Performative Teaching

Marc Jones / / Pedagogy

unicycle

I’ve spent time agonizing over my own teaching. What went wrong, what went OK, what went disastrously? I’ve mulled over a concept in my head that I call performative teaching, and I am  going to use it in this post.

One important thing to note is that I mean something entirely different to the definition in Naidu (2017), where it is described as:

“[Teacher and student] could co-enact in in quasi-theatrical fashion, any question or answer that might arise in class… Such a method invited the participation of students beyond merely listening and taking down notes. It also notionally and visibly shrank the class.” (Naidu, 2017: p. 462)

Instead I see it as a performance of teaching without the consideration of learning taking place. It may happen in classes where the teacher has planned activities for learners but a significant proportion of the learners do not engage with it. This lack of engagement may be due to amotivation (Ryan & Deci, 2017), an absence of motivation because of a lack of perceived ability to take part in or succeed at the activity or else a failure to see utility in the activity. Obviously this is far from ideal, but what is a teacher to do?

One option is to panic and teach anything, and this is what I mean by performative teaching. It is the teacher performing the art of teaching, but the art of teaching is much like the art of live music or theatre; the ‘audience’ or community of learners may be engaged in alternative activities at the same time, such as texting, having side conversations among others. Yet the show goes on. However, without students paying attention to what is being taught can the teacher even begin to imagine that anything is being learnt?

Of course the other option is to stop the ‘performance’. If the planned activity is not appropriate, or felt to be as such, if it is forced then not much is going to happen except for a bit of resentment and perhaps even some foreign language classroom anxiety (Horwitz et al, 1986). “Because complex and non-spontaneous mental operations are required in order to communicate at all, any performance in the L2 is likely to challenge an individual’s self-concept as a competent communicator and lead to reticence, self-consciousness, fear, or even panic.” (Horwitz et al, 1986: p. 128) Therefore, it would probably be best to not have the whole class and the teacher in a state of anxiety or panic. A brief acknowledgement that things are not quite going according to plan is fine because we are all human, after all. Think about what could be done.

If your classroom culture is one where there is an expectation of student-teacher exchange of opinions, you might even get students co-creating an activity with (or without) you. You don’t even need to ditch the plan that didn’t work because maybe it’s something that would work better on another day. If not, perhaps you have a particular activity that you use as an assessment task that you could instead use for formative assessment (see where students are at and what they should work toward next). It might also help you to see what students might not have felt ready for in the ditched activity.

However, as a devil’s advocate here, let’s imagine that you’ve kept going along in your state of panic with an activity that nobody is into. If you’re like me and you have a task followed by (or in tandem with) a focus on form (Long, 2014) you have either not much to focus on or way too much to focus on due to limited output. If you teach forms – grammar, vocabulary, functional language – first (and I know some people are mandated to) and that’s gone OK but the following activity has gone awry, you could pay lip service to it and think of a different situation with the same language use, or even a few sensible questions with the language point and turn it back on the learners. Maybe this works better, maybe it doesn’t. Can you try to see why and how this happened, though. Sometimes people go into a classroom unprepared for learning and it isn’t the end of the world and isn’t always the teacher’s fault. As a teacher, maybe it’s worth learning from the experience, because if you have to be dripping in nervous sweat and having a painful pit of anxiety in your stomach, you should get some benefit from it.

 

References

Horwitz, E. K., Horwitz, M. B. & Cope, J. (1986), Foreign Language Classroom Anxiety. The Modern Language Journal, 70: 125-132. doi:10.1111/j.1540-4781.1986.tb05256.x

Long, M. H. (2014) Second Language Acquisition & Task-Based Language Teaching. Wiley.

Naidu, M. (2014). Engaged Pedagogy and Performative Teaching: Examples from Teaching Practice. International Journal of Educational Sciences, 6(3), 459–468. doi:10.1080/09751122.2014.118901

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Podcasts for Professional Development

Marc Jones / / Links

 

Have a good summer? I hope so.

I just wanted to get back into the swing of blogging again by writing a list of podcasts for English Language Teachers. Be warned, this skews toward higher education and adult learners a lot.

General Language Teaching

TEFLology (disclaimer: the podcasters are my friends and I am a junior coworker of one TEFLologist).

We Teach Languages – A wide variety of topics. Really good interviews with regular teachers.

General Higher Education

Research in Action – sometimes has pedagogy and productivity-relevant topics.

Teaching Higher Ed – lots of generally good pedagogical advice in the episodes I have listened to.

General Linguistics

You will feel very intelligent listening to these because they are very academic but also very accessible.

Lexicon Valley – a bonus here for the use of old Broadway show songs to illustrate linguistic phenomena.

Lingthusiasm

Holidays, the time taken for application forms

Marc Jones / / Freelancing

(Photo of me in front of a poster with elephants in Osaka. ©2018)

Who doesn’t like a holiday? I am supposed to be on mine but I can’t help be sort of not on holiday. I still have a bit of grading to do (deadline far enough away to not feel guilty), some other bits of projects to do, and job searching.

I am still looking for a full-time job, and am constantly looking and the jobs keep coming up, albeit some of the most interesting ones outside Kanto.

I remember there was quite a to do on Twitter among UK academics defending the summer teaching break in universities because this is when they actually get research done. Well, among serial part-timers, basically people working more teaching hours than most full-time university teaching staff, this is when we finally have time to cut and paste our CVs into bespoke bloody forms for every university job we apply to (either part or full time, tenured or contract), with ill-judged formatting choices that mean the file renders stupidly on a Windows computer but fine on a Mac or vice versa. One university that I am still thinking about applying for, and it’s just a thought because of what follows, wants publications (Check! Although maybe not high-flying enough.) and also evidence of excellence in teaching based on the dubious evidence provided in student questionnaires. I predict some humming and aahing (and aarghing) about this, if only about being bothered to find logins for the different university questionnaire websites. It makes the 500 words in L2 about my aims for a general-ESP-EAP hybrid course for a more prestigious university seem doable.

Anyway, less blog moaning. I’ll only be moaning on social media between now and the last week of August. Probably.

So, yes, my summer holiday for the next week or so will be spent with early mornings grumbling about Excel, my crappy English-to-Japanese translation skills, my dreadful keigo, and general work related faff before housework and parenting. At least it’s just a week, then it’s countdown to an actual trip!

Underneath the pavement, the beach

Marc Jones / / Uncategorized

This is the follow-up to my previous post, ‘Find someone who‘ which detailed several problems with the TESOL sphere. The title for this post comes from the Situationists, and is a reference to the sand found underneath the paving stones torn up in the Paris 1968 revolutionary clashes.
There is little to be achieved by only complaining about one’s problems. Certainly, it is relieving to vent. After the venting, however, we have inaction, a restored status quo. There needs to be some sort of action, no matter whether it is a tactical advancement or sabotage.
A lot of us work outside our contracted hours. For those of us creating material to be used in classes and where we retain copyright, I would absolutely advise you to sell this on. Could you sell it as an ebook? As a zip file of materials? If you don’t retain copyright, could you subvert laws and means by only using Creative Commons Share Alike media in your materials? This means that anything created must be shared with the same license. It would also mean that your organisation doesn’t benefit at the expense of everyone else, even if they do stop you from selling it on yourself. If not, totally ensure that you provide only a paper copy to your organisation so that they cannot make a digital version without some effort. Mostly PDF scans look like PDF scans. Remember to add your name under the title or at least somewhere that is a pain to cut it from. If your materials are good and you get acknowledgement without any kind of benefit other than kudos, you might as well be paid in social media likes.
Working to rule is still a thing that feels a bit mean to some of us. I disagree, though I believe I ought to do it more. It’s doing what you are contracted to do. Essentially, anything else is a freebie. If you are freelance, you probably think that freebies are horrible. If you work for an institution, these are often disguised as ‘Everybody normally comes in early to prep and leaves late after marking’. I bet everyone did it because everyone else did it before. Do you know whether everyone else has the same contract? Have you considered that working those extra bits normalises working for free? If you can afford to work for free, lucky you! Just don’t help bring about a culture where everyone else does.
For some of us, we do a phenomenal amount of CPD, including paying for our own qualifications which our organisations benefit from through bragging rights to students. If it isn’t recognised, don’t do it, or if you want to do it, don’t declare it. If your employer wants to parade your CV around, they ought to damn well pay for what’s gone onto it since you’ve been with them. This is one of the reasons I stopped working for one agency: they wanted an updated CV, but there was no extra to be paid as a DipTESOL holder. It doesn’t have to be a diploma or degree, though. Courses, conferences and even webinars take time away from our families friends and chances of getting a nutritious meal instead of being too tired to cook.
If employers are trying to deskill the profession, we need to fight back, and perhaps even fight dirty. Abandon new syllabi and teach better, knowing its better for students to not get the advertised ‘product’. Or transform the materials in such a way that only the highly skilled can use the supplementary materials. Make lesson plans unintelligible except to the initiated. You might get a stern talking to, even a warning. I might advise you, however, that the writing is already on the wall in this case and that you should probably be seeking alternative employment.
The social side of things is a different beast. Staff rooms not being safe, well, I have no idea beyond hoping others will call out bullshit if you can’t. Sometimes, even this doesn’t work. If you can keep a diary of anything, get it down on paper, or even have sympathetic witnesses who can vouch for you it might help (but equally might not). If you really can’t take it, you could consult your union if you have one if your employer is unwilling to act. If you don’t have one or get no joy, and you don’t mind burning your bridges consult the department of employment or similar. You might not have a job to go to for that employer and there would be no good reference, but there would be some kind of record of complaint at least. A declaration that there are problems. I don’t have any easy solutions here.
Similar to the invisibility of LGBTQ+ identities because it can be risky. Does one out oneself to make a point of visibility or look after oneself? I think it’s a personal decision, and you might have to go the union/department-of-employment route here, too.
I started with the Situationists and I will end with them. “Be reasonable, demand the impossible.” What is ‘impossible’ for employers and the industry at large is frequently not; it is only ‘reasonable’ and therefore right.

Find someone who…

Marc Jones / / Uncategorized


Find someone who works more than their contracted hours without monetary compensation.
Find someone who hasn’t had a pay rise for the last five years.
Find someone who can’t afford to buy a house despite home ownership being common among people their age.
Find someone who works in a place where the staffroom is smaller than a classroom yet caters to the same number of people.
Find someone who is praised for their preparation and achievements without any recognition in job security.
Find someone who is constantly job hunting in order to transcend precarious employment.
Find someone who has made sacrifices for their workplace in spite of there being no reciprocation.
Find someone who is expected to conduct research despite having no allotted time nor payment provided to do this.
Find someone who has their working hours cut due to undersubscribed courses while their employer looks to finance new campus buildings.
Any other ideas, add them to the comments.

Making Work For Yourself

Marc Jones / / assessment, Pedagogy, Reflection

Well, first a famine and then a feast, that is, if self-indulgent nonsense is at all a signifier of a festival atmosphere. 3 posts in 36 hours!
Sometimes I think of expertise in teaching as the intuition that being time served gives to you. It’s not the sleepwalking through a class but that you can do everything through habit and stay alert to the novelties of the day. Other times I think of it as the way that you can get through a lesson without needing to plan a rationale with a 3000-word literature review and a methodology section. You already have the skills to pay the bills, as it were.
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However, comfort zones are made to be broken out of. This year I am teaching a listening module (yay!) with endless amounts of faff for the resources (no way!) but which I chose to do myself (ey?) in the name of pedagogical thoroughness (hmmm!). Where do we draw the line between martyring oneself to The Absolutely Correct Way Based on Proper Scientists of Learning and being a heretic to the cult of Maybe This Is Good Enough and The Students Will Never Bloody Notice?
“It’s why they pay us the big bucks,” said a person (this very week) that would be unlikely to read this blog. Except, I feel that part of me in the standardised parts of my job feels very frustrated that some of what I do is not The Absolute Correct Way but is definitely only Maybe Good Enough. The bits of my job where I have designed the syllabus and where I have lots of independence make me really happy, although for a few of those there were some marathon reading sessions on good practice for reading and writing pedagogy.
“That book basically teaches itself,” said someone in a staff room this week. I didn’t even have a small aneurysm. I sat on my hands and did nothing; no arguing, not even a grumble. I just disagreed, felt that I understood the time pressures but wondered why they even had a Master’s degree if they enjoyed being deskilled so much.
Anyway, there’s assessment as well. Not being much of one for exams, them being a single event that might not be representative of learning development, I sort of eschewed them as much as possible until this year going with portfolios and ongoing assessment. Unfortunately, I don’t think portfolio assessment is the way to go unless you are teaching a light load and have plenty of time for painstaking assessment necessary. My portfolio assessments make up a much smaller proportion of grades this year, but I do have exams to give but they are smaller, less stressful affairs. I would much rather be able to conduct task-based tests more often, but 30 in some classes and I teach 30 hours a week at different places and with different systems. The Absolute Correct Way is toast again.
Am I a bit sorry? Well, I have the flail out, yes. Is there any way around it? Well, probably not until I start a Patreon or something (joke).
So, what can be done? Well, at best, I can probably plan my time a bit better, which should be easier now I cancelled Netflix. I could do a bit more assessment in down time and use time at home as down time instead. I also have a lot of repeating classes next semester, so that is a small mercy and I won’t need to mess about with video editing software on a crappy Linux computer with insufficient RAM at midnight next autumn or winter.
 

Resource: Intonation Graphs

Marc Jones / / Listening, Pronunciation, Uncategorized

As regular readers know, I love phonology and anything to do with pronunciation and listening. I also have a need to make my learners aware of what happens in the stream of speech. They need to catch the intonation to be aware of any discourse functions, any attitudinal functions and, to the extent that they can be considered anything beyond rules of thumb, grammatical functions.
So, intonation graphs. Get the graph, draw the pitch and even write the words on the graph. Something like this.
A graph. X axis is Time. Y axis is Pitch. In the middle of the Y axis, parallel to the X axis is a midline. This graph shows the rough intonation pattern for Michael Caine's line in The Italian Job, "You're only suppose to blow the bloody doors off!"
Get it here as a Word document or PDF.

Here be (Dungeons and) Dragons – Redux

Marc Jones / / Pedagogy

You are in a classroom. There is a dais with a desk, behind which there is a blackboard. In front of you there are eight novices awaiting instruction.
I choose to engage the novices.
Go ahead.
Today, I have a plan. However, I am interested to know if you have a different plan. My plan can be for another day. Please imagine different situations that you and Rob or Vanessa (our regular Non-Player Characters) might be in. Use last week’s lesson as a planning guide. If you need help, please ask me.
Roll D10>3 and D4<4 for successful engagement and +1 courage.
D10=7,
D4 falls off desk… =1.
It went really well, actually. The students planned in two groups of 4. One group decided on explaining a road relay (and did very well indeed), and the other planned to teach how to make miso soup, which they underestimated the complexity of, but I see this as a good learning experience. I also think that by giving my students a metaphorical look behind the curtain that they can understand the success criteria for the tasks I create a bit better. I would still like a bit more linguistic complexity in their output, but today I am going to take this as a success.
XP +D6
D6=4.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4, 5, 6, 7, 8, 9.

excitELT: workers rake the coals

Marc Jones / / Uncategorized

night-of-the-living-dead-group

Image from George Romero’s Night of the Living Dead, 1966. Public domain. Could it be a group of teachers worrying about whether they will survive the industry/profession dichotomy?

OK, I know. “Marc, you are one of the people that are involved in Teachers as Workers, aren’t you?”
Actually, probably less than you think but, you know, I support them. I just don’t know how much I actually do apart from I’ve wrote a blog and struggled to archive some stuff for the group.
Anyway, yes, I could have submitted a presentation about how ELT is less exciting and more exploitative. However, I did a bit about listening, and other people did stuff about working issues for teachers.

***

Peter Brereton presented Teacher Low Points: Disillusionment, Demotivation, and Burnout. Sadly, I ended up walking in halfway through the 10-minute plenary because I had other stuff to sort out upstairs, but what I did see was good, engaging and made me happy that somebody is talking about this.
Bill Snyder talked about the notion of isolation in teaching, despite being part of a community. There was also the difference between isolation and solitude, and the amount of anxiety and how we can help each other by talking and stuff.
Sam Morris talked about emotional authenticity in teaching, and the issue of rife fixed-term contracts and the massive amount of part-time teaching (in universities) happened to crop up, because teachers sometimes become more “emotionally authentic”, or ‘themselves’ close to the end of a contract. Basically teachers who know they are getting to the end of the contract, with job anxiety and such, stop worrying about masking their feelings and let them out. I raised the question about whether there was a link in the research about whether there was any link to teaching quality by keeping teachers precarious. He said he’d read research and it pointed to the opposite. I think I also had a longwinded comment-question thing (yes, I can be am one of those people) about feeling guilty for being open about my feelings with adult students. I think the crux was: students are adults, they arguably need English of the real world, feelings are the real world, why hide feelings (though, don’t be weird, you know).
Of the videos, Scott Thornbury painted a vulgar picture of the Spanish ELT employment scene, with pitiful wages and no development to speak of in the language school sector. That would be mainly the same in Japan, though there are a very few cracks of light to be found outside the chain schools.
On a side note – I was a bit worried that it was going to be a bit of a talking shop for people who just work in universities, which kind of happens at a lot of conferences, I guess, and that was the majority of people, but there were some people from language schools and high schools as well. I like talking to people, especially people who don’t just work at universities, because what is a conference for if not to learn from people you might not otherwise meet? (Not wholly a rhetorical question, by the way).