A teacher is that rare individual who coaxes the existing knowledge systems of his students out of hiding, drags every last tentacle of the monster from the depths into broad daylight, hoses off the slime, wrestles it to the ground when it puts up a fight, and finally gives it a heart transplant. That’s subversion. That’s teaching.
- Thor May, Subversive Teaching
In my discussions with working teachers – those times we just let our thoughts take us places (and I try to do this every session, let them use their English in a free way) – in these discussions we always reach conclusions which contrast with the “official line”. We conclude that a lot of what we do is, “playing school”
This could be about curriculum. The teacher MUST teach the book but it is awful and boring. So the teacher is subversive and covers the book quickly while providing creative, effective instruction for students the rest of the time. The teacher brings the hidden curriculum to the fore but in a quiet, “unofficial” way.
This could be about assessment. The teacher MUST assess students but is not given the time or maybe has to use high stakes methods which really don’t give a good indication of the student’s effort, progress. So the teacher fudges the numbers and blends things – making sure that those students who don’t fit into the regular testing mould – get their due.
We might not go so far as Robin Williams and have students rip out the thoughts of J. Evans Pritchard but good teachers do similar things.
Teachers subvert. In our discussions we always talk about how we smile, nod and keep things pretty while doing some other things which we really know will help students learn. It is our classroom after all, despite all other pretensions. Good teachers know how to be subversive. Not in any rebellious or revolutionary sense but in a quiet way, a subtle way.
Without teachers doing these subversive things every day, I don’t think there would be a lot of progress in “official” education. I really do. Partly it is a coping mechanism but mostly, it is teachers being true to the real spirit of education which isn’t “a book” , “a curriculum” , a competition” but rather connecting with learner’s and motivating them to discover, to learn.
Two books that have influenced my thinking are now classics and they speak in a similar vein. Postman and Weingartner’s, Teaching as a Subversive Activity and Illych’s – Deschooling, I highly recommend both. They still apply today, these ideas of slowly changing the system through what we do in our classrooms, in education. (I especially love Postman’s thoughts about Teacher’s College and designing curriculum).
** Not your ordinary endless list – just what’s number 1. Just the BEST.
The more comprehensible input, the more learning
Today, I was going through my Gass and Selinker , Second Language Acquisition book. What astounded me was one word that kept appearing across all sections — “hypothesis”. Seems like every darn thing in our field is just an “hypothesis”, just a grasping at straws and a supposition, a guess. Nobody knows too much about this wide and new field of language learning!
However, amid the dust storm and darkness there is light. We do know one thing with certainty. If a student is exposed to a large amount of comprehensible language input – they will learn language! Put students in a situation where they have to figure out the language but still have a small toehold to hang onto — they will learn. Do it a lot and they will learn a lot.
All the rest, mere hypothesis, conjecture and stutterings. So mind this when you are teaching. Keep it simple, keep it clear and give students language they can understand to learn the language you want them to understand. You’ll get them learning. That’s all we can do until they solve some of these hypothesis. FYI, here’s a quick list of hypothesis off the top of my head.
1. Critical Period Hypothesis
2. Fundamental Period Hypothesis
3. Natural Order Hypothesis
4. Contrastive Analysis Hypothesis
5. Affective Filter Hypothesis
6. Identity Hypothesis
7. Interaction Hypothesis
8. Sensitive Period Hypothesis
9. please add your own…..
I’m always really happy when I run into websites that are developed by teachers. Teachers with the background and experience to know what might help other teachers and also foster learning. So it was a joy to clasp eyes on Triptico eLearning Systems.
The flash based resources developed by David and Simon at Triptico are excellent. I’ve listed some of my favs below but please take a look at their full library. Further, they respond to teacher’s requests to develop other needed tools – so it can’t get much better!
Please visit and say thank you to these wonderful gentlemen and elearning scholars! They can be found on twitter at http://twitter.com/triptico_eLearn
Throughout the years, one thing above all continually astounds me about my fellow English Language teachers, researchers, writers, administrators and even students. What is it? Well, it is how conservative they are about language and how they believe there is a “standard” English that should be taught.
I vehemently disagree and really believe we should be totally descriptive and teach with the aim of introducing students to how people actually use the language. Whenever doubtful about usage – I don’t turn to a grammar book but to another foreign speaker (or a few of them). They are my standard, they are my constantly updated living dictionary.
Recently, I ran into the argument that a teacher was dead wrong to use in class - “I have ran many companies”.That it was an “error” and “incorrect”. The correct sentence is “I have run many companies.”
I said my usual – poppycock! That right now, many teenagers and youth are using this form, so it is appropriate and that it actually is very forward leaning. Language changes, we should make our students aware of this variety and help them to “tolerate the ambiguity” of language.
What do you think? Are you one who believes we should teach a “standard” form of English or like me, do you believe we should guide our teaching by how the language is actually used. Are you a kind of prescriptivist or a descriptivist? I’ve set up a poll with a couple short videos highlighting each side of the argument. Let’s see who believes what!
There is A LOT that makes a great teacher. I guess that’s why this topic comes up over and over and over again. Hard to pin down and wrap it in some formulaic response. However, The Atlantic “What makes a Great Teacher“, just tried to and though they hit a lot of nails, they didn’t manage to really build a house.
They expound on the “Teach for America”, “Race for the Top” and “New Teacher Project”, all cash cows to both come up with the silver bullet that will kill a “bad teacher” and the “ecstasy pill” to make a great one. Poppycock!
First, they got the measuring stick all wrong! You don’t measure success in education through test scores, nor do you use test scores as the measure of a teacher. Partly because you’ll just be whipping lint off the microscopes and mostly because teaching isn’t about “da numbers” but about creating a happy child. Poppycock!
Making a great teacher takes so much. So much that isn’t even in control of a teacher (and so you got to judge things from that perspective also). Here’s a picture of it….
Further, a great teacher is as the article suggests, about a person who constantly tinkers and changes (which is anathema to a “test driven culture and classroom). However, I challenge the whole “Teach America Team” to stir me up a soup that will make a great teacher. There is no recipe!
The article has a lot of thoughtful things in it. Teach America has thrown out some tired assumptions. However, why do they come up with their own assumptions that will just no sooner than my cheap suit, be tomorrow’s second hand store item? It really is frustrating this wish, this need, this want for “pie in the sky”.
From my own perspective, there are only two things that make a difference in the classroom. One, have passion and show it in your own manner as a teacher. Two, tell the kids they are smart, tell them they can do it. Sell success. All the rest, poppycock!
Here’s an old presentation I show to new teachers – highlighting all the things that go into being an effective English language teacher. (there’s a lot I’ve left out, including a good “poppycock” detector!)
Nowadays, it is imperative that teachers provide rich content and context when giving lessons. Pictures are essential and beyond your own picture portfolio – you should have a digital portfolio. Flickr CC has amazing photos and instantly they can be searched (try “transportation” for example) and easily selected. Right click and click “save as” to download the picture onto your computer for use. I like it because the photos it supplies are very rich in detail and context.
We have many, on EFL 2.0, many videos of teachers teaching their students. It is so revealing and helpful for teachers to watch these, watch and see the little things. It really is in the little things that a good teacher becomes GREAT.
This teacher I’d hire in a heart beat. He’s a genius. Really and truly. Even though he is teaching French, you can see so many small things that he does so well — so many things to inform your own teaching. Two I”ll highlight.
1) he lets the students speak and respond in their L1
– I find this so refreshing and it should be the norm. Students should respond to communicate, not to a set format (L2). When they are ready, the target language will come. He is wonderful in getting the students to focus on this so important aspect – meaning.
2) Contextualization. See how expressive he is. See how he makes eye contact and uses his voice. See how he asks questions in a closed way – so students can respond. See how creative he is and how he bridges and helps students deal with the ambiguity of a second language. Pure genius!!!!
Medal of honor. This is part of a series on Annenberg for MFL (Modern foreign languages) “Teaching Foreign Languages” – but also wonderful for EFL teachers. Language is language, a rose is a rose.
It isn’t everything but if you can get your students reading low level (no more than 1/2 unknown words/page) texts and readers – you’ve got it made. Even better if they are sharing them, passing them around, getting excited about them.
So many teachers are deep inside afraid of losing control, of the silence of students reading. However, though it is even better to share books together,orally, self selected reading / sustained silent reading (SSR) is not just language learning but learning to be your own motor of learning.
Learn more about Extensive reading programs or doing DEAR (drop everything and read) by visiting sites of such Extensive Reading prophets as Rob Waring, Richard Day, Julian Bamford, Marc Helgesen or the eminent Stephen Krashen. And you don’t need to spend a zillion dollars on readers. Try our EFL 2.0 Reading resources. Print and get your students reading and glossing (writing in the right margin, the first language word for a difficult word in the text – it will help the next reader!).
But definitely the number one way to get students being self directed learners. A book is 24/7 learning!
** Not your ordinary endless list – just what’s number 1. Just the BEST.
Not Pausing while speaking
I’ve been in a lot of classrooms recently. One thing that becomes abundantly clear is that most instructors aren’t pausing enough while speaking. Students need time to process language, students need time to think about the answer to a question, students need time to “wrap their brain around things”.
This is under appreciated by English Language instructors for the most part. It is also a very effective skill for any presenter – giving your audience time to think! (see my fav. Bill Cosby speech for an example!).
Teachers need to “slow down” by pausing between sentences. Especially when asking questions, they need to count to 5 or more and then have a student respond. There is a lot of “heat” and cognitive demand on an ELLs brain – let’s give them time to chill!
This video I subtitled, addresses this question well – focused on general teaching skills and asking questions in the classroom.
The holiday season is here and I thought I’d take the opportunity to speak openly about something that has been bothering me for a long time – the selling of lessons/materials for teaching, online. I want to speak openly and strongly while reminding our community and teachers everywhere of the important “spirit” that runs through our profession as it does Christmas and the miraculous metaphor therein – giving without thought of receiving.
The last few months, there has been a lot of chatter about teachers selling lessons online. If interested, see this N.Y. Times article and this fine blog post and comments – for more details/background. Also, this radio show has some great interviews with teachers on the subject….
Selling lessons? I really don’t buy it. For many reasons I’ll outline but mostly from the standpoint that unless they are of AMAZING quality or offer something which is of “NEW” value – it is a rot that afflicts our fine profession – a profession that I care deeply about. So please forgive any harsh words I may utter. I have created thousands of lessons, materials for students/teachers. FREELY. I bring that perspective to the table. I may be an extreme example but I believe my opinion is in the light and will only benefit this world. Let me tell you why…..
First though, let’s talk about what education is. Let’s remind ourselves what the spirit of education is.
Education is not a possession or commodity.. It is a process and its meaning is in the etymology of the word “educare” – to draw out… It is about bringing to fruition the full potential and development of a person. This is done through awareness and knowledge.
There was a day when knowledge was kept in the bottle and this genie was a play thing of the rich and “noble” . However, slowly but surely, the spirit of this genie escaped from the bottle and spread around the world. Today, this spread of knowledge is gaining momentum. There is less “possession” and secret knowledge, less “pay or you don’t pass go” , less selling and more giving. This is only increasing with the internet and the power of social networking. Selling lessons by teachers eats at this spirit. It is not in the spirit of education and the hope that each child will be fed fruit from the tree of knowledge. Selling lessons is a sick way of trying to put the spirit of education back in the bottle – I reject that in the belief that education is a human right, for all beings. Enshrined in charters but most importantly, hidden and known in the heart of all humanity. It is the duty of every teacher to spread knowledge freely as a gift and not covet it.
Look around you! If you are like me, you will have books, food, toys, phones, TV, electricity, hot water…. Now ask yourself, how did this come to be? In a word – the free movement of ideas. I emphasize FREE.
Societies that allow for the free movement of knowledge and ideas flourish, those that don’t , rot (like the former USSR). Education is a vehicle for the transmission of ideas and knowledge. It is the main pipeline by which this happens. Selling lessons by teachers seems like a small thing but it leads to a slippery slope. We need to stop this and stop the clogging of this vital artery. I’d encourage all public boards of education to even persecute those teachers who sell knowledge as if water to a parched man in the desert. It is against the profession’s faith and the spirit of education.
But let me refine my microscope and be more specific about why I see “selling lessons” as an affront.
1. Teacher’s make the argument, “I don’t get paid enough” so this supplements my meager income. I politely suggest they look for a new line of work then. First, why cannibalize their profession? – aren’t they taking money from the same teachers that have the same “meager” incomes? Isn’t there a better way to go about getting a higher salary than the lowest denominator? Moreover, whose knowledge is it anyways? Teachers learn in their classrooms – the content/lessons they make are the sum total of their experiences. Are the teachers going to share some of the income with their students who contributed to this knowledge? Or the school board or their school? Who owns this knowledge? I’ll also add – if you feel you aren’t making enough teaching – look around the world and see how many are born into poverty and without an education – toiling for pennies a day. Your cries in this vein are to be mocked, I mock them and see the majority of teachers selling lessons as those not “in need” but who want a six slice toaster instead of a two slicer.
2. The best teachers make their own materials/content. This is a fact and conclusion I’ve arrived at after 18+ years of teaching. By making our own materials, we figure out the learner, we get into their shoes and see the learning process much more clearly. Selling lessons discourages others to make their own lessons. It really does and it makes and fosters a community of teachers that forsake sharing/giving and who harbor secrets like some “Masonic Lodge”.
Selling our lessons makes it less likely that others will share and create community and talk about resources. We need open doors to our classrooms and ideas, not a “pay and pass Go” system. How would all our wonderful workshops work if everyone just went there and auctioned off their ideas instead of sharing them?
3. Selling lessons is unethical. Yes, there I said it. It damn well is. Why? Well, especially in my field, TESOL, but also anywhere, there are millions of new teachers desperate for lessons and help in the classroom. Desperate! I was there and been there. So what do they do? They go online and buy, buy, buy…. There is no filter except the almighty dollar. Most get preyed upon and end up buying very poor resources that just keep students busy and not learning. The vicious cycle continues. Most who sell lessons — get income from desperate teachers who don’t know where to turn. It is as unethical to sell in this market as it is to charge $10 for a bottle of water after a hurricane (some tried during Katrina and were thrown in jail – why is it different in education?).
4. Selling lessons is plainly against the spirit of public education. If you want to sell, start your own store and take off the frock of “teacher”. Don’t be a Jekyll and Hyde. I firmly believe you can’t work for the benefit of just your own students – an educator is for all children/students. Our classroom no longer has 4 walls. The role of the public educator is to help those that need help. Truly, in our classrooms, our role is to help those who will have difficulty achieving. The high achievers in your class will succeed irregardless – our job is to help those who really need it. Selling lessons is against this spirit of giving and helping.
5. Time. Who are these lessons we sell for? How much time will we take away from our classroom while designing these lessons, tweaking them, styling/coloring them? Aren’t we forsaking our job by outsourcing in this fashion? I envision teachers being consumed with their “lesson selling returns” and less consumed by Johnny’s needs in the classroom.
6. Selling lessons eats away at the spirit of collaboration within education. It suggests we shouldn’t share and help. It spits at such fine endeavors as OER (Open Education Resources), Richard Baraniuk’s CNX (for low cost textbooks), Open Universities and so many other open source and educational sharing sites. I”ll return to my first thought – selling lessons clogs up the pipeline of knowledge. It shatters the view of a future where all students, all people will have access to knowledge and teachers will have access to the best of everything to help students. And at the end of this process, for the temporary pennies teachers gain, it undermines our own prosperity and future.
7. It isn’t necessary! There is plenty FREE out there and plenty of sites where you can get what you need for your teaching. Don’t feed this Moloch!
Wikipedia – Wow, what an idea! I’ll leave you with the message of its founder Jimmy Wales;
Imagine a world in which every single person on the planet has free access to the sum of all human knowledge. That’s where we’re headed. And with your help, we will get there.
Are you a subversive teacher?
** Not your ordinary endless list – just what’s number 1. Just the BEST.
The holiday season is here and I thought I’d take the opportunity to speak openly about something that has been bothering me for a long time – the selling of lessons/materials for teaching, online. I want to speak openly and strongly while reminding our community and teachers everywhere of the important “spirit” that runs through our profession as it does Christmas and the miraculous metaphor therein – giving without thought of receiving.
