#NATECLA Day 2, Vol. 1: guilt, games and gambits

The trouble I have during conferences is that I don’t always sleep well. It’s not a reflection on the place or quality of the accommodation, so I always feel a little spaced out first thing in the morning, and need some rather epic mounts of caffeine to survive. However, this year’s coffee consumption has been a little less than normal, which I think is a fairly positive reflection.

IIn the morning, feeling buoyed up by the first cup of coffee and a plentiful breakfast, was keynote #2 from Rachael Roberts on the theme of guilty secrets of the ELT classroom. Like Russ Mayne a couple of years ago, to was a session more or less geared to make me happy: starting with zombie learning theories and truthiness (the notion that something sounds like it’s right, even though it’s deeply spurious) and then a review of things which people feel bad about. Now, I’ve got to be honest and say I don’t generally feel too guilty about things like dictation, or a little bit of translation, and have had some new ideas and reminders to try abandoned older ideas in these area which is always a good thing.

However, I’m not convinced by reading aloud as a practice, and I enjoyed Rachael’s skewering of the usual justifications, but was interested to think about reading aloud after the students have understood the text so that they are focusing on pronunciation and sound-symbol relationships, and not on understanding the text. She also took on the notionn of sharing learning outcomes on the board, and WALT and WILF: all apparently uncontroversial and pretty much standard practice, but critically viewed from surprising range of quarters, including the originator of WALT and WILF.  I sometimes worry that in post-compulsory education we are too often half a leg behind school education in these things, with a remarkable propensity to start adopting stuff just as schools are beginning to abandon them: we are not good at resisting zombies.

The rest of the day was spent in practical workshops: I’m wary of passing on ideas that belong to others, particularly where those ideas have been freely shared: it feels somehow cheeky and a little disrespectful, so instead here, in purely chronological order, are a few of the things I’m going to be taking away.

In the first session of the day, I went to Michael Fennel’s session on “Set Phrase English”. Like some of the dictation ideas that Rachael mentioned, there was a lot here which reminded me of older ideas, and put a new spin on them – drilling, back-chaining, and some simple yet effective ideas on how to embed some useful conversation gambits (remember the book?) into classes. The idea which stuck with me most was the first one we explored. Michael elicited from us the various question words (and reminded me that I always forget “whose” when I cover this language). Each question word is then turned into full questions about personal things. Michael invited us to ask him the questions first three times each, and each time answered with some slightly different information, before asking the “class” (i.e. us) to summarise what he had said. Thus a handful of simple questions became an opportunity to practice listening and then forming fairly comolex sentences and utterances, and the whole activity was definitely something I could see myself using in a lesson next year.

The second session was on using Socratic Dialogue in teaching. This was, perhaps, a little more esoteric, less obviously groundable in simple classroom activities, although that’s not necessarily a bad thing. The core notion, if I have this right, is that a small group starts by identifying a global issue (“Is first language in the classroom good?”) then identifying individual, first person examples and issues. These first person examples are then discussed and analysed respectfully, before being used to inform the main issue. This reminded me in many ways of the community of enquiry concept, where participants think of questions around a specific theme, and then decided which of the questions should be discussed. I’ve taken part in these and found them to be very useful. In terms of practical applications, I think that there is a lot of use in an ESOL class around things like class rules, for example, or even, for a suitably mature and high level group, negotiating a syllabus. It also has some interesting possible uses from a teacher development perspective – having a group of teachers discuss and analyse, say stretch and challenge or learning outcomes in order to get a better understanding of what it means and come up with useful solutions and ideas.

After lunch I was worried. I was full of good sandwiches and I could feel the ghost of sleeplessness leaning on my eyelids. Luckily, however, the session I attended was practical, energetic and did a grand job of exorcising the ghost until I could get ten minutes nap in the sunshine before the NATECLA agm. This was around ideas for using phones in class, and even though it covered familiar ground (QR codes, Kahoot) it was still good, as it always is, to kick ideas around with different colleagues, and to properly get to grips with some newer ideas, like Quizlet. Certainly QR codes are something I’d forgotten about a little, and the idea of getting students up and scanning them with their phones is something which has languished in the depths of my memory for a bit too long. It was also nice to be reminded that I MUST go and investigate Plickers.

There is much, much more to be written about what happened after my doze in the sun, but that may have to wait until later, particularly as it involved lots of thought provoking thinking about citizenship and the role of the ESOL teacher as servant of the state, which is a topic I could spend hours writing about. And right now, it’s sunny, and I have a dog who needs walking.

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