middle-class nature of coursebooks and language school marketing materials. I mean, this was being theorised best part of 50 years ago and still it manifests itself! Is an anti-cultural-imperialist ELT a lost cause?
So, I didn’t love the book. It might be a victim of hype, or just hasn’t aged well, or maybe I just have a ‘wrong’ ideology. However, I am looking forward to the next book for the group, whatever it may be.
For my main job, I use Google Meet for teaching online and a lot of our teacher input is based on using PowerPoint slides. This is not my choice, but it was what was in place and the materials get updated every year from existing materials.
Sometimes the slideshow ‘jams’ in Google Meet presentations.
Don’t use slideshows, just show each slide and go through manually.
This looks terrible and sometimes there are animations in the slides that really should only be visible after students have talked about the previous point.
What I learned
In PowerPoint 2013 (yes, I know, but why would I pay for PowerPoint when it’s not actually as good as my institutional Google Slides?) you can go to the ribbon menu and select slideshow settings then disable ‘hardware graphic acceleration’.
You can also check whether your slides have ‘jammed’ by right clicking the slideshow in progress and select ‘show presenter mode’. You would already have selected the open slideshow to present so you don’t actually share presenter mode with your students. You can also open the task bar from speaker mode, or by right clicking in the slideshow again.
This is more for me to search how I did this in about three weeks time, but hopefully it will be helpful to you too! I bet the Japanese menus are a bit difficult for some people, but, er, not much I can do.
I thought that maybe we’d get some sense of community to work through problems we face in society, it looks like the status quo is still very much alive and well. Instead, so many people crave normality. Normality was unfair and rubbish.
The tools are there to be had in our little corner of English language teaching. We’ve got pay-what-you-want services, open source software, and even beyond that, we have exchange of services and knowledge. We should be more open to this if we truly believe that teachers can learn from students and that it isn’t just one-way transmission of knowledge. Yes, I know I have a Patreon; am I not allowed to be paid for things I write?
Anyway, talk costs nothing. Deeds matter. I am going to try a low-stakes experiment. I think that starting in September or October, I have time to mentor about two people, probably a mixture of email and video chat, or even Discord, for about four months. Let’s leave it open at the minute to see what happens. It costs nothing. All I want is permission to blog about what I learn from the experience over that time. You get my 17 years of experience working in education, and I get what you bring.
I would like to share the ORE Directory (Open Research in English Language Teaching). This is a brilliant resource that I came across on Twitter, thanks to Huw Jarvis. Basically, it’s a directory of Open Access journals on (English) language teaching-related topics. There is a similar function in DOAJ (Directory of Open Access Journals) but that doesn’t seem to be actively maintained.
ORE would be great for anybody looking for work from a specific country, or just in general to see some different journals. It would be especially good for DipTESOL and Delta candidates, too.
In this episode of the podcast, I talk about future proofing our careers in English Language Teaching and the difficulties associated with this. It is entirely from my own point of view, so things may be different for you. Feel free to comment below!
If you miss the sound of my voice since the pilot episode of the FTSD podcast (which will be coming back, promise!), you can catch me yammering about listening on the Teacher Talking Time Podcast with the frankly ace Chiara Bruzzano.
If you have a spare couple of hours, you could do worse. I’m perhaps more bearable than usual, and the time it was recorded corresponded to me feeling a bit tired and wired so, yes, I’m entirely misanthropic, but hopefully not depressing.
I don’t think quiet classes are an unusual problem to have, especially in university settings in Japan. There are usually ways and means to encourage students to interact and communicate in their English Communication courses when we’re face to face.
The problem comes when you are using web conferencing software to teach and are expecting/expected to get some kind of student interaction occurring. I’m not talking about cameras being turned off, here; that’s a different issue, and I kind of understand the reason behind it (the same thinking behind why you wouldn’t invite guests round if your home was unseemly to you). I’m talking about an unwillingness to communicate.
It’s not every student, but a sizeable number of them. They claim to be talking in their breakout groups after the fact, but when they notice I have joined the group, silence falls. Even when I tell them, “I can’t grade you on silence!” nothing much occurs rather than a muttering.
What can I do? I can either grade everyone at an F, which is unpleasant for everyone, or I can do something else. I need some assessment proxies, to show that students have been communicating in English with one another, just not in my presence. Here are some of them:
Record your group discussion task
This was unpopular but not terrible. It also gave me solid evidence (as opposed to disputable, unrecorded performance) about how little or how much students spoke in a task.
I don’t like it, to be frank, because there is less spoken interaction than I would like, and lots of writing, which is beyond the remit of the spoken communication lesson. With a quiet class there tends to be less coming to a consensus involved in group decision making and more devolving decisions to the strongest or keenest student in the group.
Other things that I could do are:
Make a video together
But this is essentially the same as ‘record your task’ but with more room for IT faff and unlikely to result in more English output.
Somebody’s going to say Flipgrid
Why would I ask students to install something on their phone when they can upload work to the LMS or the institutional cloud storage?
Record and transcribe discussion
This could work, but it is a lot of work if the discussion is long. It is also more to mark. However, it does allow for consciousness-raising of students’ own utterances. I have used student task transcription previously with my RPG course.
Produce a podcast or video, ideally for an authentic audience
This is unlikely to be a favourite task, to be honest. Additionally, if it is taken up with no enthusiasm, no authentic audience would want to listen to it, although individual work was done generally well when giving presentations about their favourite architecture.
So, these are some of my assessment proxies (or possible proxies) for interaction while synchronously using voice/video over internet. What are you doing with your quiet classes? Feel free to donate your ideas to me and my three readers!
I’m going to be on a podcast by Learn Your English network with the amazing Chiara Bruzzano later this month. It ties in with their course Teaching Listening Made Easy. I receive absolutely no money or anything for letting people know about this. The reason I am doing so is that when I surveyed teachers Japan in 2016 (see here) the majority of teachers said they wanted more training in listening.
If you are interested, it’s only US$24.99 (half the normal price) if you sign up before 13th July. You get a 30-page ebook, access to a webinar on the topic on 13th July. Then you have your course start on 20th July.
If you are interested you can enrol here. As I say, I get no commission, no kickbacks, I just care a lot about teaching listening because in most of the books that we use, there is no promotion of good practice, only things that any student could do by themselves for practice.