Tag Archives: book

Reflective Writing: Thomas Farrell

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Last month I attended a weekend course on Reflective Practice led by Thomas Farrell.   This year, one of my own goals has been to attend to my own professional development instead of leading workshops, giving presentations and all that.  As the French say, “reculer pour mieux sauter” – stepping back so to jump further ahead.

I had a great time, thinking about my own teaching practices and sharing my own struggles and development with fellow teachers at Brock University.  During the workshop I thought a lot about the question of: “what is reflective practice” and came to the conclusion that we too narrowly define this within our profession.  Most of us think that reflection is about writing long journal entries or attending day long professional development sessions.  I see it differently.   Reflective practice is the simple act of thinking about our teaching and it can happen while on the toilet, or those 5 minutes after the kids have scattered from class.  On the bus or a few notes to self written on our fridge.  While reading on a weekend getaway or flipping through a newspaper.  It isn’t just a formal act.  But most importantly, it is an act that results from teachers caring about their students’ learning – not their own career or development.

Thomas Farrell has written much about reflective teaching practices and I think he’d agree with this premise. His latest book on the subject – “Reflective Writing for Language Teachers“,  while focusing on the various writing genres (frameworks) that teachers may use for reflection, offers a very readable overview of reflective practice. As the last words of the book implore;

“We engage in reflective practice not because we want to teach our lessons better (although this is a good reason), but because we want to teach our students better.” (p. 154)

He writes  in Chapter 2:  Reflective Practice;

“… you can see that for me reflective practice means teachers taking on more personal responsibility for their classroom decision-making and , when deciding on specific aspects of their practice which they want (or need) to develop, not looking for teaching methods developed by others (so called experts or publishers). Instead, they will look into what works best for their students’ learning needs, thus ensuring a personal investment in development that is at times missing in many cases from the traditional top-down mandated professional development programs.” (p. 31)

What further impressed me while reading the book was his continual espousing of the view that “thoughtful reflection” in and of itself is not the goal, only a means.  Key is that it is done in a way that leads to constructive changes in teaching behavior – that it is reflection for action.

I found the book very well organized and really easy to dip into. Not something a teacher needs to read at one go.  Each chapter is structured into short parts with writing tasks that a teacher could do in their teaching journal.  Reflective writing while learning about reflective writing – a kind of loop feedback and an approach that would make the book suitable for a professional development course.  Particularly strong are the “Preamble” sections beginning each chapter. I really enjoyed how the author kept things personal and related his own experiences as they applied to the topic at hand. I gobbled these up and in fact throughout the book, you’ll find a lot of personal  backdrop and discussion based on experiences all English language teachers can relate to.

There were a number of sections that I wished were more thorough. In particular sections on teaching beliefs and the last chapter “Reflecting for Action”.  There might also have been a detailed section on blogging as a form of reflective writing in its own right (and I consider this blog my PhD in reflective practices!). Although I’m asking for a lot, I also wish that books like this would have an online community or forum where teachers could actually reflect/write and share with each other.  I’m an idealist I know but if your vision doesn’t exceed your reach – what’s a heaven for?

If you get a chance, catch one of Thomas’  presentations/lectures – you’ll enjoy his ability to hold an audience’s attention and through humor or meaty facts get teachers thinking critically.   As he quotes Dewey that “reflection is a form of freedom from routine behavior because reflection emancipates us from merely impulsive, merely routine behavior” (p. 153) – you’ll get lots from this book to push you out of your own habitual teaching practices and beliefs.

Tom and I at TESOL Philadelphia

PS:   Visit Dr. Farrell’s webpage for more info. I’ve used reflective writing as a key part of my own courses. Read a sample of reflections my student teachers wrote using my own Zen and the Act of Teaching reflective teaching journal.

All my “tech”books

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EnglishCentral Basic Business English CoursebookI like the term “tech”books. I’ve been busy the last couple of years creating lots of free books for teachers, books meant to bypass the clutter of the textbook vultures out there. Kind of born of my angst against how textbook culture (and it is a culture, so many are so deep into it, so “hooked”, like culture they can’t even see so), how textbook culture addicts teachers/schools and more seriously, de-trains teachers from actually teaching language in a personal, direct and “human” fashion. Time we all withdraw from this drug and low/no cost techbooks are the answer. Direct, simple and what teachers need – meant to supplement their teaching not suppress their teaching and make teaching into,”exercise 1, exercise 2, now class, turn the page and read”. OMG!

I’ve finally collected all the EnglishCentral techbooks I’ve produced, on one handy page. Take a look and just print and use with students along with the video. You can sign up as a teacher, make a class page of these videos and use the videos there with your students (and get reports, track students).

The normal delivery is

1. Ask some video theme specific discussion questions
2. Play the video, repeat as necessary.
3. Play parts, pause and have students repeat.
4. Students role play the video
5. Students complete the techbook vocabulary exercises.
6. Students go to EnglishCentral and study further, speaking the video etc…

But the point is, the teacher is in control. These are low/no cost, there is no huge pressure to use to the nth degree. They are used as will benefit the learners and the teacher.

The #1 … ( authentic book for teaching ESL/EFL)

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Number One** Not your ordinary, endless list – just what’s number 1.

Hana’s Suitcase

Forget fiction/non-fiction, if I had just one book to insist teachers of all levels share with their students – Hana’s Suitcase would be it.

 

A personal aside: I’ve always had an obsession and a personal connection with the holocaust, read one of my poems below (more specifically on the holocaust HERE). It is an event that has such an important meaning to me. So I’m biased but rightfully so. There is no greater calling than to make students aware of how they too can be “nazis”, they too can be the civilized and the cultured, committing barbaric acts without ache or acknowledgement.

 

Hana’s Suitcase I’ve used in both my time teaching Grade 4s and Grade 8s. The story just works. It has a detective element and students get right into it – trying to discover who this Hana was, who George her brother was and what about this Japanese woman who tried to find out about Hana? It is the perfect book about a real life and family – destroyed and torn by the horrible events of WWII. I’ll leave it at that – let you discover it with your students. This will be the best money you or your school will ever spend on your students’ education.

RECOUNT

I asked her
in bed
covered in honesty
just fed
by nature’s always
replenishing,
I asked her
love lent,
what the number
6,000,000 meant?
……………………………
Looking up
like a little girl might
counting stars or sheep
she said,
“A large city
maybe a bank account?”
Then, closing her eyes
leaning over,
she said again,
“Come here! Give me
6,000,000 kisses!”
……………………………
Yes, we are learning
how to count again.

Zen and the Act of Teaching

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A few schools have purchased this book – I think that is an accomplishment. I’ve had innumerable conversations about the contents and a few people will be mentioning in forthcoming reflective teaching books.

Here’s the book in presentation format (click the photo). It’ll give you an idea of what can be printed and used as part of teacher journaling / journeying and professional development.
zen

The Power of Presentations

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public-speaking-micorphone-crowdI’m glad to announce a new material/book for purchase – The Power of Presentations: A 4 module, 20 hour course. Tried and true, tested on hundreds of students and in-service teachers. It works! I’ve literally had success with these materials and this approach across a variety of levels, age groups and environments.  Preview here.

I really believe in presenting information as a way for students to develop strong fluency. Not only do they make great gains in language but they also develop a valuable skill that transfers across all languages.

This course culminates in a day of presentations by the students, with assessments. A nice power point which you can edit to produce a beautiful certificate is included.

Here’s a sample of the book (the photos are clicked to go to the multimedia materials – but they aren’t working in the sample). The book also includes dozens of extra materials through the supplemental website which is included.

Purchase of the book helps in two BIG ways:

1.  It helps support EFL Classroom 2.0 and the thousands of dollars I spend out of my own pocket.

2. It helps sustain a new direct model of textbook creation and sales/ distribution. Teachers helping teachers.  David against the Goliaths of the publishing world.

Have you used public speaking with your students? I’d love to hear what you think about it.

Teach | Learn coursebook now available!

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[ Update: Now get this book FREE. I've sold the 220 copies to pay for its costs and now the world can download and share. Big thanks to all the teachers who purchased the book and who are now using it in classrooms around the world!]
I’m proud as punch to announce, after much work (and thank you Dario my graphic designer! – http://www.dgb-design.com.ar) – Teach | Learn – A Student Created Content Coursebook is now available. See related blog posts about it here.

View samples here – Preface: http://bit.ly/geMws5 Lessons: http://bit.ly/gylisE Teacher’s Notes: http://bit.ly/dGSj16 Certificate: http://bit.ly/hnznO4 Epub and soft cover coming soon!

Your purchase does several things.

1. It supports a self published author and the community/content of EFL Classroom 2.0.

2. It promotes the student created content learning method. Students creating the curriculum and learning much more organically.

3. It shows that textbooks can be edited and supported with multi media materials. They don’t have to be “jailed” objects. Your purchase allows you access to the Teach Learn wiki where you can download an editable copy of each lesson (plus a ppt of the whole book for more editing or display with a whiteboard or projector.)[give me a day or so to upload there]

Your comments and suggestions are welcome. Click away when you get the book. Comment either here or on Teach – Learn English Q and A

This book has a CC Sharealike license. As long as you are using it for non commercial purposes – copy away and share!

Please review on your own site and blog if you can. That will help immensely. For good or bad! Or grab the embed code and help others find the book. Thanks in advance.

List of additional resources the textbook provides:

1. 100s of multi media links for extension activity and further practice

2. A Voicethread students can visit to practice the lesson’s target language.

3. Dozens of extra blackline masters to use with lessons or seperately

4. A certificate of completion for students

5. Complete teacher notes and instructions/ideas for each lesson

6. The book completely in power point – for whole class reference.

7. A wiki where there is each lesson in .doc format – you can download and edit / personalize!

8. A community where you can ask questions about the book and get answers.

Coming Soon

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Teach – Learn is almost ready! It will be here soon and to be used and enjoyed instantly with students. 36 complete “student created content” lessons with an abundance of extra materials / blackline masters and clickable online lesson extensions / ideas.  Also, an online voicethread community where students can practice,  supporting each lesson.

Looking forward to your support, use and feedback on how effective this is in the classroom. It will have its own special forum and community.

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Textbook Talk – using SCC

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I’m putting the finishing touches on my Teach – Learn:  Student Created Content coursebook.

One of the basic principles (which are outlined in the book’s preface) is that the students practice language using language that comes from their own “selves”. The big textbook companies have tyrannically forced students to trod through their own imposed version of reality. This leads to all kinds of road blocks on the path to learning. Let me explain…..

Normally in a unit on restaurant English, you’ll have a menu like this:

restaurant_menu

Attractive! Basic! Wonderful! — NOT!

There are a number of major problems:

1.  The content does not meet the needs of the classroom.

Each classroom is unique and we should always start from the needs of our learners. What if they usually order chick peas and not hamburgers? Isn’t it important that they know how to say this in English and find out?  Their reality should be important.

2.  There is no immersion of the learning in the learning process.

Materials which are created by students and used in class, provide embedded motivation. The students worked at it and when they do so, naturally take satisfaction in using it. Practice is much more sustained. Moreover, learning a language is benefited by basic constructivist principles of “learning when doing”. We learn a language as we actively participate. Pre packaged, processed and “unnatural” content just doesn’t fit these sound pedagogical principles.

3.  There is no record of learning.

Both teachers and students need a record of student learning – so they can see how a student has progressed. Both for motivation and remediation. Typical coursebooks with their photocopiable, always lost, crumpled worksheets, don’t do this.

4.  There are major cultural barriers.

Language is deeply ingrained in culture. Without SCC and the ability to adapt content in the classroom and to the culture, textbooks typically treat their clients with a one size fits all. Entirely inappropriate and not effective at all. In the following example – there are major problems culturally. Are these the typical restaurant items in Daejon or Dakar or Dalian? I don’t think so.  Let’s allow the local experts on culture to take part!

Here’s what I’ll be using in my Teach – Learn coursebook.  Every lesson in two parts. The first, a review of the language and then, It’s Your Turn, where the students create content and practice it. My own restaurant menu looks like this. The students write the menu and then use the provided prompts/language to do activities. Radical? No, not at all. What good teachers do every day.  Radical for textbook makers? You bet.

menuboard

Teach – Learn Coursebook coming soon….

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TEACHLEARNIn the new year, I’ll be offering for download/purchase my coursebook – Teach / Learn. It is the result of over 20 years of teaching and testing and based on a methodology that I’m convinced works. Works for teachers – they can focus on student’s needs and not lesson prep. Works for students – they produce the coursebook content and are motivated through peer/self interest.

The methodology I’ve outlined HERE. But basically each of the 60 lessons are delivered in these ways:

1. Getting started. This is a whole class activity which models what the students will do in the production stage. The teacher or a student is at the front of the class. They are the focus and the target language is modeled through them.

2. It’s Your Turn. Students in small groups or pairs practice the target language in the exact same way as introduced in the “Getting Started” phase.

3. Multi-Media / Extras. Each lesson has 4 links to materials either created myself or in the public domain. All on EFL Classroom 2.0 (so that the content won’t disappear as so often the case with linked material). Teachers can choose what is appropriate for their own class. Further, teachers are pointed towards printable “extras” that might facilitate the lesson. Teachers notes for each lesson also offer more specific guidance.

That’s it in a nutshell. Here is a sample lesson about “Homes”. [but note - this will look prettier. Just waiting for the book to get back from the graphic designer / typesetter]

My Home

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Making a book of your blog

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wordleI recently took the #1 series of posts here and made it into an ebook! (see it below).

What’s great about this, is how sharable/portable it is. Everything is clickable and fully hyperlinked. Put it on a memory stick or with a click, send it around the netiverse. Further, I was through this process, able to clean up the posts, make them more attractive and accessible and finally, use this as a means of asking for a donation to support our community of teachers – EFL Classroom 2.0 (the costs in time and money are mounting considerably but get it free by registering and supporting our video job site – TEFList [just register and turn your profile off until looking for a job]).

So let me related what I went through to make my blog into a book – my own experience and tips.

1.  I made each blog post into its own html page. I took the code from each post and put it into EFL Classroom’s free htlm editor (open source and amazing!).

2.  I formatted the page using the visual editor. Some photos needed to be reuploaded / resized. Text needed to be resized and formatted. Also, during this step, I reread all posts and edited once again. Usually cutting out all irrelevant text or any writing that was about other people or referring to something in a particular context that was no longer relevant.

3.  Save the html page and create your hyperlinked pdf document. I used PDF Online’s beta converter. I literally spent 8 hours searching and testing many, to be able to find this perfect beast (you’ll need to make an account).  I uploaded the pages from my computer and then downloaded them as a pdf, each time checking and changing/redoing – mostly to get the right page length.

4. Make a title page, table of contents and other pages. I made these in microsoft word. Just do so and then convert to pdf. Easy to do but you’ll need a plug in (here’s what I downloaded and installed). Go to print and then select Abobe Printer from the drop down list (not your normal printer). Also, hit properties to set other variables in detail. Check the conversions and if any problems, edit the word document and reconvert until you get what you want.

5. Assemble the book. Very easy to merge multiple PDF pages. Go through the steps here.

6. Post to various social media libraries like Scribd, Docstoc, Slideshare, Authorstream etc….

I choose to “sell” the book. There are many options for this. I used the very simple – Upload And Sell Just upload and set the price and get the link! Those who pay, will get a 24 hour timeset download link after payment.  You might also take your pdf and make a hardcover book on Lulu! See how I did this in this blog post - Zen and the Act of Publishing a Book.

There are many services which will make your blog into a book – however, the product you get won’t be that professional and it will also be “flat”, meaning, the links will be dead. That’s fine if you have a blog that doesn’t refer to other documents/resources. It will in most cases, cost $$$$$. Blurb, BookSmart, FastPencil, SharedBook and Blog2Print are some of the notables you should visit if interested.

Here’s a sample of the final product below. If you’d like to support EFL Classroom 2.0 – please purchase the whole enchillada HERE with a small $5 donation. Every penny will help us (it costs me about $1,100 / year to run EFL Classroom, not counting the hours and hours of time).

If you liked this post – you might like this one, “Making a Hard Copy of your Blog”

Using the Guinness World Records book as a “textbook”

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I am writing today about something I STRONGLY feel. Not stepping on anyone’s toes in particular but forgive my own passion in advance. Today, I’d like to publicly advocate my detest with textbooks and in particular, the gross deficit of thought, creativity, respect for learners, price gouging, addiction and lack of reality that most, if not all, are stamped with.

I’ve been around the block.

I’ll say it again, I’ve been around the block. I’ve used most kinds of textbooks and I’ve even participated in the making of my fair share. I teach curriculum development courses and know a thing or two about learners and language, syllabi and silly byes. With this experience I think comes a certain need for leadership and especially cheerleading teachers to wean themselves away from bad practices (like the use of a textbook) if at all possible.

I’m not against a book.

I’ll say it again. I’m not against a book. Books are wonderful things. You can take ‘em anywhere almost, you can get them wet, drop them down a rabbit hole, read them in the toilet or tram. They are a revelation and all teachers should use books in abundance. Teach a love of books and you’ve done more than just teach English. You’ve touched eternity.

No, I’m not against books – just textbooks. I don’t care which way you rub it, how you rub against it — at the end of the day, no teacher or learner salivates in remembrance of fond passages or fascinating facts from “their old textbook”. The textbook is forgotten. Why? Because no matter how you sugar coat it – they aren’t REAL, they aren’t created by “authors” in love with their work (I’m ready for the debate on this – let’s go!!!). They are mere pay as you go, proverbial pin points on a map to nowhere….. They don’t touch the soul, they don’t shine nor may I say – get to the heart of what language learning is, “connecting like to like”.

I’ll skip over the fact that they horribly de-train teachers and create dependence (not to mention the dependence of learners too). That’s another subject.

So where to now?

Well, in my courses I always emphasize how curriculum should be build upon reality. The student’s reality. Best if it comes from the student – their choice of books, interests etc…. I also mention how if I had my druthers, I’d teach any level of learner by using and designing materials around “The Guinness Book of World Records”. As wonderful a text as they come. See the attached article below for a nice description of how it can be used as a teaching material. Despite the price, it could be used for the whole of a student’s English learning and is also available FREE online. Also, maybe send students to URDB to do activities and set their own world record!

Kieran Egan’s recent plenary got me again thinking about this “amazing ” book. He mentions it and the puzzling fact that so little attention in TESOL is devoted to the passion of young learners to “collect” and piece together the world through an interest in the esoteric and extreme. Why hasn’t this book — so well known and with such intrinsic motivation, been used as an authentic text “book”? I’m putting out a call to arms and hoping against hope that someone will step up and help me get a leveled syllabus created. It would sell like hotcakes, I’m more than sure.

Not only could you teach every possible language element and function – you could also get students participating in their own dreams and passions. You could inspire – which is the end of all teaching and all books (and which our English textbooks NEVER do). I know its power. You see, I set several Guinness World records and had the privilege of visiting schools and speaking with students about my record. I even made a worksheet from one of the magazine articles, which I used with students! I saw how student’s eyes lit up, how engaged they were – all by this magical notion of “the possible”. Why would we ever let our students sleep in a textbook’s soft keep – knowing the dreams and revelry possible in the magical Guinness Book of World Records???????

Further, you can use any of the Guinness WR videos on EnglishCentral or have students study the free course that is there. Just sign up as a teacher, go to the course catalog and put it on your class page for students to study.

Think about all I’ve said. I’m not asking for any textbook burning parties nor making any fantastic “dogme” / nazi nor manifesto like statements. But I’d just like earnest, hard working, passionate educators to think more, think more about how we might be subversive and upend the use of the textbook in our schools – quietly, like the best of all revolutions. Let’s set a record! Click the logo below to see an inspirational slide show of many more records!

Guiness World records as curriculum.pdf