Category Archives: Uncategorized

5 ways to celebrate women in ELT

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Maybe you’ve noticed, maybe you haven’t, but recently a lot of initiatives that aim to raise awareness of gender equality, and to celebrate women have been popping up. I’m excited by this, and to show my support I’m hosting my first ever guest post, from Claire Venables. Claire has been in ELT since 2001. After a decade in Europe she moved to Brazil where she is involved in the creation of EFL programmes for young learners and training for teachers. She is also a founding member of the Voices SIG, which promotes gender equality and career development for women in ELT. Her guest post is below: 

Recently CUP released survey results for the question “Who would you invite for dinner?” These were the results:

CUP survey

Now, while I agree that a night out with any of these people would be fascinating, I am surprised that only 1 of the 5 people in this lineup is a woman.  Once again, we have to ask the question, ‘Where are the women in ELT?‘ Why don’t they come to our minds when we are asked questions like these?  We can — and we must — do better than this at keeping women’s profiles as visible as the men’s.

I’ve been able to come up with my own top 5 list of recent initiatives which celebrate and support women in ELT!

  1. The Fair List began in 2012. Since then, they have been celebrating the achievement of gender balance in plenary speakers, presenters or speaker panels at ELT events in the UK.  The website also offers a range of resources for women, such as mentoring, videos and tips for women wanting to become speakers.

  2. In 2015, English Australia started an initiative called ‘The Women in Leadership’, as a way to encourage discussion about women who work in leadership roles in the ELICOS (Australia’s English Language Intensive Courses for Overseas Students) sector. The program has continued to grow and this year they are offering another round of webinars with influential female leaders from the area. On their website, you’ll find slides, recordings and interviews from previous events, on topics like personal branding, work-life balance, and assertive communication.  There is also an opportunity to become a speaker at one of their events, so what are you waiting for?

  3. The Women in ELT facebook group was started in December of 2016.  In just a few months this closed women’s group has gained over 800 members.  It was started with the objective of offering a space where women can feel comfortable to share, support and exchange ideas and opinions with each other.  If this sounds like a group that you’d like to participate in, you can find them here.

  4. Voices SIG, which is part of Brazil’s English teachers’ association BRAZ-TESOL, was launched on April 1st of this year. It’s the first Special Interest Group promoting gender equality in ELT and, in a country where violence and discrimination against women is so high, this is a big step in the right direction.  The group works to provide opportunities, training and networking to help women develop their careers in any direction they choose.  If you would like to join them or even start your own local SIG, you can contact them via their facebook page.

  5. Coming up in May this year, there will be a  mini-conference where Nicola Prentis will give a talk which looks like a first in ELT.  It maps the history of the industry from the point of view of the women who shaped it. The event is called ‘Celebrating Women in ELT: Reflect, empower, act’ and is on May 5th, the day before Innovate ELT in Barcelona. Places are limited, tickets cost 60€ and include a discount on the main conference entry. Follow the links for more information and how to buy.

The contribution that women have made, and continue to make, to ELT is something we can all celebrate. I hope more initiatives like these ones appear and inspire the next wave of women in ELT to take that jump and change their own futures and the future of our industry.

Claire Venables

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Effective and efficient techniques for giving feedback on writing

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Marking written work can be incredibly time-consuming, and it’s disheartening when you see the students glance quickly at your detailed comments and put the piece of writing away in their bags never to be looked at again.

So, what can be done to a) reduce your workload as a teacher and b) encourage students to actually learn something from your feedback*?

We all know that it’s important to get students to take responsibility for their own work and many teachers use a correction code to encourage students to self-correct. This can be useful, but you still need to be selective.  Too many corrections/comments can lead to the student feeling overwhelmed and demotivated, and/or the student not knowing which of these areas are high priorities.

Be selective

  • Choose one or two areas with the whole class that you will focus on for this set of written work only. For example, if it is an opinion essay, you might choose to focus on text organisation. Or you could choose a grammatical area, such as articles, that the whole class finds difficult. Instead of the teacher choosing these areas, you could negotiate them with the class before they start or after they have written the work but before they have handed it in.
  • Ask students to individually select two areas they want you to focus on as you mark their work. They could either write these at the bottom of their work, or highlight sections that they don’t feel as confident about.
  • Focus on just one or two (anonymous) pieces of work that you look at with the whole class. Take it in turns so that everyone has this opportunity. Especially with a monolingual group, it is likely that many of the issues will be the same for most students.
  • Just correct one paragraph of each student’s work. Then ask them to self-correct anything similar in the rest of the piece.

Of course, with all these approaches it is important that the students understand that not highlighting something doesn’t automatically mean that it is correct, but that you are being selective.

Set aside time for students to respond to and act on your feedback

In the UK this has the lovely acronym DIRT (directed improvement and reflection time). If we don’t want our carefully thought through feedback to be ignored, DIRT is vital. However, it is unlikely in most contexts that you will have sufficient class time for students to sit and re-draft the whole pieces of work in class. Again, be selective.

So, if you have just marked one paragraph, students could work on that one paragraph in class, and then look at the rest at home. Or, if you have just marked errors with articles, you could write a selection of errors on the board for the class to correct, and then ask students to correct just one paragraph of their own work in class. Or if they have asked you about a particular section, give them time to work on rewriting that section in class, in response to your feedback.

Once students are familiar with the DIRT technique, you can write DIRT activities on the bottom of their written work. For example, ‘Find at least three sentences where you have used ‘and’ and ‘but’ and change them to use more complex linkers’ or ‘rewrite paragraph 3 and make sure that the tenses are used correctly.’

Extensive feedback that students do nothing with is, quite frankly, a complete waste of everyone’s time, so why not experiment with some of these ideas?

 

*Of course, feedback is not only about pointing out what could be better, and it is also important to point out what went well.

You can find another post on written feedback here:

https://elt-resourceful.com/2013/02/06/responding-to-students-writing/

 

 

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Motivating adults with truly grown-up content

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Our approach to adult learners needs to be quite different from teaching younger learners, and even teenagers. In my post for OUPELTGlobalblog.com, here, I look at how we can use the life experience of adults to provide more motivating and engaging lessons.

I also recently presented at BESIG in Munich on how the principles of adult learning, or andragogy, can be applied to teaching Business English, especially as the skills required in the workplace change so rapidly.

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What mindfulness is, and is not.

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My recent post about Mindfulness and Classroom Management perhaps made too many assumptions about the concept of Mindfulness. So, while it isn’t precisely ELT related, I wanted to clarify a little what I think Mindfulness is (and what it isn’t).

The video that sparked my last post, has also inspired others to blog about it. One post I read, Mindfulness?, suggests that mindfulness is being used to quieten students rather than deal with the causes of their disruptive behaviour, and that it is being used to control workers and make them less likely to complain about poor conditions. I think it is a common misperception that mindfulness is about drifting away from life in some way but, in fact, being mindful is about being super aware and awake.  This is both being aware of what is happening around you, and aware of what is happening inside you. So it’s the very opposite of shutting down and shutting up.

There is part of all of us that actively almost ‘enjoys’ getting stressed, upset, angry, fearful etc. It’s that inner voice that tells us that we aren’t good enough, or that other people will reject us and so on. The psychologist, Ronald Fairbairn called it the ‘internal saboteur’, and it’s also sometimes referred to as the ‘lizard brain’- that ancient part of the brain that is still reacting in very primitive ways to any sense of threat. It’s the lizard brain that takes over when we experience road rage, for example.

Many people do not realise that while we can’t control our negative feelings (and shouldn’t try) we do have a choice about how we respond to them. We can’t help feeling angry, but we can choose not to identify with that feeling, and instead just be fully aware of it. We don’t have to let the lizard brain take over.

This doesn’t mean that we put up with injustice, but that we don’t act from the place of fear, anger etc. On a practical level, we are likely to be much more effective if we can step back from the emotions before we decide how to act or respond. So the kids who meditate rather than have detention (mentioned in my post Mindfulness and Classroom Management) are less likely to let their anger or frustration spiral out of control. And, in the workplace, more mindful employees are probably less likely to put up with poor conditions because instead of simply feeling like angry victims, they will become more aware of their feelings and realise that they need to make changes to feel at peace. (Though it is entirely possible that the big companies encouraging mindfulness don’t anticipate this outcome!)

As well as having a choice about how we respond, we also have a choice about whether we set ourselves up in situations that we know will trigger negative feelings. For example, I have a bad habit of not leaving myself enough time to go places. If I am not mindful, I end up rushing around stressed out of my head, gathering up my stuff and running for the train. And my internal saboteur LOVES that because it provides all sorts of opportunities to confirm deeply held beliefs about how useless and disorganised I am. If I am mindful, I can choose not to put myself in this situation. And the same thing goes for planning ahead for classes.

Mindfulness is a cline. Some people are completely sleepwalking through life. They have no idea that there is any other choice than to be buffeted about by their emotions. Their lizard brain controls them completely and they don’t even realise that there is another way of being.

At the other end of the cline are those who are completely awake at all times. They are conscious of their reactions and any negative emotions that arise, but they identify themselves with the part of the mind that is observing the reaction. Often this is a result of years of meditation and mindfulness practice, though sometimes people just spontaneously ‘wake up’, often as a result of great trauma.

And the rest of us are somewhere in the middle. And that’s fine. Every single time that we manage to be mindful, rather than being led by the nose by our lizard brain, we move along the cline. The more we do it, the easier it becomes.

So, in fact, something as simple as reading a book or article, or going on a day’s workshop can make a massive difference to our lives (and by extension our teaching). It can wake us up to the possibility that we don’t have to be a slave to our negative emotions, if we’ve never even considered that, and it can help us to remember to be mindful more often if we are aware but frequently forget.

And so, while the corporate world may well be trying to take advantage of the mindfulness movement, encouraging more mindfulness can, I think, only ever be a good thing overall.

Related posts:

Mindfulness for Teachers

Mindfulness for Students (with no tibetan bells or yoga)

 

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A favourite speaking activity

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© Copyright Zorba the Geek and licensed for reuse under a Creative Commons Licence.

A link to my latest British Council blog, with one of my favourite speaking activities. It’s a favourite because a) it’s really flexible and can be done with any level and at any stage of the course (though it works particularly well for a first lesson or a cover lesson), b) it takes very little or even no preparation if you’re good at thinking on your feet, and c) students always enjoy it.

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All about writing activities

This week has been all about writing activities, with a webinar for British Council Teaching English, and the publication of my ebook for English Language Teacher 2 Writer, on How to Write Writing Activities.

As part of publicising the webinar, the British Council shared an old post, about Process Writing, which, to be honest, I’d even forgotten I’d written. And, there’s some good stuff in there, if I do say so myself.

So, as it’s a writing activities week, I thought I’d round up all the old posts on writing and put them in one place.

Real World Writing Activities

Using a Genre Approach to Writing

Process Writing: Mixing it Up

Collaborative Writing Activities

Just Write: Short, Inspiring Activities to get Students Writing

Responding to Students’ Writing

 

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Motivation

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How can we motivate our students, and ourselves? In my latest blog post for British Council Teaching English, I look at what motivates me, and how that might relate to more general theories of motivation.

Read the post here.

Photo Credit: <a href=”https://www.flickr.com/photos/23743320@N03/5799251814/”>Sangudo</a&gt; via <a href=”http://compfight.com”>Compfight</a&gt; <a href=”https://creativecommons.org/licenses/by-nc-nd/2.0/”>cc</a&gt;

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