Paving new paths

These last few weeks have been insane ... busy, busy, busy. And I know, fellow reader, that your life hasn't been much different. But hopefully, yours has been as productive and rewarding. :)

At the beginning of this month, I was very fortunate to collaborate with Michael Graffin, in Perth, Australia, on his Global Classroom Memento Project.  Together with my students, we put together some nice pages as part of a scrapbook which is travelling around the globe. The idea of this project is to share views on the importance of constructing a (more) positive global perspective, through personal testimonies and cultural info about their country. Coincidentally, when the book arrived, we had been discussing the topic of stereotypes, and what being Brazilian means to us, and to others around the world... perfect timing!  Unfortunately, since many of the kids were going through assessment periods at their schools (we are a language school, ELT lessons 2x a week, for an hour and fifteen minutes), things couldn't go as originally planned; still, we did our best, and may I say, it turned out rather nicely in the end.

    

Another nice thing was getting some colleagues together to hold an informal meeting about reviving the local (Pernambuco state) chapter of Braz-Tesol . It had been in a 'dormant' state for approximately two years, and this had always been a concern, because of the great potential present in our region (NE Brazil) . And if neighboring states were holding very successful conferences, why can't we? So, since last week, a group of us (nine, in total) have been putting our heads together to re-launch our Chapter soon. Exciting times, and I look forward to great things. It is wonderful to share ideas, and the enthusiasm present within the group only makes it even more gratifying. :-) 

Also very recently, I watched a presentation at the Nucleo de Investigações de Generos Textuais (UFPE) given by Angela Dionisio, entitled 'Multimedia, Multimodality: who cares about them?' (Multimedia e Multimodalidade: quem se preocupa com eles?') This is part of my research to best present a session entitled 'What is this new writing? Shedding light on Multimodality' at the upcoming ABCI conference, in São Paulo.  In order to prepare, I have been investigating through publications by Gunther Krass and Theo van Leewen. Quite an interesting journey so far.

As a teacher, one of my interests has been finding new ways to help students improve their writing skills, and quite recently, I have become an advocate of positive student engagement in written activities through new platforms and multimodality. Instead of sticking to standard practices (such as compositions under the ever-too-popular and dismotivating title of 'What I did over my holidays'), I thought best to give these new technologies a go. Allowing students to create and learn through discovery, with tools such as Glogster, Wordle, Prezi seemed like much more fun, so this is what I have been experimenting with. Perhaps creating their own infographic, after viewing a few in class, would prove beneficial, as they'd not only expand their knowledge of what information is available to them but also share their own, way beyond simple sheets of paper. 

Building a text can be achieved in so many ways, and the new canvas is the screen. There is so much room for growth and learning - be it through developing a writing piece which is laid out from top to bottom, left to right, or in whichever direction, color they wish. And also by selecting (still or moving) images and sound to bring meaning when presenting an idea should make for a much more rewarding outcome. Why not give your writers a chance to unleash their potential?! :) 

I saw this, this morning, posted by @USCRossier (MAT at USC, California) and thought I'd share it with you. May 8th was Teacher Appreciation Day in the US, so the folks at USC are celebrating all week, and launched this awesome infographic to support teachers around the world for all they do, and their inspirational work. 


It is full of interesting information, whether you teach in the US or not. Enjoy, and thanks to USCRossier for sharing this with all of us. Have a great week! 

Brought to you by USC Rossier Online Master's in Teaching

Seatbelt fastened, and hanging on

Well, things have been very crazy lately...lots of things going on (fortunately, all good!). And I have had a bit of a guilty conscience for not having posted anything in the last few weeks, but being swamped does not help.

Since my last post, I have delved further into my #DDelta Module 1 studies (currently on hold), invested some time and effort on a wonderful scrapbook project with @mgraffin (pics and info on this later) and, when possible, tried out a few webtools with my groups. It has been great, and I am happy (relieved?!) that results and feedback have been very positive. This question came up the other day, "Teacher, how do you know so many websites and tools? Where do you get all of this information?"  It was at this moment that I introduced them to my #pln on Twitter and immediately asked a few mates to say hello; that was a few weeks back. They are still amazed that this type of exchange happens, and they're happy I'm a part of it. To be quite honest, so am I.

Though I sometimes feel overwhelmed by all the information (not always finding the time to read even a fraction of what I would like!), it is still worthwhile. It is good to be inside such a 'global faculty room,' as my friend @eltbakery so well put it, and the sharing and friendly messages of support never cease to amaze me.

Soon I am off to another conference, this one in the state of Sao Paulo; the #abci conference (Associacao Brasileira de Culturas Inglesas), and during this event, I will be presenting a short paper / workshop on Multimodality and the "new" writing ("new" because much of what we consider a breakthrough in genres are actually a way of revamping ideas from the past). Still more to come on this, as I put my presentation together, but I am happy to have found something that stimulates me to carry out further research on why media tools and these new genres (Twitter, Facebook are my favorites...or even Power Point presentations, an oldie!) are so addictive and such a hit with everyone. Not to mention using iPad apps, but this will have to wait a bit, since I am still on 'discovery' mode with my new toy. :)

Yet, my questions remain: why not adapt this interest to classroom practice and actually have FUN writing, with the new tools? What are we waiting for? Why stick to compositions alone? Anyway ...

So there you have it, this is what I've been up to. Sorry for rambling, but as I said, things have been crazy these days. But I'm not complaining.

Rollercoaster   (from #eltpics)
by @europeaantje

Where (or how???) do I begin

Photo taken by @fionamau
From the ELTpics archive: www.flickr.com/photos/eltpics 

You know when you go about your business, following routines and (fossilized?) mindsets when suddenly a light comes on that makes you stop and think? Well, that happened to me this last week (again). These little splashes of light have been flowing in, leaving me wondering about a few things.

Here are the most recent two:

1. An FCE student of mine was always questioning everything in the classroom. After having spoken to(and heard from)a few colleagues, I did something we all do...but shouldn't: I (mis) judged her. It had started to get annoying when she would barely let me finish a sentence, or when there was a good discussion going on, that she had to interrupt it with her questioning. Until she told me she had ADHD (Attention Deficit and Hiperactivity Disorder ). She sent me a very heart-felt, private message, about how she was having difficulties - especially in preparing for the FCE (where every paper has limited timing for completion). I felt awful!!!!!

This was that moment when life slaps you in the face and calls you to awaken. It was an important moment, and I am thankful to her for opening up about this, and asking for help. I admit to knowing very little about this, so I went to Google and Wikipedia and now have a better idea. Still, I am eager to learn more, about how to identify these behaviours in my classes so that I can give better help my students. My dear reader: should you have some friendly advice to spare, or tips which might be of help, do share. :) 

2. This 'ray of light' had actually been dim until recently, when I realized - once again! - how little concern there is for dealing with beginner groups (in my case, mostly adults). It really bothers me that there are over 18 students in a language classroom, making it virtually impossible to attend to individual needs. (Yes, I am also aware that in other settings, usually public sector classrooms, the number is much greater, and much more alarming!)

This is not a money issue - or at least, shouldn't be. How to bring about effective and long-lasting results, in partnership with our learners' if such little concern is given to the fact that they are forming a solid foundation for their learning? I regard this as very important, and disagree that we should treat these groups in the same fashion as those who are at more advanced stages in their studies.

I also disagree that they should be distributed among novice teachers, or those who have little to no   awareness in HOW language works - systems and functions included - (in both L1 and L2) to deal with the doubts and difficulties that arise in such an environment.

OK, there. I've said it. My tirade is a daunting one, and I apologize, but it has become very annoying. Hope there is a light at the end of a tunnel, wherever such tunnel may be.

How are beginner groups handled at your schools?

A lesson on The Help

Film adapted from book by Kathryn Stockett
Screenplay by Tate Taylor
Dreamworks Pictures, 2011

This idea came up some time back, when one of my groups (Intermediate 2) started discussing Jobs. 

After having gone through some of the vocabulary (retired x sacked x unemployed x resign) and eliciting from them which professions were on the rise, and which were more satisfying, things began to wind down. OK, we could have moved on to the next topic, but I wanted  more, since the group is very participative and love a good discussion.

In the faculty room, that same night, one of my colleagues mentioned that one of his students was reading The Help, and that he would be commenting on the film with his classmates. I immediately thought, "Hmmm...what if...? "  You know when you feel you're at the right place at the right time??! It was perfect.  

This colleague has no idea how important his comment was then, which is why I am posting this on my blog and sharing it on this blogosphere. But most importantly, I'd like him to see what I have done with his mention. :)

Because students in our community had just gone through a rough week of exams, they requested that I bring a movie for class, just to chill and enjoy watching. Well, because we are teachers and the situation at hand is a lesson, just watching a movie didn't feel right. So this is my attempt at joining business with pleasure. Hope you like, @Room2Chris. :)  


Note: be sure and watch the movie first. 

Here's the lesson:

First, some discussion on jobs. Split the group into two and ask each one to create a list: group A lists 5 well-paying professions, while group B listst 5 gratifying ones. As a follow-up, they can discuss the classic question: whether to have a great job that pays little or a not-so-hot job that brings in a lot of cash immediately came up. 

Next, introduce the group to the characters in the movie: Hilly, Minnie, Celia, Aibileen, Skeeter, and provide some background info on the film. I selected these parts for viewing:

a. The beginning, when Skeeter is returning from the university, and there's also a scene with Aibileen talking to Celia's lovely little girl ... "you is kind, you is sweet, you is important..." 

b. The part where Minnie apologizes to Hilly, and gifts her with one of her famous pies

c. When Skeeter invites Aibileen (and later Minnie) to accept being interviewed on how it feels to be The Help (in the 60's)

d. When Skeeter's mother questions her on why she isn't interested in marriage

(Feel free to choose your own scenes, for discussion.) 


Next, I recommend watching the last 15-20 mins of the movie (when Skeeter finds out what happened to Constantine, what was so 'special' about the pie Minnie made for Hilly, and the success of the book). 

For consolidation of the language (gerunds and infinitives after verbs) we have been practicing, a few examples of how it is used (describing scenes from/opinions on the movie). 

In order to present a more engaging task (and because it involves social media tools), have them come up with questions on the being 'the help.' Once these questions are produced and organized, I intend to have my colleagues ask their intermediate/advanced students complete a survey (SurveyMonkey) and, at a later time, discuss results.

As a final follow-up task, SS can write a short essay giving their feedback on the lesson(s), and which parts they enjoyed ( + why). :) 

On Awareness and Pronunciation

On Edge
by Miss Tan

Alright....I need to vent.

This time, I have decided to post about what has been on my mind for a couple of weeks now...two things actually: one, the importance of language awareness and, two, pronunciation practice in lessons.

On language awareness, I recently read the introductory pages of Scott Thornbury's Äbout Language, where he emphasizes the importance of having explicit knowledge of the language you are teaching. This hit a nerve for me, and I began nodding my head as I read on, about the need to not only understand grammar rules, but why, for example, verbs remain in the infinitive after modals. This came up in a recent class, while we were comparing the first and second conditional. One of the students asked me..."so what exactly is a 'modal' verb?" OK, if I were not aware of the reason, I might try to get by and say something rudimentary like "Well, because that is how modals work... when you see one, be sure to follow with an infinitive," and pray that that would be the end of it. But because I like to have these questions answered myself, I was happy to be able to explain to him that 'modal' forms alter the mode (way/sense/meaning) of the given verb, giving it a sense of permission (may, might, can), possibility (can, could, might), or obligation (must, should, have to). Undoubtedly, because I was able to pass on this information to this student, I got an added bonus: a smile and a nod, as if saying "yes, that makes sense." :)  Sigh.

To me, this is awesome for another two reasons: one, because I feel I am responsibly carrying out my role as an educator, and two, because it is rewarding to be able to assist my learners in this way ... take them a step further, rather than just have them memorize and eventually regurgitate grammar rules. My job becomes much more meaningful to me, and rewarding, when moments like this take place. 

At another point in the same lesson, the issue at hand became Pronunciation. While I am a keen observer of how sounds and words combine, I understand that not many of my colleagues or students feel the same. While I feel there is always time to approach the topic in some way (even if through a short task or activity...as a sort of 'daily dose' of their pronunciation medication), I am aware that some learners find it tedious to work on something like this for longer than 5-10 minutes time. So now I would like to know how YOU, my dear reader, approach this. How often do you practice pronunciation in your lessons? How do you feel about this? Your learners?  Do you make time for a short task, say weekly or whenever the opportunity comes up?

In English Digital

Happy to be sharing with the readers of my blog the February 2012 edition of 'In English Digital', where I am honored to have contributed an article on Critical Literacy. In the article, I report on my experience as part of Braz-Tesol's CL Sig, a few years back.

Question-making and classroom discussion on the written word will always play an important role in ELT. And MY question is: which opportunities are you providing in your lessons? Any unheard voices in text materials?

Thanks for 'stopping by,' and be sure and add your comments.