I had a shocking experience in the Adult Classroom this week (it was not at the Italian American Association, but in a company). I realized that many adults can't detach from their cell phones anymore.
There have been cell phones in my classes for as long as I remember, but the difference is that in the past they were a discreet presence. You would do a hip grab to see if that ringing phone was yours, you might pull it out of your pocket to see who called or where the message came from, if you actually took it out all the way you would be genuinely embarassed to take attention away from those around you.
That has changed. Apparently people are now allowed to disengage on a near constant basis. What I mean by this is that they were physically present in the space (a small group course, workshop format) yet they continued working with their laptops and cell phones as if they were in their office and not in a classroom, and when I say working, I mean checking their emails and text messages and responding to them in real time all the while I am trying to teach the coolest lesson plan I have come up with in a decade and yet I am feeling like an analog dinosaur speaking in Morse Code because they are just NOT FOLLOWING ME AT ALL.
What I wanted to say to these people was this:
JUST BECAUSE YOU CAN BE AVAILABLE 24 HOURS A DAY, DOES NOT MEAN THAT YOU SHOULD.
The messages I received:
Real people are a waste of time.
Creativity is not useful.
The participant is in no way responsible for the success of a course.
One student even told me that she "tuned out" because I showed a video that was longer than 4 minutes. Wow.
So it was a depressing day because it didn't matter what I did, there was always going to be something better going on somewhere else.
And it hurt. Boy, did it hurt. I have never left a workshop with less energy than I had going in. I usually go home riding high on the energy of an excellent group making something incredible out of nothing.
At first I couldn't figure out where I went wrong.
Yes, there were a ton of unforeseen annoying obstacles because there always are. Normally we get past them with a little empathy and a sense of humor. Technology that doesn't work the way we want, a room that doesn't fit our needs, big whoop, we laugh and go to Plan B.
But this time there was no shared understanding. Instead, each glitch was an opportunity to check email again (and rack up nasty feedback points for the form at the end of the day).
Phones and laptops became barriers that never allowed us to connect as human beings, and that broken circuit made all the lights go out on the string.
There is a huge price to pay for this semi-presence.
1. It kills the vibe of an otherwise positive atmosphere.
2. It communicates disrespect for colleagues and the instructor.
3. It substitutes reflection with distraction.
4. It makes it impossible to create a productive working group.
It's not just in the classroom, though. Even in restaurants, chefs are getting annoyed at people taking constant photos of their food rather than enjoying the experience. One article I read (which I can't find at the moment) linked an increase in complaints for cold food with people taking longer to eat it because they have to photograph it first.
They say success is a string of failures. I count yesterday as a turning point (which is what you call a failure when you don't want to keep feeling like a loser) because it made me approach my next workshop differently. I planned like crazy, put as much paper material together as possible and ordered a room with only chairs. Then I made an excellently detailed plan with a disclaimer.
PARTICIPANTS ARE STRONGLY RECOMMENDED TO REFRAIN FROM BRINGING ELECTRONIC DEVICES INTO THE CLASSROOM.
And just to make my point, I turned off my own phone for an entire six hours. When I turned it back on, I was happy to note a good 15 different fires that had been addressed to me and subsequently (and rightly) extinguished by somebody else because I was not available.
Wednesday, October 17, 2018
Tuesday, October 16, 2018
Hooray For Useless Languages!
Today I went into my classroom and made the following list on the whiteboard. See if you can figure out what it all means.
International Cities:
Dubai, Budapest, Nurnberg, New York, London, Manchester, Paris, Lisbon, Bolzen, Rome, Florence, Bologna, Ancona, Milan, Sao Paolo, Dakar.
Professional Sports:
NBA, World Championship Sailing, World Championship Paratriathlon, Formula Indy.
Other Sectors:
Insurance, Toys, Tunneling, Engineering, Food and Bev, Wine business.
Did you get what they have in common?
My students couldn't figure it out either, so here the solution.
These are all of the cities (actually it is a partial list of just the sexiest ones) that I have visited for work in the sectors above (Formula Indy was not work but thanks to languages). I had all of these opportunities because I studied what other people called "useless languages."
The "useless" languages that led to these experiences were French, Portuguese and Italian. I have lots of others I am working on with varying degrees of commitment as well: Albanian (specifically Kosovan), Triestino (yes, it's a language), Wolof, Slovenian, and, most recently, Swedish.
What are your useless languages? Who knows what doors they will open for you.
International Cities:
Dubai, Budapest, Nurnberg, New York, London, Manchester, Paris, Lisbon, Bolzen, Rome, Florence, Bologna, Ancona, Milan, Sao Paolo, Dakar.
Professional Sports:
NBA, World Championship Sailing, World Championship Paratriathlon, Formula Indy.
Other Sectors:
Insurance, Toys, Tunneling, Engineering, Food and Bev, Wine business.
Did you get what they have in common?
My students couldn't figure it out either, so here the solution.
These are all of the cities (actually it is a partial list of just the sexiest ones) that I have visited for work in the sectors above (Formula Indy was not work but thanks to languages). I had all of these opportunities because I studied what other people called "useless languages."
The "useless" languages that led to these experiences were French, Portuguese and Italian. I have lots of others I am working on with varying degrees of commitment as well: Albanian (specifically Kosovan), Triestino (yes, it's a language), Wolof, Slovenian, and, most recently, Swedish.
What are your useless languages? Who knows what doors they will open for you.
Sunday, October 14, 2018
Get your Students to talk NOW
Today's post is about teaching foreign language. Specifically, I want to propose an answer and a solution to this question:
Why is it that practically everybody has to study a foreign language, yet so few people actually speak the language they are trying to learn?
Normally I address the student because we all have to take personal responsability for our language learning. This time, however, I address the foreign language teacher.
What students want: To speak the language so they can use it in practical situations (especially while traveling around the world on a mega yacht sipping mohitos with the movers and shakers). I know this because I have asked every student I have ever had.
What teachers teach: Grammar, which is more often than not taught in the native language and NOT in the target language.
Why do teachers get so hung up on grammar? There are several reasons.
1. It's easy to put a grade on because it is either right or wrong.
2. It's comfortable and familiar.
3. It is a teacher-centered activity (I teach, you take notes, then you do the exercises at home) and therefore easy to control and not noisy.
4. The pressure to follow "a Program"
5. So kids will do well on standardized tests.
Why do teachers teach in their language and not in the target language?
1. Because the students won't understand if I teach in the target language.
2. Because the grammar is so technical, they will lose something if I do it in the target language.
3. I don't feel comfortable teaching in the language because I am not a native speaker.
The problem with the grammar-based approach.
1. It encourages perfectionism, which is the enemy of language acquisition.
2. It is discouraging (see above).
3. It is difficult to apply to real life because the focus is on rules rather than usage.
5. It assumes there is a uniform "ideal" way of speaking (which does not exist) and therefore leads to impossible expectations and fear of judgement.
How many people do you know learned their native language by studying grammar? Just saying.
I feel that our job as foreign language teachers is to provide as much contact with the target language as possible (you can never get to the point of understanding a language if you never hear it. Simple). The LEAST we can do is use it as our teaching language. Will our students understand absolutely every word? Of course not. Each student will get something out of the lesson based on their experience with the language. The more experience I have, the more I will understand. That being said, I am the teacher, so I will use my entire bag of tricks to MAKE SURE my students understand what is really important in the lesson (that's what tone of voice, body language and cognates are for).
Anybody who teaches teens will know that you get the same blank look from students no matter what language you use. Try it, I am not kidding. So if this is the case, you have nothing to lose by teaching in the target language. It may even keep them a little more alert.
Our second job is to prepare our students to use the language in practical situations. This means setting into motion rehearsed conversations that we repeat a gazillion times until they become so automatic we don't have to think to use them, and we can bend them to fit our real life needs.
Here is one you can start using today in the first five to seven minutes of class. We call this beginning part of the lesson "circle time" because when children are little (pre school- elementary) we sit in a circle on the floor and go through the same information each time (How are you? How's the weather? etc) with flashcards and get them used to asking and answering basic questions. That repetition is comforting and gets them speaking immediately (with no worries about grammar).
Circle time from Middle School to adults looks a little different. I like to go around the room and shake each person's hand and have this individual conversation (I print up a copy and distribute it on day one. I write it on the board when I add a new piece, which is usually once every two to three weeks).
Phase one.
Teacher: How are you?
Student: Fine thanks and you?
Teacher: Fine thanks. Nice to see you.
Student: Nice to see you, too.
Phase one + Phase two.
Teacher: How are you?
Student: Fine thanks and you?
Teacher: Fine thanks. Nice to see you.
Student: Nice to see you, too.
Teacher: How was your day yesterday? (on Monday you can say WEEKEND)
Student: It was fine.
Teacher: What did you do?
Student: (choose one) I went out with my friends. I went to school. I stayed home.
Teacher: Great. Have a good day!
Student: Have a good day!
Phase one + Phase two + Phase three.
Teacher: How are you?
Student: Fine thanks and you?
Teacher: Fine thanks. Nice to see you.
Student: Nice to see you, too.
Teacher: How was your day yesterday? (on Monday you can say WEEKEND)
Student: It was fine.
Teacher: What did you do?
Student: (choose one) I went out with my friends. I went to school. I stayed home.
Teacher: What are you doing today after school?
Student: (choose one) I'm having lunch. I'm going home. I'm going out with my friends.
Teacher: If I were you, I would do the same! Have a good day!
Student: Have a good day!
FAQs:
Is it repetitive? You bet!
Is it a rigid conversation? Oh yes. No creativity required or desired. I make it clear that this is a formal conversation accompanied by a firm handshake and eye contact. Yes, even if it's the worst day of my life, everything is "fine". This is the rule of grooming talk in English.
Do I do this with every student at the beginning of every class? Yes, I do.
Isn't that a waste of time? No. Here's why.
1. I shake their hand and look them in the eye and we talk to each other. This creates rapport and the human connection that is so important for learning.
2. It is a clear signal that class is starting, yet gives them a moment to transition from their native language.
3. It becomes automatic for them, so it is a positive way to begin. If I don't do it, the students are disappointed!
4. I always remind myself that even if my students learn NOTHING from me, this conversation will be part of them for the rest of their lives. They can use it anywhere in the world and make friends immediately.
5. There is about three years of grammar in that little conversation!
6. I teach many types of students including students who have had bad experiences in the foreign language classroom. This conversation increases confidence, especially when they use it on a real foreign person and they are able to have a real conversation.
Is it noisy?
Yes, because students do not typically go silent the moment the teacher's back is to them and they are not in the spotlight. I don't mind this, as long as I can hear the person I am talking to. If the volume gets too loud, I stop and remind the class to be respectful.
The payoff.
Your students will use it on you even when they see you around town and hearing "Nice to see you" from your students is it's own reward.
We teachers need as many personal victories as we can get.
Why is it that practically everybody has to study a foreign language, yet so few people actually speak the language they are trying to learn?
What students want: To speak the language so they can use it in practical situations (especially while traveling around the world on a mega yacht sipping mohitos with the movers and shakers). I know this because I have asked every student I have ever had.
What teachers teach: Grammar, which is more often than not taught in the native language and NOT in the target language.
Why do teachers get so hung up on grammar? There are several reasons.
1. It's easy to put a grade on because it is either right or wrong.
2. It's comfortable and familiar.
3. It is a teacher-centered activity (I teach, you take notes, then you do the exercises at home) and therefore easy to control and not noisy.
4. The pressure to follow "a Program"
5. So kids will do well on standardized tests.
Why do teachers teach in their language and not in the target language?
1. Because the students won't understand if I teach in the target language.
2. Because the grammar is so technical, they will lose something if I do it in the target language.
3. I don't feel comfortable teaching in the language because I am not a native speaker.
The problem with the grammar-based approach.
1. It encourages perfectionism, which is the enemy of language acquisition.
2. It is discouraging (see above).
3. It is difficult to apply to real life because the focus is on rules rather than usage.
5. It assumes there is a uniform "ideal" way of speaking (which does not exist) and therefore leads to impossible expectations and fear of judgement.
How many people do you know learned their native language by studying grammar? Just saying.
I feel that our job as foreign language teachers is to provide as much contact with the target language as possible (you can never get to the point of understanding a language if you never hear it. Simple). The LEAST we can do is use it as our teaching language. Will our students understand absolutely every word? Of course not. Each student will get something out of the lesson based on their experience with the language. The more experience I have, the more I will understand. That being said, I am the teacher, so I will use my entire bag of tricks to MAKE SURE my students understand what is really important in the lesson (that's what tone of voice, body language and cognates are for).
Anybody who teaches teens will know that you get the same blank look from students no matter what language you use. Try it, I am not kidding. So if this is the case, you have nothing to lose by teaching in the target language. It may even keep them a little more alert.
Our second job is to prepare our students to use the language in practical situations. This means setting into motion rehearsed conversations that we repeat a gazillion times until they become so automatic we don't have to think to use them, and we can bend them to fit our real life needs.
Here is one you can start using today in the first five to seven minutes of class. We call this beginning part of the lesson "circle time" because when children are little (pre school- elementary) we sit in a circle on the floor and go through the same information each time (How are you? How's the weather? etc) with flashcards and get them used to asking and answering basic questions. That repetition is comforting and gets them speaking immediately (with no worries about grammar).
Circle time from Middle School to adults looks a little different. I like to go around the room and shake each person's hand and have this individual conversation (I print up a copy and distribute it on day one. I write it on the board when I add a new piece, which is usually once every two to three weeks).
Phase one.
Teacher: How are you?
Student: Fine thanks and you?
Teacher: Fine thanks. Nice to see you.
Student: Nice to see you, too.
Phase one + Phase two.
Teacher: How are you?
Student: Fine thanks and you?
Teacher: Fine thanks. Nice to see you.
Student: Nice to see you, too.
Teacher: How was your day yesterday? (on Monday you can say WEEKEND)
Student: It was fine.
Teacher: What did you do?
Student: (choose one) I went out with my friends. I went to school. I stayed home.
Teacher: Great. Have a good day!
Student: Have a good day!
Phase one + Phase two + Phase three.
Teacher: How are you?
Student: Fine thanks and you?
Teacher: Fine thanks. Nice to see you.
Student: Nice to see you, too.
Teacher: How was your day yesterday? (on Monday you can say WEEKEND)
Student: It was fine.
Teacher: What did you do?
Student: (choose one) I went out with my friends. I went to school. I stayed home.
Teacher: What are you doing today after school?
Student: (choose one) I'm having lunch. I'm going home. I'm going out with my friends.
Teacher: If I were you, I would do the same! Have a good day!
Student: Have a good day!
FAQs:
Is it repetitive? You bet!
Is it a rigid conversation? Oh yes. No creativity required or desired. I make it clear that this is a formal conversation accompanied by a firm handshake and eye contact. Yes, even if it's the worst day of my life, everything is "fine". This is the rule of grooming talk in English.
Do I do this with every student at the beginning of every class? Yes, I do.
Isn't that a waste of time? No. Here's why.
1. I shake their hand and look them in the eye and we talk to each other. This creates rapport and the human connection that is so important for learning.
2. It is a clear signal that class is starting, yet gives them a moment to transition from their native language.
3. It becomes automatic for them, so it is a positive way to begin. If I don't do it, the students are disappointed!
4. I always remind myself that even if my students learn NOTHING from me, this conversation will be part of them for the rest of their lives. They can use it anywhere in the world and make friends immediately.
5. There is about three years of grammar in that little conversation!
6. I teach many types of students including students who have had bad experiences in the foreign language classroom. This conversation increases confidence, especially when they use it on a real foreign person and they are able to have a real conversation.
Is it noisy?
Yes, because students do not typically go silent the moment the teacher's back is to them and they are not in the spotlight. I don't mind this, as long as I can hear the person I am talking to. If the volume gets too loud, I stop and remind the class to be respectful.
The payoff.
Your students will use it on you even when they see you around town and hearing "Nice to see you" from your students is it's own reward.
We teachers need as many personal victories as we can get.
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