Author: Marc Jones

Principles and Filler

Marc Jones / / Pedagogy

  Or ‘What can you do to separate the start of a lesson from the end without wasting everyone’s time and learners learning nothing‘
Before I start, I’m going to just say it: I have been a filler user. You get those days when the awesome lesson you planned seems to go awry or you or the learners just aren’t feeling it. I think the problem comes when the filler is routine or is pushing out principled, educationally beneficial activities.

Games

Games are my bugbear because games are what popular teachers without curricular responsibilities do. It is possible to play games and have learners learn but the danger is that learners end up playing Hangman or Bingo.
I have no problem with Guess Who? when giving descriptions, Clue/Cluedo when speculating, or a quick game of Bingo to practice listening to numbers, though. Also, if games look good and have learning as part of the mechanism, great. If it looks like it was a hastily photocopied pile of crap, your learners might well be merciless.
There are tons of awesome looking RPGs here. They do need more than one lesson to play them.

Free conversation

You can listen to the TEFLology podcast about FreeCon here.
As a teacher who sometimes uses a Dogme framework, I hate FreeCon. It is the last bastion of the lazy teacher. Beginners are given hangman, intermediate upward are given free conversation, unstructured and never reflected upon. Nobody takes any notes, nobody is really given any guidance. 
“But they want conversation practice!” the FreeCon teachers say.
I’d say that’s fine, but is it what the learners want or is it what the teachers want? And how about learning happening with the practice, like giving a bit of feedback, some alternatives that are appropriate for the learners? If you’re nodding, I think you might be doing FreeCon in a principled way. If you’re scowling, I bet it’s a conversation all about you.

Reading & Listening

I love listening, and I rather like reading, and these definitely need to be taught. The problem is, they are often just ‘done’. Simple questions straight from a book, only surface engagement, purely to kill time. I’m sure this could be done at home, so unless there’s a special reason for you to be there, why does this need to be done in a lesson?

Other Pet Peeves

  • Pages from Murphy’s ‘English Grammar In Use’ (guilty of past use).
  • “Translate this letter I can’t read”, regardless of appropriacy or language resources.
  • Song lyrics gap fills when the lyrics mean sod all (One Direction).

On 'That' Annoying Benjamin Franklin Quote

Marc Jones / / Uncategorized

Somewhere on the internet you have seen it, probably in a ‘viral’ image. It’s attributed to bad-weather kite flier and slave owner Benjamin Franklin, and goes like this:

Tell me and I forget; teach me and I remember; involve me and I learn.

“Ooh, Marc, can you please tell us why this gets on your nerves so much?”
It would be a curmudgeonly pleasure!

  1. It is used by teachers to talk about ‘learner centredness’ but dismisses teachers.

    2. While my wife may tell me to clean the bathroom and I may forget, remember that this is not a classroom situation. The classroom is a place for learning. It may be a social construct but it is one that has been reached by some kind of social consensus based on an agreed location. People go there to learn, whether by listening to teachers or watching them or whatever. This whole “Tell me and I forget” essentially negates anything said by anybody in a classroom or anywhere else.

  2. It smacks of the dreaded Learning Styles hydra that refuses to die.

    3. “Tell me and I forget” suggests that Ben Franklin was not an auditory learner. So perhaps he was a ‘naturalistic’ learner, or an ‘experiential’ learner, what with the story of the kite and the thunderstorm. Absolute rubbish! If a bloke is clever enough to wheedle his way to the top of a puritanical yet hypocritical wealth-driven society he’s clever enough to pay attention to what someone is telling him.

  3. “Teach me and I remember” tells us nothing about the method.

    4. Are we teaching through mime? Diagrams? Song? Guided instruction? Ben, someone just told you what to do. Couldn’t you have taken notes? That would definitely help you remember. While multi-modal instruction is useful to really hammer home a point, there is not always time for it.

  4. “Involve me and I learn” is just baseless.

    5. I’m all for learner-centredness and even moderate a Google Plus community about it. The thing is, you can involve learners in any activity but if it isn’t thought out in a principled way to develop emergent skills (language use or skills in reception) then learners are only learning that busy work and jumping through hoops pleases teachers. It’s why I hate unprincipled use of games in teaching. It’s pure filler!

  5. It is also a mistake in attribution and a poorly summarised translation.

    6. Like the struggle against pseudo-Einstein by Russ Mayne, the Franklin quote is likely not to come from Franklin at all. It’s just a snappy soundbite badly translated from Chinese.

So, that’s why. I must state that this is not a post to say that you are a bad person if you have shared this quote. You may have used it to support an argument about learner-centred classes versus a droning teacher and a PowerPoint. However, you’d be better of not supporting your argument with an incorrect attribution when there’s a perfectly good Chinese quote to support your view.

#BlogChallenge: What Did You Teach Today

Marc Jones / / Uncategorized

Well, Anthony Schmidt started this challenge about what we taught today and it sounded intriguing; documenting a normal day in the life at work.
Today was the second day back at school after the summer holidays and the first day back at a company class after a week off sick. They had a substitute teacher doing textbook stuff with them last week.
School
8:30-9:20 3rd Grade Junior High
Prepositions of location on the syllabus but I know these kids know them. I proposed half a lesson to talk about anything they want. They chose nothing and were lethargic so they got a task to describe their partner’s room which was done but with no enthusiasm. Had to tell two students to get work done. Very unusual for this group. Like me, they were probably tired from last night’s typhoon.
9:30-10:20 3rd Grade (Different Class)
Massive difference. They chose to talk about summer holidays. The prepositions of location were fine. The holiday chat brought up problems with go and prepositions so I reviewed that and checked some pronunciation of ‘-ed’ as /t/.
10:30-11:20 2nd Grade
Occupations on the syllabus. Brainstormed jobs with given criteria in groups (outdoor jobs, jobs with uniforms, even more). Pairs discussed parent’s jobs using follow-up questions.
11:30-12:20 2nd Grade (Different Class)
As above but these students got finished really quickly so they talked about their dream jobs. A bit of scaffolding and vocabulary help here and there.
13:00-13:50 2nd Grade (Another Different Class)
Jobs again but not categorizing as these students were keen to talk about jobs from the outset. Parents jobs talked about in more detail than expected. Told the students to speak more loudly because I can’t always hear them. Last class at school for the day.
Corporate
17:45-19:15 Business English/ESP
The other side of town. Two weeks ago they planned a business trip to Europe to train engineers. Today they trained each other in a highly specialized area of manufacturing. All from them; book never opened. The linguistic focuses were on hedging and emphasis. Very keen to do well; vocabulary precise but I needed to draw attention to morphology and a bit of grammar (overuse of passives). Set homework to preview socialising language in the textbook.
I am now tired and looking forward to dinner.

Battle the Status Quo in Your Classroom

Marc Jones / / Reflection, Research

This is not a ‘smash the system’ post but more to do with dissatisfaction at work. I’m sure everybody has had the feeling of dread that comes of another work day rolling around. For me it was having to repeat the same rubbish based on rubbish books upon which rubbish syllabi were based and imposed on me and my learners (by people with no experience of teaching language). You might not have this problem. For you it might be behavioural issues in the classroom, an incompetent or unsupportive boss, lack of support, or something else entirely.

What can you do?

I think the first step is analysis. What exactly is the problem? Probe this until you get to the root. For me, the books were awful because half the topics were stupid and irrelevant to my life and my students’ lives yet to use the book without the carrier topics often made no sense.
Next you need to brainstorm solutions. Don’t worry about practicalities at this stage, just generate ideas. Once you have enough, shortlist them and try them out (more than just a couple of times if it’s feasible). Document it and be systematic because it might be useful for other teachers (if so blog it, present it or see if your local teachers’ association will publish it). Even small-scale research is research. Try your other ideas, too. I thought about how I could use the books as little as possible. I’d heard about Dogme but it wasn’t until I started my DipTESOL that I came to Task Based Language Teaching, which gave me the option of a different framework within which to use ‘the book’ and ideas about how language might be assessed formatively, that is for planning further learning instead of to put a number on somebody. I still need to pay lip service to some pointless grammar syllabi my students have covered in previous school settings but I don’t do it for the whole lesson in those situations. Anyway, you need to try things to see what works for you, why it works, and even if it works whether it’s the best solution.
If you can’t get around your problem and you can’t solve it you might want to start looking for a new job. First, think about whether your problem is a gripe or a big deal, though. I parted company with s couple of places because I realised they weren’t right for me. Sometimes you can’t do it immediately. Grit your teeth, learn something new and let people know you’re looking for something new. You might also be open to teaching in new settings.
If you have other ideas for fighting the rot, leave them in the comments, please.

Accessing Research When You Aren't At University

Marc Jones / / Links, Research

One of my (many) bugbears is that rank-and-file teachers don’t often have access to research or academic documents when they aren’t enrolled or teaching at universities. Seriously, if SLA researchers and education researchers were keen to improve the lot of teachers on the front line then their findings would be made available to read, at least cheaply, instead of in the walled garden (hi Elsevier) that charges a fortune for a 48-hour reading period.
That said, there are little holes in the wall. Anthony Schmidt, Claire Maas and Mura Nava set up ELT Research Bites. There is superb stuff on here from a range of people. Also, Anthony has a lot of Research Bites on his personal site. A lot of academics are putting up papers on sites like Academia.edu and Researchgate.net. Not only that, but some people have publications on their own website or their university sites.

Researchers

Simon Borg – hat tip to Patrick Andrews.
Vivian Cook – Thanks Geoffrey Jordan
Zoltan Dörnyeí
Jim Flege – Phonetics and Phonology
Glen Fulcher – thanks Geoffrey Jordan
Stephen D Krashen
B. Kumaravadivelu
Roy Lyster
Paul Meara – thanks Marisa Constantinides
Paul Nation – thanks Jane Sabey
Norbert Schmitt – thanks Jane Sabey
Ian Wilson – Phoneticist

University content

University of Hawaii TBLT presentations – Once again, thanks Geoffrey Jordan

Open Access Journals/Publications

Apples
ELTED
English Language Teaching World Online – thanks Peter Watkins
Faculty of Language – an academic blog, again, thanks to Geoffrey Jordan
Humanising Language Teaching magazine. Not exactly a journal but not exactly a magazine. Very readable and not written in an ivory-tower style.
International CLIL Research Journal.
JALT Journal. Japan Association for Language Teaching’s main journal.
Journal of Second Language Teaching & Research.
The Language Teacher. Japan Association for Language Teaching’s magazine with some short research articles by members.
Ludic Language Pedagogy –  A new journal about games and play in language teaching and learning.
TESL-EJ – Thanks Geoffrey Jordan

Read more

This article by Jake Orlowitz points to even more resources.
This is Mura Nava’s list of repositories. He also says Sci Hub is useful.
This by Florentina Taylor on ELTJam.

Opening Phases

Marc Jones / / Uncategorized

Ooh, no sooner do I open the library and email account for my MA in Applied Linguistics & TESOL course than Teaching Practice for the DipTESOL finally starts! I have already passed the written exam, and now just have to pass the TP, 3 written assignments (all started; one perhaps even finished) and phonology presentation.
Because of this, service might be a bit hit and miss. Or I might be living on the internet asking for help all the time. Who knows?
I should be in bed but I am not in bed yet.
Anybody else studying for the DipTESOL might want to look at this blog about it and this one which goes through it and has other cool stuff, too

First #tokyolessonjam Done

Marc Jones / / Uncategorized

I took part in the first ever (and hopefully not last ever!) Tokyo Lesson Jam this morning.
  
Before I get back to the real world of shopping, laundry and cooking, some stuff that wasn’t directly related to jamming but that stuck with me.

  • Collocation games
  • Subzin movie quote search engine.
  • Excel can be useful for word bank-based templates. (Thanks David).
  • Group narratives ease the pressure. (Thanks Olya).

The Constraints of the Syllabus, the Restraints of the Teacher

Marc Jones / / Pedagogy, Research, Vocabulary

I’m on holidays. Wooh!  Rather, a busman’s holiday but it’s an enjoyable one. I’ve been watching ITDi.pro webinars and TOBELTA webinars. Some of what follows is about things I’ve seen, things I’ve read, things I have to deal with and just… things.

Action Research and Ordinary Classroom Teachers

Divya Madhavan gave a webinar on ITDi about action research, about our own practices, about what we can do to develop as teachers. She had everybody think about what research is and who can do research. In my opinion the whole ivory tower-ness of research is basically because ordinary rank-and-file teachers don’t share their own research. You just need to have a bit of curiosity about what happens in your class (either learning or teaching or both) and ask a question, think of something to test over a period of time (because we all have flukey classes that go far better than we have any right to expect and awful classes where things just go awry from the get-go). This gets us into a situation where we can share ideas about what works in our situation (or not), why it might (not) work, and further ideas for research.

Syllabi and the Constraints they put on us and Control!

Luke Meddings gave two webinars in one day on both ITDi and TOBELTA. One was about how we teach and how learners learn in the classroom (or learner-centredness) and one about tests and the changing roles of teachers.
I’ve been thinking about coursebooks, grammar/linguistic syllabi, word lists and so on for the last year at least. The coursebook becomes a syllabus (either top down or by insinuation due to how easy it is), whether grammar-based or lexis-based. We ‘need’ to cover the things in the syllabus, getting through all the vocabulary and then we have a car-crash situation where the learners have not taken on what has been taught except in a very superficial way. In Meddings’ ITDi webinar, there was an interesting slide: Teachers are at the side and the learners are in the centre. We need to welcome them in with the things they want to talk about. I’d say that also the teacher needs to watch out for domination by one learner, but if the learners are coming in with something to say (in L1 you could facilitate it being taught in English) you can run with it and negotiate your syllabus.
In the second webinar for TOBELTA, he advocated for 50-FREE, or 50% of class time devoted to non-syllabus learning. I am a big fan of lip-service to syllabi. I cover what has to be covered as quickly as possible then get onto tasks that will allow learners to express what is on the syllabus but maybe not with the grammar on there (because linguistic syllabi don’t necessarily result in learners learning the linguistic items so why not teach something useful). I still have a syllabus, but it’s fluid and I try to link things as far as possible to students’ interests. I’m also willing to give control to learners and just have them using the language with me able to go around, differentiating teaching according to conversation groups, bringing emergent language that corresponds with the set syllabus to the whole class.

Word Lists

I’ve been thinking about word lists as well. Things like the New General Service List and how, when we get a list, we get bogged down because we have so much to get through. Something like the NGSL gives teachers a tool to ensure the most frequent words are ‘covered’ and the possibility to check for recycling in class. What we don’t usually do is give learners a checklist based on this about how often they encounter these words outside the classroom, or how often they use them. We could, but we don’t. Why? Probably because we know that lists become dominating forces and then will probably turn off students. So , should we systematically teach vocabulary, try to have vocabulary systematically ‘noticed’ or used? I’m not sure I could agree with that. How word lists might be better used is as a diagnostic tool, with learners highlighting what they know at first, then at a second milestone highlighting in a different colour, and different colours for further milestones. Of course this is not a test, it’s highly subjective but it might be an alternative to the pressure cooker state of language teaching for standardised tests that a lot of us hate.

Tokyo Lesson Jam

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I have already set up a Tokyo Lesson Jam site for the first (and hopefully not last!) Tokyo Lesson Jam on Thursday 14th August.

Ten Freelance Teacher Essentials

Marc Jones / / Uncategorized

Since I began teaching freelance and for agencies about five years ago I haven’t had the benefit of an office in the same building I work in except for two of the regular gigs I have. With this in mind, here are my essentials.

  1. Cheap Pens

    2. You will lend pens out and forget to take them back in at the end of the lesson. The cost mounts up,

  2. Earphones

    3. With these you can prep listening exercises on public transport or find supplementary/alternative materials.

  3. Authentic materials/Realia

    4. Menus, transport maps, leaflets, etc. can be exploited in lessons.

  4. USB Drive

    5. Not all convenience store printers will print directly from smartphones/tablets. Carry your materials on one of these. Periodically copy stuff back and forth. Cloud storage is a handy backup, too.

  5. Plastic folders

    6. Can keep documents inside without massive creases. May also work as a desk when on the train.

  6. Scissors/Swiss Army Knife

    7. For cutting paper into strips or bits.

  7. Envelopes

    8. For keeping tiny bits of paper inside.

  8. Dice

    9. Useful for ad-hoc games or random selection of student/task type/anything else that has six options.

  9. Notebook

    10. Monitor stuff students say. It can and will be a goldmine. You can use it for examples of common errors, more authentic gap fills and even just for reflection on task performance.

  10. Post-its/Index cards

    11. These work as bookmarks, vocabulary cards, cue cards and more.

Also, it’s useful to have a big bag to keep them in!