With the unprecedented crisis the world is currently going through, it’s not surprising that many feel concerned and uncertain.
As the spread of the Covid-19/ coronavirus creates further disruptions to our daily way of life, the potential ways in which our lives will change are still far from predictable.
Whether isolation is a short or medium-term response to a disease we do not yet seem to understand, one thing is for certain, it will impact on the way society operates as well as policy.
Across the world, educational establishments are having to shutdown and hurriedly try and come up with strategies to deal with the provision of education.
Amongst the perceived wider chaos, educators could play a pivotal role in providing an element of hope to society at all levels.
Whereas in the past we have taught primarily face-to-face and used technology as an add-on, the tables are about to turn. The time to be passive towards technology is now a thing of the past.
The technology was always there. The circumstances we find ourselves in will force quick change and change education forever.
The question is, are you ready for the challenge? Most of us already have some experience of using technology for education. Now however, it may well become a pivotal skill everyone needs.
Will this affect teaching, learning and assessment? Probably. Teaching methodology? Probably. Interaction between instructor and learner? Probably. Does it mean the end of face-to-face interaction? I don’t see this happening. It is too early to make that kind of judgement. In the very short-term perhaps, which could provide a taster of what may happen in the future.
However, and this is the most important point. If you are not ready to adapt to the new circumstances, you may be putting yourself at a serious disadvantage. As AI and machine learning develop apace, we need to position ourselves in the newly developing ecosystem.
Yes, we are going through difficult times, and our lives seem to have been turned upside down. Perhaps we are too stressed at this point in time to look ahead, as we try to cope with what is still an unclear situation around us.
Nonetheless, we have to make an effort to see through the phantom we are facing and look beyond. We need to stand up strong and face the challenges in front of us. In short, we have no choice but to prepare.
Every one of us has the potential to move forward. Learning is a constant of life we cannot avoid. In reality, adapting to new situations is part and parcel of this life. In fact, learning and planning is a part of our profession. So basically, this is not beyond anyone.
As someone who also has a foot in the accountancy profession, I’m actually quite glad I’m in education. The view is that technology could adversely impact on many professions. Us educationalists could ride-out the current storm.
This is not about becoming an expert at something overnight. In reality all that is needed is a small effort every day. Ask those around you for advice, start looking into the tools that are currently available. There is no need to panic.
Some of us need to take a leadership role in the matter and start facilitating programmes to help our brothers and sisters prepare for how we are likely to work in the very near future.
We are a resilient species. There is hope. Take steps to change and encourage others too.
Part of my role at work is to facilitate and plan the development of teachers.
It is not an easy role. The most challenging part is to convince teachers that any development plans we have are there to help them become better in our particular context. It is not about keeping them busy in order to make the boss look good, or for creating fancy reports at the end of the year. That is certainly not the intention.
However, without taking the context fully into consideration, no policy, no matter how good, will work.
Over the years, I have realised that teachers are not only motivated by different goals, in fact their motivation and performance in class is affected by wider issues.
If teachers are having a hard time at work generally, such as for example low pay or apparent lack of support from administration, such as unrealistic curriculum goals, or even problems at home and other personal issues, professional development will fail.
In addition to this, if students are used to judge teachers via student surveys, and the results are not nuanced or balanced by other considerations, teachers are bound to feel hard done by.
Fundamentally, what I have realised, is that we need to find out more about what is going on with teachers at an individual level, both professional and personal, before we can make judgements about their classroom performance.
Teachers typically come into the profession due to their want and need to help and support students, and to feel the satisfaction of having impacted on the future. They are also naturally creative, and do not need ‘us’ to teach them how to teach. They already know how to teach. We should be there to lend a helping hand and to provide support to help them become even better.
We rarely ask teachers about their classes and the challenges they face. How often do we give space to teachers to even question the instruments that are used to measure their performance?
A multiplicity of factors impact teaching adversely. An unhappy teacher will result in an unhappy student.
If we see them as merely a tool for reporting performance, then we have failed them.
Fundamentally, the message I am trying to convey here very briefly, is that teachers are the treasure that educational institutions cannot do without. We need to find out more about their needs and desires, and appreciate their talents and experiences.
Providing professional development (PD) in a vacuum without addressing other work and non-work issues results in ineffective PD.
Once the teachers feel that we are taking care of their needs, teachers will be able to start taking care of their students, which of course is the ultimate goal of education.
Many of the books that we use to teach English nowadays, combine the skills. Although this seems to be in vogue, as someone on the ground, I wish there was more time to focus more on one particular skill.
Although integrated skills are meant to reflect the reality of language use, they fail to take into account a learners trajectory. When learning a new language, it takes time to master a particular skill.
Many teachers are not in control of their teaching schedules, and are likely following one that is centrally produced. My experience has been, that lower level learners are left struggling, and those above do not get enough time to practice. This becomes even more apparent when teachers have a finite amount of time to cover a course, and they are under pressure to keep up with everyone else, especially if they work in a large organisation.
Basically, as a practitioner, I believe that the introduction of integrated skills should happen at a later stage when learners have a stronger foundation in the new language.
This is no sentimental hark back to the past, it’s a genuine concern of someone who is teaching day-in-day-out.
Is anyone listening out there? What do you think?
How many of you out there teach speaking? In this day and age, skills tend to be combined as a result of the so-called ‘integrated skills’ movement. Although supporters of this methodology believe that it reflects real life, I find that courses do not provide enough practice for students in the relevant skills. What I’m saying, is that students need focused practice for a substantial amount of time in the four skills. In my context, students do not get sufficient opportunities to speak, so I try hard to ensure that students speaking per lesson ratio is as high as possible.
I often summarise whole chapters into one A4 worksheet. which then acts as the main point from which I then teach. I typically also prepare my own conversation questions so that students can use these to talk about the content of the chapter. I usually have about 30 questions per chapter.
We now have plenty of pair work going on in the classroom which is a relief. Students have given me positive feedback and are being cajoled into practicing their speaking more.
What do you think? Are we all prone to go with the flow? Have we lost our creativity?
By the way, I’d like to share something I recently found on the net. It’s a speaking question bank. Here’s the link: http://iteslj.org/questions/
What does a number mean? If someone gets 80 on the TOEFL iBT what does it actually mean? Is someone who gets 85 better that someone who got 80? Really? How?
What about in the classroom? You give students a score out of 10, 15, 20 etc, but what does the score really mean? What does good, very good or excellent mean? Do we really know what we mean? Do the students understand what the scores mean, or even these expressions?
What if scores were totally replaced by descriptions or descriptors? What if we gave a student a description of what they had achieved?
Are we giving students marks, because that’s the way it’s always been? Or may be this is also a reflection of our educational backgrounds as well as the undergraduate and graduate courses we’ve taken. After all, we probably also got scores or grades.
And what about the usefulness of assessment. What can we do to make students more aware and at the same time get them to do something about their learning?
It might require us as teachers to also take a closer look at what we mean, and/or what our students are really doing. But may be we just don’t have the time?
So there are a lot of questions here, a lot of elements, what now?
Well, what do you think? What do you do? How can we reinvent testing and assessment?
I’m hoping to add future posts to the questions above.
picture source: emiller27.wordpress.com
How many times have you ended up with a class of students who seem to be well below the level required for a particular class?
They cannot seem to comprehend what you say (listening and vocabulary knowledge?), and are unable to respond when you speak to them. They seem to lack basic words, and yet you have to teach them how to write a 5 paragraph essay!
You have a course schedule with a number of units to cover within a finite period of time. You cannot at this point resort to teaching them grammar and improving their lexis. Admittedly the latter is easier to do than the former.
They also seem to have a problem when it comes to brainstorming, and seem to lack ideas. May be the ideas are there for a restricted list of topics, as they have probably not had to talk about societal issues. I’m assuming that if ideas exist, they are unable to convey these as those ideas can only be conveyed in their L1.
Strategy so far
I’ve been focussing on ensuring that the students internalise the framework of an essay. What I mean is, the idea of having introductions, body paragraphs and a conclusion, and the sub-levels for these important pillars of an essay, e.g. a hook, thesis statement and supporting ideas.
In every class, we have a new topic or topics, and a brainstorming session. This is followed by trying to fit the ideas into the framework. Which of course is then followed by adding meat to this skeleton. This is a good way to introduce new vocabulary. Throughout this period, I’ve been acting ‘all enthusiastic’ as if I’m some kind of football team manager/ motivator.
In addition to the above, I’ve come to the conclusion, that in order to get the attention of the students, we need to brainstorm topics that they can relate to, or are close to their hearts.
I’ve covered topics like ‘finding a marriage partner’, ‘why a certain famous person is famous’ and even how to make ‘rice and meat’ also known as kabsa! I’ve been amazed at the attention the students give, and how familiar, interesting topics engage them. You can see their eyes light-up and of course the smirks when I try to introduce some ‘silly’ topic.
How are we progressing? Well, the prognosis is, that irrespective of how well the student understands the framework, or likes the topic under discussion, if the message cannot be conveyed, which requires a reasonable level of language, then the chances of success are low. Ultimately, the reader needs to understand the message being conveyed. Being able to piece together accurate sentences with appropriate vocabulary is a necessity. Even part accurate will do. But we are even below that. You know how serious word order problems, along with inappropriate vocabulary can just totally confuse the reader.
I’m sure there are ways that others deal with such difficulties, but when you are teaching a 2-3 credit hour course over a semester, it can be difficult to do anything extra. I have asked them to revise certain tenses they may have studied as part of a grammar course in the past. But should I be following this up? There’s little time.
All of the above obviously brings up issues relating to teaching, learning and assessment issues. Issues that I’ll try to discuss in the future. My final thoughts link in to these issues.
Final thoughts: Who let these students pass the previous courses? They could not possibly have passed looking at their current performance. What were they being taught before and how? What kind of assessment was going on, and using what standard? Is the context a major problem, and do we need to take a closer look at this?
All the best.