I could not resist posting this quotation. It pretty much summarizes what it is to be in a classroom.
Marcelo Elias.
Can you teach? Friday, Dec 22 2006
Teaching 1:08 am
A língua é incontrolável Friday, Nov 17 2006
Reflexões and Teaching 2:40 pm
A revista Speak Up online dublicou um artigo (clique aqui para ler) que trata da dificuldade que os próprios ingleses têm para aprender a ortografia de muitas palavras de sua língua materna. Combinações de letras como ought têm formas diferentes de serem pronunciadas e isso torna o aprendizado da ortografia muito difícil. Por isso, o Parlamento Britânico quer simplificar a ortografia ou fazê-la mais compatível com a pronúncia dos sons.
Sorry… not possible! A língua não pode ser comandada por legisladores ou por leis publicadas pelo Congresso Nacional. A língua muda ou se desenvolve de acordo com a utilização do povo.
Ontem, 16/nov/2006, o jornalista Gilberto Dimenstein falou em sua coluna na Rádio CBN que as escolas na Nova Zelândia passaram a reconhecer a linguagem de internet como uma variedade aceita para utilização pelos estudantes. Ouça seu comentário e reflita. A Nova Zelândia torna-se o primeiro país a tomar essa atitude a acho que logo vários outros países seguirão o mesmo caminho.
Obviamente, devem-se estabelecer regras, restrições, regulamentações, mas o caminho não tem volta. Da mesma maneira que a comunicação via internet já está consolidada e é, muitas vezes, o único recurso, a linguagem utilizada nesse meio também se consolidará.
Atenção puritanos… aí vem a língua! ehehehehehehe
Marcelo Elias.
Dealing with large groups 2 Thursday, Nov 2 2006
Teaching 9:40 pm
After a few months of research and reading I finally finished and presented a talk on about dealing with large groups on 20 October.
Back in June, when I had a 21-student group observed by Verônica, my manager, I was suggested to prepare something on dealing with large groups. It is now a reality at private language institutes in Brazil and Ts must develop their skills in this particular area.
After reflecting upon my own behavior and management with these groups, I started reading methodology books to find theoretical support to my practice. I didn’t! At least not to what I thought was more relevant.
Then, in a Educational Psychology book… I found it. According to the author, classroom effective management – and teaching – is based on affective factors: rapport, empathy, kindness, proximity, attention… I was finally able to prove my practice.
Marcelo Elias.
The larger, the better Friday, Oct 20 2006
Teaching 2:22 pm
We cannot avoid teaching classes with 18, 20 or even 22 Ss nowadays. For our reality, these are large groups and this makes the complexity of classes increase.
As I see it, the technical and methodological aspects of class preparation and classroom management are very important. However, the affective aspects of the T-S relationship and the T’s conduct is crucial for a successful management of large groups. At least that’s what I’ve concluded from observing other teachers and after doing a lot of self evaluation.
What do you think of the topic? How difficult is it to you to deal with large groups? What tips can you share with other teachers to make this task easier?
Please also leave a comment at Cultura Inglesa’s blog.
Marcelo Elias.
Tough routine Friday, Sep 8 2006
Teaching and Uncategorized 12:13 am
It is a tough routine… preparing classes is a really hard activity. Sometimes I spend 12 hours a week to prepare all my classes. This is the time I need to do a very good job. It’s not easy.
What solution have we got?
Dealing with large groups Friday, Aug 18 2006
Teaching 1:44 am
I’m preparing a new workshop: The larger the better. It is about dealing with large groups. A reality in any language institute – except the ones whose philosophy is to work with a limited number of students in class.
Well, my idea is to show simple procedures to deal with these large groups and techniques to make sure they learn.
Here are some ideas to develop:
What is a large group for you?
What is the ideal number of students for you?
Using a communicative approach, would you prefer a very small group – 3 or 4 students – or a large (?) one – 19 or 20?
When teaching large groups, what is it that you do to enhance the students’ learning?
These questions are for you to reflect upon your own teaching.
Marcelo Elias.
Back to the classroom… Friday, Aug 11 2006
Teaching 3:15 am
Since I’m back to teaching only, I’ve been thinking more deeply about the way teachers are paid. Getting a wage is not really fair considering the amount of work outside the classroom. Not all this work is accounted for.
I’ve always lived the tense moments in July, January and February, when my wife’s salary are reduced to almost nothing. Now I’m in the same situation. Last July I was saved by a private student who paid me for 12 hours of class and an extra teacher training job I did. But I’m really afraid of January and February 2007, specially because of all the bills we have to pay in the beginning of the year.
It’s funny that in conventions, seminars and meeting all we do is talk about teaching. I guess I’m prepared for that – of course there’s always room for improvement -, but I think teachers are not prepared for managing this payment policy and all the work outside the classroom serious teachers have to do.
I think we should dedicate at least 30% of the time we use for our professional development for discussions about school’s policy, about payment, about valuing the profession. How can teachers get paid better and more regularly throughout the year?
