Are book publishers killing teacher creativity and student learning potential?

Okay, so how many of you teaching English are using a text from a major
publisher? And how many of you seriously think that you, let alone your students are particularly enjoying the topics under the microscope? I mean, how does someone sitting in a dusty office in the middle of no-where decide what our students are going to learn and talk about. A few years back, I was teaching the topic of spanking to a group of Saudi students. Of course, this had nothing to do with their life experience, and the topic went down like a lead balloon! It
didn’t make for much interesting conversation.

 The other day, I started a discussion with my students about the latest smart phones. I mentioned the iphone, Samsung Galaxy, the HTC desire, the latest Blackberry Bold and a few other ‘in-phones’.

The students ‘pounced’ on the chance to talk about their phones memory size, whether Android beat IOS, and the various functionalities of the phones concerned. It goes without saying, that many of us are also ‘into’ these kinds of ‘in-things’. It was an opportunity to justify positions for choosing particular phones, and of course the resulting argumentation resulted in a lot of ‘talk’ – which of course was the desired outcome.

I find without reservation that most book publishers are way behind on interesting content. At times it feels like we’re stuck within a straight jacket that just does not give us the freedom to be creative. You have to focus on the content so that students perform well on the ‘achievement exam’.

The discussion on smart phones, fitted into the broad categories of technology, communication, computers etc. etc. Themes which are sometimes separated or combined as main topics within books.

My proposal is that within a teaching context, a collection of main ideas or topics should be decided by the teachers, and then teachers left to build whatever content they want around it – subject to the proficiency level of their students. Yes, build the content ourselves. We’re teachers, we’re meant to be
creative!

Collect the content that’s interesting to both sides (teacher and student) and start learning using more interesting content.

Okay, now I can hear many of you saying that if you have ten teachers, producing or acquiring their own content, doing their own thing, in their own class we’re going to end up with a bit of a ‘biryani’ or should I say ‘mix-up’.

If we take the example of travelling, whether you discuss the Bahamas, having a good time at a beach front, a trip to Tokyo or even Dhaka in Bangladesh, the
vocabulary used is going to be quite similar. The lexis students use will be very close.

All content areas have similar core vocabulary. No matter what you talk, read, write or listen about, the same words will be repeated across the classes, again and again.

The main topic or area acts as the starting point for creating content. The specifics of the content are in the teachers and students hands.

To summarise, teachers should have the freedom to choose whatever content they deem appropriate, look for content that is relevant and useful for students, taking into account student experience in their lives, and importantly items which are interesting and current.

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European English :))

European English:
The European Commission has just announced an agreement whereby English will be the official language of the European Union rather than German, which was the other possibility. As part of the negotiations, the British Government conceded that English spelling had some room for improvement and has accepted a 5- year phase-in plan that would become known as ”Euro-English” .

In the first year, “s” will replace the soft “c”. Sertainly, this will make the sivil servants jump with joy. The hard “c” will be dropped in favour of “k”. This should klear up konfusion, and keyboards kan have one less letter.

There will be growing publik enthusiasm in the sekond year when the troublesome “ph” will be replaced with “f”. This will make words like fotograf 20% shorter.

In the 3rd year, publik akseptanse of the new spelling kan be expekted to reach the stage where more komplikated changes are possible. Governments will enkourage the removal of double letters which have always ben a deterent to akurate speling. Also, al wil agre that the horibl mes of the silent “e” in the languag is disgrasful and it should go away.

By the 4th yer people wil be reseptiv to steps such as
replasing “th” with “z” and “w” with “v”.

During ze fifz yer, ze unesesary “o” kan be dropd from vords kontaining “ou” and after ziz fifz yer, ve vil hav a reil sensi bl riten styl. Zer vil be no mor trubl or difikultis and evrivun vil find it ezi tu understand ech oza. Ze drem of a united urop vil finali kum tru.

Und efter ze fifz yer, ve vil al be speking German like zey vunted in ze forst plas.
If zis mad you smil, pleas pas on to oza pepl.

Ramadan Day3 – Eating with complete strangers!

Ramadan Day3 - Eating with complete strangers

Eating with complete strangers

If you’d rather not read the text (below), but want to hear me talk, click here

First lets look briefly at the photograph. Now, consider this, someone invites you to eat with them, you meet other people there who are complete strangers to you, in fact they don’t even know each other. In fact, they don’t even know the person who invited them! And yet everyone is sitting and eating & drinking together. The following day another complete stranger invites you to eat, and this time again you meet a bunch of people who’ve never met you, let alone each other, let alone the person who invited them, and yet everyone is sharing food and drink. The words generosity and kindness come to mind. Now, let’s think about the world today. Would you say that something basic is missing?

Discourse

Interactions

Interactions

“Entrances are made, intentions are formed, topics are introduced, turns are taken, actions are performed, reactions are prompted, and in turn reacted to; understandings are checked, contributions are acknowledged, breakdowns occur, repairs are contrived; exits are negotiated” (Hugh Trappes-Lomax)