Showing posts with label student centered teaching. Show all posts
Showing posts with label student centered teaching. Show all posts

Aprenda Inglês - Voxy for Portuguese Speakers


Super excited to relay that in less than a month, Voxy for Portuguese-speaking English-language-learners is the number #1 education app in Brazil and has been downloaded a whopping 30,800 times!


If you're a English Language Teacher based in Brazil, do check it out and share with your students:



Aprenda Inglês - Voxy


What is Voxy?

Voxy uses web-based and mobile technologies to create a fun, flexible, contextual and convenient learning environment, providing interesting supplementary materials which support the language learning experience.



Why use Voxy?

It's free... and all lessons are based on current real-world news stories.  Learners have full control over the pacing and frequency of use and simple repetition games ensure students review the words they've encountered within articles they've read.

Geo-location based phrases provide relevant expressions they want in the moment they need to use them and camera flashcards help students to stay on top of words they're interested in knowing.







How can teachers use Voxy in the classroom?

1. Predict the Story
  • Choose a few words related to one of the articles on the Voxy website and put these up on the board/ IWB.
  • Before reading, ask students to guess what the story might be about.

2. Predict the Vocabulary
  • Choose one of the most recent Voxy stories that has been popular in the local media.
  • Before reading, get students to brainstorm the vocabulary which the story may contain.
  • After reading, ask students how many had guessed correctly and what words could also have been added.

3.  What's the Grammar?
  • Choose one of the Voxy articles.
  • Ask students to analyze the different tenses used and discuss the reasons why these were chosen.
  • Can they rewrite the story using other tenses?

 4. Choose a new picture!
  • Get students to browse through current Voxy stories and to choose one they are most interested in.
  • Can they find a different creative-commons licensed picture to go with this story?
  • Ask them to explain why they prefer the picture they chose.

5. Rewrite the headlines!
  • Get students to browse through current Voxy stories and to choose one they are most interested in.
  • Can they write a better headline for the story they chose?

6.  Where in the world?
  • Using a world map in your classroom, encourage students to pin-up printed out Voxy stories which have taken place all over the world.

7. Track and update stories
  • Get students to browse through current Voxy stories and to choose one they are most interested in.
  • Can they create a timeline and continually update the story as it unfolds or develops?

8. Discuss and debate
  • Choose a controversial article and then divide up your class into two teams.
  • Tell one half they believe in one side of an argument and the other half believes something else.
  • Encourage them to debate the issue(s).

9.  Roleplay
  • Choose a story with multiple roles
  • Encourage students to pick roles and to write up a dialogue (e.g. an interview, a conversation)
  • Get them to practice and role play the various events surrounding the situation in the article.

Have you got any other great suggestions on how teachers can use Voxy in their language-learning classrooms?

If you've already used Voxy in your classroom - what do your students think of our site?


Best,
Karenne
Disclaimer:  I am an ELT-Academic Consultant for Voxy


Useful links

Dogme and the First Day of a New Class

 Recently, after teaching a group of teachers with another teacher, I had some not-so-great feedback:


"The 2nd teacher didn't give us no papers. I didn't learn with her."


Despite that she got a solid 2hr lesson of intense speaking practice with me and her group, three times a week, based on subjects they all chose at the beginning of the course, she was unhappy.   And although the feedback from the other students/group ranging from happy to very happy, it was her feedback which taught me the most.

Because I failed.  

Not in teaching her, but in properly communicating what was actually happening in the classroom.   I learned a very valuable lesson and thought I'd share it with you and that is if you're going to teach with minimal resources then for many students, especially if you're teaching adults,  you do really need to do the following:

1.  On the first day of class, explain what dogme is and tell the students ahead of time why you will not be providing photocopied sheets of paper or why you aren't using a textbook.

Discuss the benefits of a student-centered curriculum.  Talk to them about why you need them to be doing the work - what the reasons are for asking them bringing in the real-life emails and documents they use or need to understand.  


Don't forget that many people, across a wide range of cultures, have grown up with the viewpoint that the classroom is a place to be spoon-fed, so do make sure that they understand that you are going to be treating them like the adults they are!

2.  Do do a very thorough "wants" analysis.  i.e. find out exactly what their needs are before creating your course curriculum around these.  Add dates for on-the-spot flexibility.  Type it up as an outline to ensure they understand your professionalism and hand this out to your students - the more they know that you are on top of things the better. 

The more they know that they are on top of the content of their learning, the better. 

Go back to this sheet/table often during the course - get them to think about where they are at different intervals and ask if they are still happy with the direction they are heading in or if they would like to make any changes to their goals and learning targets.

3. Do a "what are your personal expectations" exercise - i.e. encourage them to write a paragraph about the level of English they expect to have by the end of the course.  

Whenever you are reviewing your outline at various steps, ask them to also review their own expectations at the same time.   Obviously, set aside time for a discussion about this at the end of the course.  (This is what I'd failed to do!)



If not, if they haven't realized by the end of the course, that they have in fact received what they needed and wanted to learn and that they have in fact, significantly improved their speaking and listening skills, that their notebooks are now chock-filled with contextual emergent vocabulary and language... then you may wind up with a few folks in your class who think you were just winging it.

Keeping all adult learners happy isn't an easy task by any means but good communication is one of the tricks to making it a little more so!


Do you have any other tips for the first days/week when running Dogme classes?



Useful links related to this posting: 

Best,
Karenne


photocredit: Wikimedia Commons, Manjith Kainickara

Learner Autonomy in Language Learning: A Myth?

Unicorn & me (4)
Does language learning have to be teacher-led in order to work?

Is the very concept of learner autonomy simply a very fancy way of describing will-power, and thus, limited to those who have already have this - i.e it's not something achievable by the mere masses of students which go through our hands but instead belongs to an elite body of super-motivated learners? 

Hmm...

Is it theoretical possibility... but not realistic probability?  Hmm....

Can a teacher ever "teach" it? 
Can a learner ever "learn" it?


What do you think?
Best,
Karenne





What does it mean to "know" a word?

The other day I was in the middle of a conversation with someone...

the person I was speaking to suddenly said  

"then how do you know if someone
knows something or not?


The question came because I'd  been ranting that standardized testing was mainly just a test of memory skills or the ability to regurgitate somone else's information without fully understanding it, verifying it for a real truth and that more often than not, tests don't test knowledge.  

So I deserved this question flying back at me to test my own knowledge.

Big, deep breath as the flood of everything I've learned or experienced about learning, everything I disagree with and everything, thought-through, everything I've experimented with and found merit in... all these other-people's-ideas jostling around for top priority 
(pick me! pick me!) 

...in the end, leaving me paralyzed and unable to answer.  I mean, if you've ever been there too, you know the dilemma right?   My god, my god: there's literally a theory for everything under the sun when it comes down to pedagogy (and andragogy) and whoa, this trails all the way back to Socrates and beyond.

I mean what to answer with first? 

There isn't a one right answer.

There are many.

Which probably isn't terribly useful for you... so I should probably leave this post alone except for the fact that my fingers ache from not having blogged for so long and I've gotta share with you - you give me my buzz and keep me thinkin'...


My life has recently turned into this time-consuming, exciting, brain challenging world 
of creating e-learning and m-learning products and we 
(Voxy - I'm their academic consultant, if you missed that update) 
are radically changing the status quo of language learning autonomously
~what we're working on producing next is seriously going to blow your minds :-)


...and, actually, I drafted this post out so very long ago and then never published it.

This is part of the H2LE (How-to-learn-English) posts and is a guide for learners on vocabulary acquistion.   I've been working on it since 2003 and have used it for training teachers on the use of dictionaries in Ecuador and here in Germany use it as a learning-to-learn doc for adult language learners:

I can cheerfully add that everytime I learn something new, it'll change!



















  • To view in full-screen, see the icon on the right of the black box with slide numbers.
  • To embed it on your own site, click on menu to grab the code.
  • To embed in a Ning or other learning platform save your own copy and upload into the GoogleDocs app.
  • To share this blog post with colleagues, tap on "bookmark" button at the bottom of this post - above the retweet button - and click on the social-networking/envelope/print icon.
  • To send just the document to your students, right click over THIS LINK and select the option to copy the link-address then insert this into an email.

Useful links:




But going back to my original opening... 

What does it mean to know something?

You know it when you can apply it in a different context, 
at a different time and place.  
You know it when you own it.

Agree?


As always anything to add or share with me - please do!  If you've written a post or two about this subject, don't hesitate to add the link.

Karenne

    Foxy Voxy: #mlearning meets motivation in language teaching

    In a rant, several weeks back I emphasized my thoughts on how I really, simply, can't see how mobile phones and language learning/teaching are ever going to lie in a bed together...  partly because of the size of the tool itself, issues related to internet access on the go, but also, most importantly to be quite frank, my main suspicion is that, like Thornbury's suspicion of products developed for IWBs, is all we're gonna wind up with is a rehash of tired and out-dated methodologies spiced up for diamond-sharp-screen-technologies (gap-fill, random-name-that-photo anyone?) but these materials won't be personalized nor learner-centered, and undoubtedly won't be an interactive learning tool and sure as heck, won't be motivational.

    I sure do love being proved wrong.

    Folks, it looks like a fox has slipped into the henhouse with something really rather innovative.

    FOX

    At first contact, when they emailed, I scoffed and almost reached for the mark-as-spam button.

    Oh, here we go, I thought,  I mean just how many emails do I really have to receive each week with someone wanting to be promoted on my blog?  But this email was very different.   It didn't congratulate me  and tell me how much they just love my blog but instead I got a long, professionallly laid out  list of solid reasons why their product was worth taking a look at.  

    I clicked through.

    I emailed back.

    We Skyped.

    I put it to the student-test.

    Unanamious votes all round:  they said "cool" "guile" "very cool".    They asked "can we download it in German?"  I told them not yet.  But I hope soon.

    The company who've created this incredibly simple concept of sending out a 3 minute SMS/email/app with a lead in in the students' own L1 is called Voxy, headed up by Paul Gollash (who lists in his claim to fame, working within Richard Branson's venture capital wing). 

    His killer team includes Manuel Morales - in charge of community outreach; Gregg Carey (co-founder) and Ed Menendez who are developing the product; Laura Martinez (journalist and blogger) their Editorial Director - she currenlty creates the daily streaks.  

    Linguist Jane Sedlar and language coordinator Sandra Rubio keep them on andragogical track... and their secret weapon?


    Rudy Menendez who comes in with a background in creating addictive games.

      

    The language learning tool came out of a simple wish to make language learning more interesting, they ask:


    Why is language learning so un-interesting? Languages are, after all, empirically exciting, useful, and empowering to all of us. Does studying it have to suck? We don't think so.

    Voxy was first conceived over cold beers at a Yakatori bar in the East Village of New York and the business plan was written shortly afterwards while in San Sebastian, on the northern coast of Spain. It grew out of a fascination for evolving media (including magazines, newspapers, digital and social), and a passion for language learning in an increasingly global community. At Voxy's core is a fervent belief that there is better way to learn a new language.

    Voxy raised a seed round of capital from a group of angel investors with experience building successful businesses in the for-profit education space, and a history of creating powerful consumer brands.

    Software in the back records what the students are interested in, what stories they tend to click on and flashcard games based on the lexis that the students have chosen themselves goes into a personalized bank.




    Voxy is a young company, founded in Feb 2010 but has already been written up in the New York TimesCNN money and TechCrunch. In the TechCrunch Disrupt Battlefield (video), Gollash quotes Chomsky saying that 98% of language teaching is just about keeping the students interested and they've met that challenge head on by creating an application which adapts seamlessly into adult life, converting relevant, topical content and turned this into a game.




    Voxy uses an incremental approach, important in minimizing cognitive load.  Language is also offered in chunks - no grammar-based curriculum here although there is grammar: highlighted in context. (Hear my gasp!)

    New material is presented at a level of difficulty  just beyond the students' current ability.

    Students receive points based on how often they log in and play these streaks, the words they accumulate and the games they play.






    Want to get involved?
    As I mentioned earlier, Voxy is a young company and very eager to get real feedback from teachers and students.  The website is completely free (the i-phone app will cost a dollar) so if you happen to be a teacher reading my blog, based in the US or in Central or South America or Spain - basically anywhere where you have Spanish speaking students learning English then why not head on over to the Voxy website, mess around a bit  and then if you like, show it to your students.

    If you'd like to ask questions or send in your thoughts, contact the very friendly Manuel Morales: manuel (at) voxy (dot) com.


    Useful resources: 

    and if you thought I was kidding when I said I am mostly suspicious of mobile technologies... do please have a thorough look at David Reed's blog on mobile ESL, he reviews products there and talks about the use of the phone in the classroom.  Well-written posts but as far as I can tell, personally, really can't figure how these apps he reviews are supposedly thinking outside the cage...   watch out ELT.


    Best,
    Karenne

    The Easiest Speaking Game in the World


    That's it really.

    Draw this on the board or on a big piece of paper or click on the photograph and print that out....

    The first few times you play this game, put a subject in the middle circle e.g. movies, jobs, current projects, holidays - whatever is topical at the time - elicit this from your students if you like.  Divide them up into groups and then encourage your students to ask each other questions.

    Once you've played a few times your students can then choose the topic within each group themselves and no group has to be discussing the same topic as the other.

    You circulate and provide feedback on the lexis and structure.

    I, um, think this game is straightforward enough not to include any further instructions but don't hesitate to ask questions if you have them.

    Best,
    Karenne

    update: THIS IS NOT A BRAINSTORMING EXERCISE.   Encourage your students to simply ask each other questions and talk to each other: no writing :-)

    Let's sell a car...

    I get it, I do, that in a lot of cultures this particular picture would be shocking.

    So I'm not going to ask the ELT publishers to be so incredibly radical as to include something like this...


    Take my hand

    But I'm not a book publisher.

    I'm an edu-blogger and I live in Germany and I teach adults.

    And I like to get my students speaking.

    And people here, like everywhere else, are sometimes straight, sometimes gay  and sometimes not anything at all...

    - 0 -

    But on to the teaching point, shall we?

    The other day, I wrote that one of the problems in textbooks lies in having many a pair-work activity and not enough non-even-group activities... and although some of my readers did, quite rightly, point out that you as the teacher can take on the role of one of the people in the activity, I don't actually think this is good all the time - I tend to need to walk around and listen and give feedback on their English.

    Yes, of course, sometimes you can get one of the class to help you monitor and feedback on speech, structure but that very much depends on the activity, for that to work, doesn't it?  In fact, to be honest the overall let's stick to an evenness of group sizes bugs me a bit - I just don't see why...  isn't it much more fun when they're not uniformed...

    And isn't it better if the language they need to use is repeated several times...


    I'll give you an example:

    The book I'm currently using... 

    (gasp! sometimes I have to and I like this one, gasp! and I can still dogme it, wink!)  
    ...with my group of intensive automotive students called for one person to sell a car and the other to be buying a car.   A was told he was at an auto fair and B was provided with details of a fictional car, size of the engine, mpg fuel consumption, number of cylinders that sort of thing.  

    The standard textbook speaking activity.

    But there are three problems with this sort of highly prescriptive activity: one, you really need an even number of students, two it's a bit spoon fed to be giving out random numbers about cars and their costs at random car fairs and it isn't exciting or motivating and finally, three, if you have a large class then they're all going to be talking about the same thing at the same time... and that's sort of naff.



    But rather than just moan, I'll tell you how I 

    two'd, 
    three'd 
    and 
    four'd it...

    I selected some of my students and asked them to think of the next car they'd most like to buy (in some cases if they could afford it) and then I told them that they were all now, officially, car-salespersons.   I asked them to jot down notes about this car, the one they liked so much - what was so special about it including things like how many miles to the gallon, the type of engine, the style...

    While those students were busy working on that... I chose different students to "be:"
    i) a modern business woman climbing to the top of her career - what car did she want to buy?
    and...
    ii) a young husband and wife with no thoughts of children in the near horizon
    iii) a gay couple
    iv) a father and son
    v) an older husband and wife with their live-at-home son, who would be sharing their car
    The mini-groups of different sizes then had to work together to decide if they were in agreement regarding what would be the best type of car for their personal circumstances and to talk about preferences of engine,  size, features and general style (lexis we'd covered in the units to date).

    c) Lastly the purchasers went around the rooms in circles, talking to each salesperson one by one and deciding to buy.


    It was super interactive, personalized, fun, the target language was practiced and repeated and yea, we didn't pretend that the entire world revolves around the two-by-twos.  :)

    Best,
    Karenne


    I love hearing from you!  Have you ever introduced the topic homosexuality into the classroom or simply ever let it slide in?   Have you found ways to get out of the mould of pair-work?

    Please add your thoughts if you enjoyed this piece and you feel like there's something you would like to question, add or say about it - don't worry about perfection or agreeing with me: it's always a pleasure to hear from you and know your own opinions. Worried about spamming me? Spam = you haven't read any of the discussion either in the post or by the other comments yet you want to come to my page in order to advertise yourself... (which probably means you won't have read this either :)). Your comment will be removed. Contribution = you've read the post and the discussion which has been added from other educators (or you want to start one off) and you would like to share your own thoughts, opinions, knowledge and experience. And by the way, have you already written about this specific subject or something similar? Do please add your link as I welcome the opportunity to participate in your conversations too! :-)

    A Love Story in TEFL by Nick Jaworski



    Their eyes met across the crowded teacher’s room.  She had never seen him before.  He must be a new hire to replace Crazy Steve, she thought,  and boy, was he handsome. 

    He smiled at her and she felt a few butterflies flitter in her stomach.  Smiling tentatively back, she gathered her collection of pens, freshly filled markers, worksheets and books and navigated through the mass of busy teachers making last minute preparations so she could introduce herself.


    “Hi, I’m Kim, from Australia,” she said. 

    “The name’s Sam.  I’m from South Africa.  Nice to meet you.”


    “Nice to meet you, too.”


    Looking at the table in front of him, she was surprised to see only a few blank sheets of paper and some pens and markers.  Lessons started in 5 minutes and he didn’t seem to have anything prepared.  “Well, I better leave you alone.  You probably have some last minute planning to do.”


    “No, that’s alright.  I’m a Dogme teacher,” he said, “My lessons are conversation-driven.  I generally don’t bring a lot of materials to class.”


    A bit taken aback, she asked, “But what do you do if the students have nothing to talk about?”


    “There’s always something to talk about,” he responded with a little smile.


    The butterflies kicked it up a notch in her stomach.  Wow, she thought as worlds of new possibilities began opening themselves up to her,  

    No book.  

    No worksheets. 

    I mean, I’ve recently started trying to make some of my own materials  rather than use that stuffy old course book, but to simply leave them completely behind, to let the lesson move along at its own pace; the thought was scary but somehow very liberating, too.  

    She imagined him striding confidently into the classroom, engaging the students with his presence and that devilish smile.  Unrestrained by an armful of materials, he could walk freely among the students, his long wavy hair bouncing as he moved around.  “Wow,” she said in a sort of awed whisper, “That’s really interesting.  I’ve never heard of a teacher doing that before.  I guess it‘s easier than planning a whole bunch of stuff for hours.”

    “Well, it’s not as easy as it sounds.  There is a lot of thought and reflection that goes into it.  You also have to be really alert and know how to work with emergent language.”

    “It really sounds fascinating.  I’m not sure I could do something like that.” 


    “Oh, it just takes a little practice, like anything else.  Hey, I know.  Why don’t you come observe me sometime?  You know, get a feel for how it works.”


    “Really?  Would that be alright?  I mean, I wouldn’t want to disturb your class or anything.”

    “Oh no, it’s no problem at all.  I have another class at 9 on Thursday.  Are you free then?”

    “Yes, actually I am.  That’d be really great.  I’ll be there.”


    Her head was swimming.  She couldn’t believe he had invited her to watch him teach.  She barely knew him for crying out loud!  She wasn’t normally one to get so involved with another teacher so quickly.  She was more the nervous type, quietly planning lessons by herself in the corner, too embarrassed to ask other teachers for help.  But there was something about him, perhaps a certain twinkle in his eye, an aura of daring.  It inspired her and gave her the confidence to be a bit more forward.


    “Well, we better get to class.  It was nice meeting you and I look forward to seeing you on Thursday,” he said.

    “Same here.  See you later.”

    “Have a good lesson Kim,” he called over his shoulder as he left the room.

    “You too Sam,” she whispered to herself as she watched him walk away.

    To be continued… 


    Nick Jaworski is a Director of Studies at Oxford House College in Istanbul, Turkey where he lives with his beautiful wife Hande.

    He blogs about ELT in Turkey at Turklish TEFL.






    Dogme meets Coca Cola

    For anyone whose clicked on over here without really knowing or understanding what dogme is, you might enjoy reading the older posts first (linked above).  For the ELTers, who've heard me rabbit on and on before, let me tell you all about how I came to realize that dogme and Coke have something in common...


    It kicked off in the dogme yahoo!group.   A long time member said  "anything 'online' has absolutely nothing to do with the materials-free ethos which is Dogme."


    Now, I've heard this argument so often before that this time I couldn't even be bothered with the illogical bias against technology as every single other generation has been frightened of changes too... didn't stop them from coming though...  (yawn)

    at the end of the day...

    some people in the world have access to computers and some people don't  (yeah, and... are we expected to feel so sad for them that we should not move with the times but wait patiently for them to catch up or do we just get on with it  - I mean go work for or donate money to a charity  if the social conscience itches I say, that would be heaps more effective),  because let's face it,  in a few years, just like Coca Cola, most people will have a computer* just down the road or maybe even on their mobile phone...

    some teachers use computers in their classroom
    and
    some teachers don't
    (yawn!)...

    I mean why bother pretending that life as we know it hasn't changed., draaaassssttttiiiicccalllllly in the last ten years, five years, three years...

    personally, it's become so completely normalized in my own teaching practices that I could hardly give a hoot whether or not another teacher finds this a good thing or not.   I don't make value judgments of those who're still use whiteboards instead of laptops or IWBs - in fact blackboards are very much still around  in some German community colleges (along with the beamer on the wall) and chalk, well chalk is still a staple in any local stationers. 

    I like computers.
    (Your turn to yawn!)

    I find them useful and supportive and they happen to suit my approach to teaching and those of lots of others but so what?

    After all, my favorite chocolate is made of 80% cocoa beans, comes from Ecuador and has a cherry chili flavored nougat center. Does it matter than many other people would rather eat a flavored milk product  which only smiled at a cocoa bean for a micro-second before it was drowned in a vat of sugar?

    Not a jot, it doesn't.

    Anyway, I didn't start this article to talk about chocolate or have a dig at some guy who thinks that the computer is the end of civilization, but instead to compare Coca-Cola to Dogme.
    Dear Scott and Luke, forgive me...


    Regular Coke = 139 calories in a 33cl bottle.

    Coke Light = 1.3 calories

    Coke Zero = 0 calories.


    The calories, while negligible, count.

    Materials Lite 
    is not 
    Materials Zero.

    The reason why we churn out students after 8 years of language lessons in English, still not speaking English, is because in class they're loaded up with a whole bunch of stuff they don't need and not given enough chance to express themselves about what they do need.

    It's not the students.

    Nope.

    It's not the students.

    It might, oooooh, dangerous territory, not be, indeed, just the book's fault, in part it might be the teacher's too.  Thing is, Meddings and Thornbury even included a section in Teaching Unplugged on working with coursebooks and I've heard many a teacher say they see parallels in dogme to many a methodology and of course,  Thornbury did acquiesce, somewhat, at SEETA last year on the issues of Dogme2.0.

    If a teacher is personalizing a text to extract the students own thoughts on it, creating an environment of communication, enabling the emergence of new language and then scaffolding this process, then heck, the use of the book doesn't matter, what matters is it's been used lightly to go deeply...

    see, the crux of the issue, the matter, the philosophy, the dogma, once the gold foil wrapper has been unwrapped and all that is that

    Dogme
    is 
    not 
    a
    methodology,
    it's 
    an 
    approach

    It's the how you teach, not the what or the with what you teach.
    It's keeping the classroom all about the participants within.


    Useful links related to this posting:
    http://www.internetworldstats.com/top25.htm

    Best,
    Karenne
    image credit, by Lvklock on wikimedia commons

    The opposite of love isn't hate, it's indifference

    Ever had students say to you they hate(d) English at school?

    Ever had teachers rise up in protest at all the rapid changes in technology, yelling about how the way they've always worked has always worked?  It falls on deaf ears, when you tell them quietly, gently, the world is a different place today, it really is, and my oh my, tomorrow... well, tomorrow you won't recognize most of what we take for granted today.

    Whether it's with students learning telephone phrases or with colleagues challenged to adopt the new technologies, change inspires great emotion.

    But mostly this is because they don't understand the Why.




    See, thing is, we humans (since the age when we stopped starving) really need good solid emotional reasons to do the things we do and we need an even greater knowledge when we're asked to change.  Reasons that connect to our needs.  

    It's simply not enough to say, look lots of others are doing it.  

    We have to believe that the reason for the change makes sense and that it will, in fact, bring  us happiness.

    It's simply not enough to say, the whole world's learning to speak in one language so hey, you should to.

    It's not enough to say your boss wants you to speak English so it has to be.

    It's not enough to say if you learn English then you can go to the US on holiday next year.

    Instead, a better approach might be:
    "As the world's economies change it's no longer enough to do business on one's home turf.  Mastering another language (English) will enable you to master your communication when dealing across different cultures and as a result you'll probably get more projects or make more sales."
    Selling them, if you like:
    Put in the effort now to learn this language and you'll be able to earn more money and take care of your family even better in the long run.


    When dealing with colleagues wary of edtech, your approach might be:
    "Taking time to master a handful of tech-tools will help you to organize your teaching strategy, saving you a lot of time and energy in the long run.   It will make your lessons more up-to-date and dynamic and as your students will be excited with your innovative processes and their own marked progress, they'll talk to their friends and colleagues about how much they are learning with you and recommend you to others.
    Selling then, if you like:
    Become a part of a global community of innovative educators and you'll be able to earn more money and take care of your family even better.


    Of course, different people have different reasons that motivate them.  

    And to be truly effective an exercise it's even better if you can get your students or colleagues arriving at their own whys.  But whichever way, directly or indirectly, it's only once the people you're asking to change understand the reasons for the change that they will adopt and adapt. 

    I'll leave you Simon Sinek's thought on inspiring others:







    Useful links related to this posting: 

    Best,
    Karenne
    image credit: Questions by Oberazzi

    p.s. Business English Lesson Tip: The Sinek video is a great one to take into class with top management types, 1-2-1s... ask them to talk about why they do what they do and make the products they make.

    Powerpointing My Office

    It goes without saying that any good beginner level (and many elementary) coursebook has a picture appropriately labeled to tell the students what everything is.   If it's aimed at general learners, it'll be the kitchen or the bathroom or perhaps all the rooms in a house.  If it's aimed at Business English students or ESP learners, it'll be common instruments they probably come into contact frequently.

    But here's the thing... why use someone else's picture when your students actually live in houses, work in offices or manufacture on site?


    My tech-tip to bypass the coursebook or rather personalize it, if you wish, is this:

    1. Ask students to take photographs of the room they need to describe or refer to in common speech. In the example above, we've used an office.  By the way, these were taken with Torsten's mobile phone.

    2. Get your students to load the pictures up into a Powerpoint document.

    3. Ask them to now work in groups to share each others best guesses at what things are before checking their dictionaries (online/on the phone/in hard copy).  

    If you're working individually, as I am in this case (not many beginner level students in Germany!), talk through the items together, ensuring that the student does most of the work, using words he's already come in contact with before and look up others together, rather than you giving him all the answers.  

    4. Ensure that your student(s) do all the labeling themselves.  

    5. If you're working on an online platform with students, you can also jpeg the slides and upload them into a common album.



    Why is this such an amazing resource?

    Aside from the fact it's a very personal photograph and therefore has a real and immediate relationship to the learner and his needs, you can use these pictures/Powerpoint slides, repetitively, to
    • practice articles
    • practice this and that, these and those
    • practice prepositions
    • discuss functions of items
    • review vocabulary
    What other things could you get your own language learners taking pictures of and labeling?  What other language functions can these pictures help practice?


    Have you ever tried anything like this?   How did it go?   Do you think that the pfaffing involved is setting something like this up is prohibitory (it took us about 10 minutes to go around the building snapping pictures... about 5 minutes to load the pictures from his phone into Powerpoint but then I needed to teach him how to make boxes and label, that was about another 10 minutes - I'd refused to give the instructions in German) - we did this about a month ago and his feedback was that he knows the words because he 'sees' them whenever he looks at things in the office now.


    Useful links related to this posting: 

    Best,
    Karenne

    The Inverted Eagle: A Student's Book Review

    I'm super proud to offer you my very first guest post on this blog from one of my students:
    Martina R.

    Back Story:  
    On January 21st, Adam Gray and Marcos Benevides released the World's First Free-to-Share Commercial ELT Textbook.  Martina (an adult who works in banking) and I have been working for some time on her use of connectors in written work - particularly reports and emails - however I decided to invite her to visit the link provided by Marcos on Twitter, as knowing that she loves crime fiction books I thought that perhaps reporting on a story in English might help her to utilize these words in a more natural context.  She downloaded the book and wrote not only a summary of the story but also made notes on what she learned and provided Marcos with feedback regarding the sale of creative commons licensed material via the internet. 


    SUMMARY

    The story is told by Adam Gray and Marcos Benevides and has 6 chapters. The length of each chapter is comfortable. In the following I will give you a short summary of the content of the individual chapters:


    Introduction - Characters:

    Mr. Evan and Nancy Reed both are in the fifties, Judith Reed is the mother of Mr. Evan Reed. The Reeds had two children: Kevin and Allison. Lucia Deza was the housekeeper of the Reeds, Miguel was the son of Lucia and was also living in the Reed´s house.  A detective, Eliana Koo, in charge of the investigation. Officer Kazuo Yokota helped Eliana. Eliana’s nickname is Ellie.


    Chapter 1

    There was a crime in the Reed´s house: a robbery and a drugging. Someone stole all things which were located in the wall safe above the bed of Evan and Nancy. Both were victims. Things of value were kept in the safe: jewelry, some stamps and cash: about $ 80k. Judith and the housekeeper found the Reeds at their bedroom in the morning. 

    You should know that the wall safe was opened without the use of force!

    Evan and Nancy had to stay some days in the hospital, due to the drugging. But both victims were okay.

    Seven people were living in the house of the Reeds: the five Reeds and the housekeeper with her son.  Kevin, the son of the Reeds, was twenty-four years old, and unemployed. His younger sister Allison was twenty-one and a student at Brown University. By the way, she was engaged to marry Derrick Quenton, the son of the owner of the Quenton Hotels. The Quentons were one of the richest family in the country. Miguel was nineteen years old and a pre-med student at Georgetown University. He was born in Peru.

    Ellie visited the Reeds and started her investigation.

    Firstly, Ellie had a look at the bedroom of the Reeds´ where the crime happened. She made a detailed scan of the whole room and wrote her notes directly into her laptop. An important detail she noticed was a spilled teacup and a large wet spot near the teacup. Then, Ellie talked with Ms. Judith Reed and the housekeeper Lucia to get a first picture of what happened on the day when the crime had taken place. Two important questions were “Who knows the combination of the wall safe?” and “Who had a key to the bedroom of Evan and Nancy Reed?”



    Chapter 2: Three Interviews

    A lot of questions and many answers as well as an interesting feedback from the crime lab.

    The crime lab found out that the tea which the Reeds had got (?) before the robbery was drugged with powerful sleeping pills. Nancy Reed was allergic to these pills.   Ellie had a conversation with Kevin first, the unemployed son of the Reeds. She asked him about his activities last night and where he was.

    The second conversation was between Ellie and Allison, the youngest daughter of the Reeds. Ellie asked her the same questions as she had asked Kevin – what did you do last night and where? Moreover, Ellie asked Allison about her fiancé Derrick.

    Finally, Ellie wanted to have a talk with Miguel. He started the conversation with “I have something to tell you that will make me look guilty, ….” After his honest statement, Ellie asked him the same questions as the two women.

    Two of the three people could have a reason to steal the things out of the wall safe: (a) Kevin – because he was unemployed and needed additional money and (b) Miguel - because Evan and Nancy Reed wanted him to leave the house – and Miguel could be angry about this. In addition, the student was studying medicine, so he knew about the effect of sleeping pills.



    Chapter 3 – The Hospital

    The first lie: Judith told Ellie that she lied concerning the combination of the wall safe, she gave the numbers to Kevin. Because of her age, Judith forgot, that she also gave the combination to Miguel. After this, Ellie wanted to hear the whole story. Judith started to tell the story which had begun a month ago with the purchase of a beautiful stamp.

    At the end of the conversation between Ellie and Judith Reed Yokota, a colleague of Ellie and Kevin entered the room. Ellie saw Kevin and she accused him of lying to her.

    The next steps: Elle checked the stories of the involved people and wanted to search the house from the top to bottom.

    After that, Ellie drove to the hospital where Evan and Nancy Reed were staying. Nancy was sleeping  and Even was telephoning someone with his cell phone. Ellie stopped in front of the door and tried to understand the call between Evan and the other person. The words (which) she heard were “Brian … investors …. excited about the project – to get money together”. Some / a few seconds after the  call, Ellie went into the room and introduced herself to the Reeds. Then she told the Reeds a part of her investigation. It was surprising, that Evan accused his son of committing the robbery, because the Reeds wanted that Kevin tried to find a job and they had informed him that they were stopping his monthly allowance. Later, Ellie asked the Reeds to describe the occurrences which happened last night separately?

    At the end of the Chapter, Yokota called Ellie and told her that there might be a new motive ….



    Chapter 4 – The Suspect

    The likely suspect was Kevin at the moment – he lied several times: concerning the safe combination, his financial situation and his activities on the day of the crime.

    Suddenly, the cell phone of Ellie rang again and Yokota was on the other end of the line. He had an interesting piece of news which would change the current situation and the investigation: The police found the stolen things in the room of ……

    Ellie spoke to the person in which room they found the stolen things.



    Chapter 5 – Family Secrets

    Ellie had a daughter. When Ellie investigated a hot case and needed a lot of time, Sofia –  her daughter – stayed sometimes at her neighbor.

    Ellie talked again with Allison. The daughter of the Reed´s didn´t believe that Miguel was a criminal. Ellie discussed again with Allison about the relationship between both and checked the schedule last night. Allison had an advantage, her diary, in which Ellie found the proof that Allison told the truth.

    Later Ellie decided to check the bedroom of the Reeds once again and she found new findings.


    Chapter 6 – The Arrest

    Back at the police station, Ellie made a few phone calls and received some interesting information about Mr. Reed and his financial situation. Moreover, the lab had new findings concerning the stolen things. Finally, Ellie had all information to proof who was the suspect. She went to the hospital and told the Reeds the result of her investigation.

    -  0  -

    Key words and phrases I learned
    The first time I read the story, it was interesting. During the second reading, I marked the words I didn´t know. I translated some of the marked words which I think could be important and interesting for me. For instance: “unconsciously – my donkey bridge = the two people were drugged..”.  The story is realistic, so I can draw pictures in my mind to keep new words. In addition, I have learned vocabulary like “nodded” (nicken), “muttered (murmeln)”, “growled” (knurren), “yawned” (gähnen), “frowned” (die Stirn runzeln), “yelled” (schreien), “urged” (ermahnen), “scoffered” (verspotten / Judith scoffered Ellie.), “annoyed” (verärgert / Ellie looked annoyed).  The word “cane”: A lot of older people being over 70 years need a support when they will go / will move – for example they could use a cane.  “Allowance” – Taschengeld. Children get a fixed allowance per month.   

    Furthermore, I reviewed my grammar skills. 

    Interesting points of grammar I noticed
    The position of an adverb – for example: “Ellie asked gently.” – also possible “Ellie gently asked.” Or “Ellie said politely.”

    Best features to this style of writing and exercises – enjoyed most
    The style of writing is moderate, the essential vocabularies are understandable and most of the essential vocabulary is comprehensible. The author mostly uses short sentences. The different exercises are helpful as they repeat the content of the chapter and the vocabulary. I especially like the questions, which will result in an answer for an important question. To describe a picture (a room) in a way of adding the missing things is also a good idea.  The story, the exercises as well as the content of the story, all this things are successful but the vocabulary in the story could be on a little slightly higher level - could be slightly more challenging.

    If you had to buy this book, what price would be suitable / what is it worth?
    I would like to pay around 10 Euros for such a book. The book is worth between 20 and 30 Euros. The ideas / conceptions of exercises are brilliant. But the Internet offers a lot of books and exercises so that I think, people will not pay more than EUR 9.99 for such a learning book which you can download via Internet.

    Martina R.
    Stuttgart/2 Mai 2010


    Oh, by the way, Adam &Marcos - Martina has already started Death on U Street and she wanted me to let you know  that she'd like you to write more books please.



    What do you think of Martina's summary?  Would you like to give her feedback on her description or ask her any questions?  Do you think that your students would benefit from reading a summary like this?   

    Where are learning materials heading - how long will it be before most textbooks and readers become available online?  What do you think of their bold strategy in allowing the price for download to be determined by the purchaser? 


    Useful links

    Best,
    Karenne
    image credits: Eagles by Alaskan Dude on Flickr.com

    Squeezing the joy out of a thing

    Darren Elliot, the blogger behind Lives of Teacher is one of my fave edu-bloggers but he was a complete meanie the other day - he told me, in his comments, that basically it wasn't cool  to keep being cool. 

    So while I get the point (and don't think teachers should suck up to their students) I don't entirely agree and actually, fully intend on being über-cool well into my 60's (like our Sensei Jeremy Harmer) but what made Darren's comment worth blogging about, was that interestingly, it occurred just after getting home from class and recognizing that I'd way totally killed the joy out of something for one of my students...  

    He's an adult though, so I really do hope not forever.

    Sidebar
    We blogging teachers do tend to have a habit of only posting up lesson tips and ideas which have worked in our lessons - I mean, that's why we share them, because they worked so they'll probably work for other teachers too.  
    But what about the things that don't work?

    The things we do that fall flat...
    Aren't there lessons worth learning and therefore worth sharing in those things too?  Or do we blogging teachers want everyone in the big old world to think that we're perfect teachers with perfect classes and what we teach is spot-on all the time and the students just love what we do all the time?

    Not terribly realistic or truthful, now is it?

    Anyhoo, here's my story:

    One of my absolute favorite sites is TED.com, the lectures are simply fascinating and very often there are short videos filled with incredibly rich experiences - sometimes I just go in there only to drown in the knowledge of others.  Of course, because the lectures presented  are often by important leaders in the business world, it also is a soucre of authentic content especially if you, like me, teach adult ESP students.

    Phillip, the student of the dogme-in-tech-movie fame, has an i-phone so one of my tips for him on developing learner autonomy was that he subscribe to TED.

    And he followed through on the advice. SCORE...

    He followed through on it so much so that in the last six months he has now watched more videos than I have, shares his favourites not just with me, via email, but also forwards them on to friends and colleagues he knows.

    SCORE...

    Feeling chuffed to bits that I'd managed to share one of my passions with one of my learners, I said to him, "hey, why don't you write up a blog post of your Ten Top TED videos." (Good so far).  

    But then I said:

    "Maybe you can include a list of all the new vocabulary you learned."

    His face looked a bit incredulous but I continued undaunted.  "Yes," I said, "and maybe you could write about how you see TED as a great learning tool, how you were able to pick up these words from context, how you are then able to transfer that knowledge into the language you need in the workplace."

    "Karenne," he replied in a slightly bemused voice, "I just like the videos.  I don't know which words I learn.  I understand some and I don't know what others are.  I don't think about that I watch them on my way to work, they're interesting."

    He shrugged.

    Oh.

    Oh.

    OH crap.  I thought to myself - now why'd I have to go and spoil his new hobby?   Now, everytime he looks at his i-phone to watch the latest on TED he's probably going to think about my über enthusiastic  English-teacher-suggestion and instead of  enjoying his videos and soaking up some great  vocabulary subconsciously, he'll now be thinking about what he's "supposed" to be extracting.

    A lot of trainers will probably tell you just how important noticing is (including me) but noticing that you're supposed to be noticing - ummm - well, it's probably a distraction and probably hits all the wrong neuro-transmitting-signal-thingies in the brain.

    Squoosh!

    Best,
    Karenne
    image credit: diet coke by nesster on flickr.com

    p.s. Have you ever gone and accidentally squeezed the joy out of something your students were enjoying doing by making it a way too learning oriented task instead of a simple life-experiential language experience?  Ever brought something into the classroom which completely bombed because it was your passion, not your learners'?  

    Useful related links
    The video Phillip sent me that launched this conversation. You'll love it :)
    My delicious bookmarks: TED videos for Business English
    More video sites for Business English classes
    If your teach General English: also see Larry Ferlazzo's Best of TED videos.

    Interesting articles on failures/successes in the TEFL classroom
    Darren Elliot's The importance of failure
    Jason Renshaw on Lindsay Clandfield's blog:  Six signs that you are on the right track


    (There's a poll going on the Lexiophiles site to determine a list of the best language blogs, see my post about that here and if you haven't yet voted and you don't this it's  tacky of me to ask, do please click and visit the site to let them know you rate my blog :-) thanks muchly).

    Vote the Top 100 Language Teaching Blogs 2010
     

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