Being teachers In his book Guitar Zero, the cognitive psychologist Gary Marcus tells the story of how he learnt to play the guitar in hs late thirties. ‘Why, he asks, ‘do we need teachers at all?" and the answers he suggests are that teachers “know things that students don't’, that they can motivate students, that they can provide incentive - to practise in Marcus's case ~ and they can help the students pinpoint errors and target their weaknesses (Marcus 2012: 66). He is talking about music teaching, of course, but there is no reason to suggest that such characteristics are not appropriate for other kinds of teaching, such as language teaching, ‘And yet others are not so sure about the teacher's role in bringing knowledge to their Pupils. Sugata Mitra, who gained worldwide fame by putting a computer in a wall in 2 New Delhi slum with the result that children learnt how to use the computer on their own, without formal instruction, proposes ‘minimally invasive education’ (MIE). All that is necessary, he tells us, isfor students to gather in four- or five-person ‘self-organised learning environments’ {SOLEs) where, with access to the internet, they try, on their own, to answer ‘big’ questions such as What is a soul? or Can animals think? In such a scenario, ‘educators ofall kinds (parents, teachers, community leaders, etc.) play an important role in both teaching kids how to think, and giving them room to feed their curiosity’ (Mitra 2014b). The teacher's role as a transmitter of knowledge is repositioned so that their role is not to tell kids things, but rather ‘to encourage them to do their own investigative work. This is not a new discussion. Educators have always worried about what exactly teachers should do. Should they be (in a well-worn metaphor that the etymologist Barry Popik traces back to 1972) the ‘sage on the stage’ or the ‘guide on the side" (Popik 2013)? Great teachen inspire us, to be sure, but do they do this by telling us what to think (and learn) or should they, on the contrary, help us to think for ourselves? ‘if the teacher is indeed wise,’ writes Kahlil Gibran in The Prophet, ‘he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind’ (Gibran 1991: 76). One way of looking at the teaching-learning process is to see it in terms of ‘instructional scaffolding’. This concept, developed by Jerome Bruner in the 1950s, accounts for the wa which children learn things. Typically, a parent (or other caring adult) will 1) make the child interested in the task, 2) break the task down into small steps, 3) keep the child focused on the task and, finally, 4) show the child other ways of daing the task. Scaffolding becomes 2 very powerful metaphor when itis allied with Leo Vygotsky's suggestion that children have 2 zone of proximal development (ZPD). This is where they are ready to do a new thing - but with guidance, rather than being able to do it on their own. Despite the fact that Vygotsky died in 1934 (and his work was largely unknown in the West for many years after that), People still refer to the ZPD as a key feature in successful learning. 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They highlighted a teacher's ability to motivate students, and most of them wanted their teacher to be a mentor and a guide, rather than learning in ‘an authoritarian, teacher-centred classroom’ (Rogers 2013: 70). \WeiWei Shen asked fifty-one writing students at a university in Taiwan the same question, and one of the qualities that was most often mentioned was patience (Shen 2012). Sandee Thompson used questionnaires, portfolios, teacher observation and tutor observations to gather data from students, teacher trainees and experienced teachers about ‘what makes a good teacher. Overwhelmingly. her respondents told her that good teachers “build rapport, are knowledgeable of their subject matter and have very good classroom management skils. Specifically, respondents valued teachers who were caring, creative, enthusiastic, patient, well-planned and respectful’ (Thompson 2007: 6). itis clear, then, that good teachers are knowledgeable about their subject (in this case the English language) and about the craft of teaching. Good teachers also convey a passion for what they are teaching, and for their students’ learning achievements. Good teachers are Creative and flexible and (as we see in 9.2.2) fair, treating everyone equally. Good teachers show respect for their students, too. Looking back at her own life as a student, Sandee Thompson probably speaks forall of us ‘when she says ‘My most memorable teachers ... were those who planned interesting, creative lessons which encouraged me to ask questions, make mistakes and discoveries and come to my own conclusions. They taught with joy and integrity, and accepted the fact that different students have different needs, and they planned and adjusted their lessons accordingly’ {Thompson 2008: 13). But it’s not easy, sometimes, being a teacher, ‘I's often a case of keeping most students happy for most of the time" (Wiliams, D 2014: 57). One of the things that effective teachers frequently do is to build good rapport with their students and between the students themselves, and that's what we turn to next. The magic of rapport Rapport, according to the Longman Dictionary of Contemporary English is the ‘friendly agreement and understanding between people’. In teaching terms, this definition works well, but perhaps there is something more, too. When teachers establish good rapport in @ Classroom, the level of respect, humour and safety is almost palpable, and though itis dificut to describe exactly what is going on, even a casual observer of a class where there is good teacher-student rapport would agree that there is something special about the relationship between the people in the room. In classes with good rapport, anything is possible because the students think their teacher is a good teacher (see 6. 1). They trust the teacher to be even-handed, and they know that they will be listened to with interest. This means that, as soon as possible, teachers should get to know who their students are because, as an eleven-year-old once said, ‘a good teacher is someone who knows our names’ (Hatmer 2007: 26). But this is not always easy, especially Where teachers have a number of fairy large classes. There are several things we can do to make learning our students’ names easier: + Have the students sit according to a seating plan. + Have the students put name cards on the desk in front of them. ~ Have the students wear name badges.Sr 07 Burpioaze “aoualss e ueus Jayed ye Ue s! BuI42eal “3UeISU! Ue UI apeW aq UeD suO|s}Dap “26paymouy jeuoissajoid umo stay 2 siya AsieW AaYA UAYM “Buz SI SSeI2 aU MOY INoge sanja aragns uo dn 3pid oy» pue “Bunyultn pue Bulop aie swapms sjayp JeyM Uo ayes1UaDU09 (om ssauzeay hq ‘woousse|> aya Ul 21849 NBN ‘payeaiD Osje S13! 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It may sound superfluous to remind ourselves that where teachers actually position ‘themselves in the classroom also matters, especially when teachers and students come from different cultural backgrounds. How close should we get to our students. for example, especially when we are working with pairs and groups? Some teachers like to crouch down at the students’ level in front of the pairs they are working with, and this may be entirely appropriate, but in certain contexts the students might find this strange. Perhaps, then, we should stand behind the students and lean over them. But depending on who and where we are teaching, this could, conceivably, be awkward, too. Some teachers like to stand at the front of the class, and some like to sit. Some perch on the students' table while they are explaining things, others lean back, halfsitting, on the teacher's desk. ‘There are no hard and fast rules about where teachers should position themselves, although is clear that they have to be aware of what is acceptable and agreeable, not only to the society that the lessons are taking place in, but also to the particular classes in front of them. ‘A good rule of thumb is to ask ourselves how we would feel if our teacher behaved as we are doing, and the second is to try to see ourselves through the students’ eyes. Issues of proximity and position are exactly the kinds of thing we can investigate through filming ourselves or through action research (see 6.3.1). Roles that teachers ‘play’ ‘All the world’s a stage.” says Jaques in Willian Shakespeare's As you Like it, ‘... and one man in his time plays many parts’. So it is with teachers. We are called upon to assume a number of different roles in the classroom, depending on what we hope aur students will achieve and also on what they actually do. Controller Sometimes, when we are taking the roll/register, giving the students information, or telling them what to do next, we act as a controller. This is the typical role of ‘the transmission teacher what we called at the beginning of this chapter the “sage on the stage’ - and, though it may be necessary for some organisational and informational work (because teachers do need to explain things sometimes!), and because whole-class teaching does have a number of advantages (see Chapter 10.1), it would be unfortunate if this was the only role we took on. But of course itis not. Monitor and evidence gatherer When our students are involved in a communicative task for example (see 3.1.4), we will want to keep an eye on what is happening, Partly this isto make sure that the students are doing what they are supposed to be doing (and if they are not, we can refocus their attention to keep them ‘on task’), but itis also so we can gather information about what they are saying. This may help us to decide how much feedback to ive them, or whether to offer ‘offline’ correction (see 8.4.2). 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Of course, in an age where access to English of all kinds is available through the internet, tha doesn't have to be the case, but in schools, itis the reality for most students, especially for those at lower levels. Teachers speak to their students in a number of different ways and for a number of different reasons. Providing comprehensible input All the incidental language of the classroom, such as. the way we greet our students, ask about thelr weekend or comment on things they say and do. is part of the rich language they hear around them. Such ‘comprehensible input" {see 3.1.1) is vital for triggering language acquisition and, in a similar way to that in which parents talk to their children, is subconsciously ‘rough-tuned’ by experienced teachers so that the students can understand what is being said to them, even if they themselves couldn't produce the same language. Itis inconceivable that people could learn languages in classrooms without this kind of input being part of the mi Conversing with the students One of the claims of approaches such as teaching unplugged (see 4.3.1) is that students learn most effectively in dialogue with others, especially their teachers. In such a view, itis the struggle for meaning - the negotiation of ‘meaning ~ that provokes genuine language understanding and learning. And, of course, ‘when teachers are involved in this dialogue, the students should be getting the best kind of language exposure possible in their situation. ‘Modelling language When we are teaching new language, we frequently give our students language models which they imitate. at first probably through choral and individua repetition. This is certainly true in the PPP model we discussed in 4.7. Modelling languages 1 a skill that is an important part of a teacher's repertoire. We need to sound both natural and, at the same time, extremely clear, so that our students can hear all the constituent sounds T and parts of what we are modelling, Without this, the students will have little chance of being able to repeat what we say. We will look at techniques for modelling in 13.2.1. Atypical example of modelling occurs when a teacher introduces the students (at lower levels) to two characters in a dialogue. He may draw two faces on the board and have the students give them a name. He then speaks the lines that the characters say (see Figure 1), standing in front of each character in turn, and animating his performance with as much ‘enthusiasm and exaggeration as the dialogue merits. tis important not only to be clear, but ‘also to make the sound of the language in such a situation interesting enough to keep the ‘students engaged in it. 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For example, we can use an inclusive “drawing everyone in’ movement of both arms to indicate when we want the class to come back to working as a whole group after pairwork, for example. We can hold our arm up and wait for the students to notice and raise ‘their arms in reply as a prelude to quietening down the room (see 7.1.1). We can rotate both arms (with maybe a click of the fingers and a nod of the head) to start choral repetition ‘We can also use an arm with the thumb pointing backwards over our shoulder, to indicate the past and a conversely ‘pointing ahead’ gesture to indicate the future. We can make our ‘open hand tremble to indicate ‘more or less’ and, as we shall see in 13.2.1, we can use out fingers to demonstrate grammatical features such as contractions. Indicating past time Waiting for quiet___Asking the whole Including, class to work as one not pointing Figure 3 Using gestures There is one gesture we need to use with caution, and that is pointing. When we use a finger to point at 2 student, it can sometimes seem rude. Itis probably best to use a more inclusive gesture such as an open hand, palm upwards, to indicate who we want to speak or participate. What teachers do next ‘At the beginning of a teaching career, most teachers are excited and enthusiastic, The Challenge is to try to combine what they know whilst, at the same time, trying to use that knowledge to help the students to learn. There are issues of classroom management to consider (see Chapter 9), facts about the language itself to absorb (see Chapter 2) and a range of leaming resources to become familiar with (see Chapter 11). Then there is the whole business of trying to develop a teacher ‘persona’ that we discussed at the beginning of this chapter. For most people at the beginning of their careers, these challenges are extremely exciting and totally absorbing, But they can be quite daunting, too, and, as the years go by, the pressure can become quite intense. And when things get too stressful, through whatever combination of circumstances, many teachers experience what is often referred to as “bumout’: that state where enthusiasm for the job, investment in planning and interest in the students seem to drain away. ‘Two things need to be said about ‘burnout’. The first is that teachers are not the only People to suffer from it (though, as we shall see, there are specific reasons why it may affect them), and secondly, itis important to recognise that over a long career many people will go through burnout ‘stages’ ~ periods of time where they lose their natural energy and willingness to participate. 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OF ‘apy “voniiadas je!oy> aye01 ue aM 521 pue ang0u 04 Jaye dnos6 ajou jog Jo quawiar ujeidxa diay 01chapter 6 Readjust your life Many years ago. Linda Bawcom suggested taking control of our own i by making lists. The idea is to write down a list of things that we do in our professional lives and then, in a column to the left (see Figure 4), number them according to how important they are in our lives. Then, in a right-hand column, we renumber the activities, according to how important we would like them to be (Bawcom 2005: 50). At the very least, such 2 process makes us focus on how our teaching lives are and how they could be. Attending conferences Getting a certificate/diploma/degree Peer observations Peer counselling (time spent talking to colleagues) Lesson planning|creating materials Reading professional journals/books Time with students (outside the classroom) Time getting to and from place of work ‘Writing articles Syllabus design|writing a (text)book Doing (classroom) research Doing administrative duties Figure 4 Professional priorities (from Bawcom 2005: 50) Sezgi alin, teaching at the preparatory school of an English-medium university in Northes Cyprus decided to write ‘accusatory statements’ about her students, in which she detailed the things that irritated her about some of the ways they behaved ~ for example, ‘They are always late’. But rather than leaving it at that, she then wrate her own ‘reflections’ about he ‘own part in such behaviour and how she might influence it, such as ‘Do | myself get to class on time? Am | setting a good example? Have | set any rules regarding this?" (Yalin 2010: 6). Douglas Williams suggests that teachers should talk themselves out of any demotivation they might be feeling by reminding themselves that, amongst other things, they should value their contribution, they should not take aif the blame for a bad lesson and they should look for the positive aspects of the job not the negative ones. His recommendation is:'ifa student complains about your class, don't sulk about it and hold a grudg respond positively by talking to them ane-to-one and finding out the root of the problem’ (williams, 2014: 57). This last piece of advice is extremely important. Every teacher, at some point, will have some student or other complain about them in some way. tis one of the most difficult ‘moments any of us face, but itis bound to happen as teaching is such a personal occupation and there is always the possibility that a clash of personalities will provoke such a complaint Somehow, we have to stop ourselves from being too downcast when this happens: instead ‘we must try to get to the bottom of what is going on so that, where feasible, both we and the student can change what we do just enough to make things better. In the end, many ‘complaints vanish in the mist once we talk to our students about what is bothering them.“von>ayad ana2aya pue ‘anoge passnasip am siYBNOUI JOPIOD, asOUN UaaMYaG aDLaL—BIp ‘uy 5s] angoadsiad jeon42 e Yans (28 :€L0z eBNL-za) sanss! 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Students: Feet. Transcription takes alot of time, so we should | Teacher: OK. make sure that we do not use more than, say, | Student 1: Feel pain. a five-minute sequence (and even that may | Teacher: Feel pain yeah OK informal. be too much). Here, for example, is the Jassie 98 ling me- Ma transcript of 2 few seconds of a lesson in fs are elinn me ves: which a teacher (we'll call her Sylvia) is Seem Le Eun, eliciting different ways of talking about pain | Teacher: Yes, killing me. in parts of our body Student 2: Yeah. We can see at once that just these few Teacher: killing me. ‘exchanges give us a lot to think about. Students: Killing me. Is this spoken register language appropriate for the level? Does Sylvia introduce the language in an engaging way (as far as we can tell? Do the students truly understand what she is saying? etc. It may be that all the answers to these questions are positive, but just by thinking about them, we move our own Understanding of teaching and learning forward alittle notch. Undertake action research Action research is the name given to the kind of ‘experimentation that teachers do for themselves in order to try to make things happen more effectively. Suppose, for example, that we have just read an article about using music ‘as background for student discussion tasks in which the author says that she wants to create a ‘friendly café’ type of atmosphere, rather than have the students try to speak as they were in a silent library (Cunningham 2014), and that this ties in with preoccupations we have about our students’ nervousness about speaking. We might decide to ask our colleagues what they think before, then, trying out speaking activities both with and withod ‘music in the background. When we have done this, we can write our own observations about what happened - for example, did the students speak more enthusiastically with or without the music - whilst, at the same time, asking the students what they thought and eliciting suggestions from them about how to make things work better in the future. Those suggestions might well provide the next cycle of action research, as Figure 5 makes clear. ‘Action research (see also 8.3.4) is the concept behind the ‘experimental lesson' which some teacher training qualifications (such as the DELTA) encourage. When we are involved ‘our own research of this kind, we can learn a lot. and, if we are lucky, have good fun doing Identify a problem/issue s ‘think of questions to as information to be gained a collect data s analyse data a decide on future action Figure 5 An a research cycle tas 0% ane (in not be) less we Bev bel whi TheSer peg 243 2e puers Apso pue atun axa ile punose nous ant suacdey 18yM “jan 2ws00ISSE)> aL JO UO aU Je PueYS skeMye aM Og ‘suaddeY Jey 235 pUe AAUBLAWIP AlaIa\dwlOD 4! op O} 51 sey 3! yD I>—Y9 ayR PU Op am Jey INO Suypuy Jo Aem ysaq au qua Pauoseas aH “(286 | Mojasuey) aq 2yBlw synsas aya ey ‘895 pue ,sajnu uMo Jno e219, 0} MOY WEB] O2 sn paySE MojasueY UYOr ‘Be aw Bud} y “Buluses| pue Buiyreay Um op 03 sanss! noge maue UILA WHY axe 07 sem Ayeal MAU SIUA JO 3IMs—U ayy “SIELIER| Bunos Buiyseea ye o6 e aney ‘awit 3814 34a 10 ‘DUE (25 :700Z NoWOIpO.a) Nd UL ‘24M, 84039q 02 PapIrap ay “Qyeq siy 4apUN syNpe BuIy>rear away e jNeU LN pue) OBE ‘19K AUBIN ,WOIDUAS 3407 110,09, SILA LOY JAYS 03 AjayIUN s} NOWOIPOIg 4m ‘san Bulyeay ino youUa ino> y>iym saniaissod qUaLayIp Jo a1eme BulwWoDaq sn doys Aews 9! pue ~ ane a1ow jaa sn Buneus 32 poo Avan aie y>ium jo IIe —Ysu PUe jaUIUadRd ‘voEROUU! 104 ayadde INO linp Aew 31 a2uIs “002 ‘sn 40} peq aq ued auoz Ho}WHOD aya Ul BuIKers “Bun/>xaUN A@IeWHIN ang sdewied ‘wuajaduo> Bulag se asiub02—1 sjuapmas yeUp Sia4>e—} asoU) Jo 2U0 BuIWI0>9q JOS! 243 LNs am ‘op Jana ante S724 J! 3eU SI '95INOD Jo “aBUEP ay “YOM (shemje YSOUNIE 40) sfenye yoiyi pue pasn sere aney am sauignos Buiuzeay aur ‘sdewiad ‘ave asauy, “anes Jo 481 OU J0 amt 03 sn asodxa DIUM PU - ajqeAolua pue ajes ‘Asea are DIUM Suossaj u] Op 3m 3eUA SBUIKA Weal 07 UOISSaICKE BLA asN aM “BUIYDeDY SsNasIp an LAU 10q 1 82e|d peq e se auoz WO}WO> aya ynoge ¥)e3 ajdoad AueWY au07 0;UWIOD a4 a1eMaR “suoisi28p aunany sno aseq 03 yDIYyA Uo UoREWUOWUI awOS aneY am “Buyjaay axe squapnys sno yeym Jo eap! 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BSTeI—g U}OG ‘YeIDyUaq 3g fiuo ued siya ‘suoluldo siatp anoge way 03 9/2) 02 paxedaid axe am aeUn papinoid Inq “anil a.uop pue axl Aaya 1eUyN Aes 03 squApMS a4 JAB 0 ASU jaay WED Y 12UY ANN S| “panionul suapmas uno Buma6 Aq y3ea3 0} mou 3noge aioW Urea} sKenye ann “2|Dko YDueasas UONIDe Ue JO ed S14! JOU 10 LAYTON "JOU S@0p 34M UE 5}:0% eUM aNOge a10WL BuIWea} JO Kem UO S| SuOSsa] NO UI Suaddey YUM anoge [994 ayy MOY UAPNys sno Bunyse ‘parseBHns Apeaste aney am Sy SiuApNIS aU 9S\ 21942 y 4} Bulop uny poos l PANOAUI ase aM UDIUM ,uossay ‘yeayp sayew ¢: soul aungry ay ue yyBnowp A 40 yum Ajjeonse suonensasqo snow pue YM Y 4n0 se 03 aj suonednosoaid 41 8e yeads 03 Ay ‘0 SqueM at us Buisn nog uaddey sBuru Jop mo sno anow aw auaiie yeu ued am se te sof ‘ow Bul Avy “our Bui) 3 “TEULIOJUI YO Yea omy ang 4 Saapear Bagchapter 6 Dowe always correct our students’ mistakes? Well, what happens if we don't correct any mistakes at all? In other words, we can take almost any frequently-occurring classroom routine and do it the opposite way round. When we see the results of this, we will earn not only about our new method of performing the routine, but also (and importantly) about the way we normally do things. Breaking rules brings risks with it, but risks create tension and excitement, characteristics Which are absent in the comfort zone. Itis very difficult to feel burned out and excited at the same time! Learn something new One of the best ways of re-energising ourselves is, perhaps, to learn something new. This is both to make ourselves feel better but also because, as Sue Leather suggests,‘ you stopped learning as a person and as a teacher, what kind of model ‘would that be for your students ... we can’t hide who we are when we are in the classroom! (Leather 2071: 59). Development, she suggests is about ‘never stopping learning’, and tis certainly true that if we get interested and involved in a new pursuit, we often feel a strong sense of (re-Jengagement. ‘What kind of learning might this be? Well, one possible area to pursue is learning a new language, and using our experiences of this to inform our own thinking about teaching. We might find, for example, that some of the things we regularly do in class are less attractive, froma student's point of view, than we thought. Alternatively, we might find that some techniques we don't use are actually rather effective. Learning a new language not only has the power to re-energise us, in other words, but it also has the potential to remind uso some truths about language learning — from a student's point of view. Leaming almost anything, however, can have a beneficial effect on our sense of psychological wellbeing. Sue Leather suggests getting involved in drama activities or counselling training, for example (2011). Chris Lima, on the other hand, thinks that deciding ‘to read more widely — fiction or any other kind of text — especially where there isn't a strona tradition of reading books ‘becomes a sort of process of discovery. Once teachers have bee exposed to texts, they realise how much such experience can enrich them in personal and linguistic terms and a reading habit will develop’ (Lima 2010: 9). Inthe end, itis not so much exactly what we choose to learn that matters, but rather the fact that we are engaged in something new and exciting. Read professional literature One of the great things about the world of English language teaching is that people are constantly writing about it! If we want to stay in touch with what others are thinking ~ and what they have done in their classrooms - the very best way Of doing this is to read a range of the journals and magazines that are published regularly, both in print and online. Together with the many books that are produced about how ‘teaching takes place and about how language ‘works’ these journals and magazines offera constant and renewing resource of ideas and suggestions which will enliven the life of any teacher and help to keep them interested both in what they are doing and in what other possibilities are available. Many of the world's teacher organisations (see 6.3.4) publish their own journals and newsletters and, as we shall see in 6.3.2, we are all members of a worldwide virtual staffroom, where the opinions and experiences of others are always within our reach. 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Rem saq hian ay {yan yong ‘aBenbue} ysi6u3 ayy sayes Ng's ue jevosiad ul u2aq aney siayse: Buons e3.us1 2194 Suproap reua yu Jo sania yo asus J0sn punwai 01 ‘Ao you aber ‘wos 3843 pu “angoeme ssa} a ‘am “Bulypear yno ‘mau e Buiwea| Buoys e aay uay 5131 pue “Sulusesy swuoousse|9 249 Ul epOw Jo pury 32 a ang se ‘asnen ee9 en'sdewod payxe pue: sonsuayerey> 9 ‘up anoge (Aquen you Wea} Mam woosse}> Buyin 981109 3,UoFpter 6 Monika Tittel and Ute Lorenz use a technique called intervision’ to achieve the same kind of effect with larger groups. A ‘client’ presents a case or a problem, or poses @ professional question to a ‘counselling team’ (the other teachers). The process is overseen by a moderator, who encourages the counselling team to come up with as many solutions 6 answers to the client's ‘problem’ as possible; and then ‘the client is the only one who can finally decide on one option to try out’ (Trttel and Lorenz 2013: 13). ‘The idea of counselling is that ‘a problem shared is a problem halved’. and this was certainly the case when Sarah Townsend and her colleagues put their subjects ~ who were all about to make a speech (which they found daunting) - in pairs. They found that sharing their anxiety lowered their overall stress levels (Townsend, Kim and Mesquita 2014). Even if teachers aren't experiencing this level of stress, a professional and supportive environment which to share concerns is an invaluable piace in which to develop and grow. Book groups and other teacher ‘get-togethers’ Quite apart from counselling, getting together with other teachers can be an increcibly useful way of sharing thoughts, triumphs and tragedies. Sometimes, these get togethers may be organised by the academic ‘management of the school or department where the teachers work, and this is fine, provided that the teachers themselves have some input into what happens and what is discussed in these meetings. Chunmei Yan suggests organising precisely this kind of serninas, ‘which is ‘collegial, easy to organise’ and has ‘no prescribed outcome’ (Yan 2011). 6.3.3 Tao Rui and Tasha Bleistein set up a support group for both native-speaker teachers and nnon-native-speaker teachers from two universities in a ‘Chinese minority’ region. (Rui and Bleistein 2012: 23). The support group seems to have been an eye-opener for everyone concemed, and may have led to some increased understanding on all sides. Inthe UK and the USA - and many other countries - people from many different walks of lfe get together to form book groups, where the group selects @ book to read (fiction, biography, historical novel, etc) and then, later, when they have all read it, they get together to talk about it. Ben Fenton-Smith and Christopher Stilwell set up a similar kind of reading discussion group to talk about articles about teaching and research, which they had alllooked at. As they point out, ‘would-be discussion group organisers should take heart -it only takes two to tak! (Fenton-Smith and Stilwell 2011: 259). However such groups are organised ~ and whatever the agenda the important thing is that teachers get to share their experiences and thoughts about teaching. There is no reas, ‘why a group cannot decide to get together completely independently of any academic management, and in such circumstances, any topic is appropriate forthe group — from what to wear when teaching, to how to deal with complaints, and anything in between, PLNs and the virtual world The kind of get togethers we have been discussing above suggest that people meet face to face but, of course, ths is not absolutely necessary if everyone is satisfactorily hooked up to a good broadband connection on whatever device they are using. With the arrival of Twitter and Facebook, people started to talk about their PLNs (personal learning networks) where information and opinions could be shared at the drop of a hat betwee) people who weren't even in the same time zone, let alone in the same city or country. Asimple way of doing this is to post a comment with a link to a website on Twitter or Facebook (or equivalent) so that everyone can see it. 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By) “UONeDIUNWLUOD Jo winypaU sy se JaRA] Sasn Y>rYan (610"yeUDHI3] [:n) 24917 pajre> dnos6 asoo) e dn Gumas ‘sua weUN 1auRUNY BuO sey sia42e=2,J0 dnoub 2uO ‘Siaysea Buag SrMmoO}}O} 1949 ajdoad ‘suadde JO J3 TIM “Aqui tuaanaag rey e jo reuosiad) “Buysn ave fat 1 uh aseB6ns anoce “aan 2eyM wos — dnc otwapere oseas ou saa 51 Bury quenic ai- yeay aye ey Aaug youu Jo pun sens 426 Aay *uor5y) peal ‘SyeM quase, auokiana ue ing) “uo! pur siayseay ee (1c “yeujwsas Jo punt 1 Jem pur ‘uy sis a1wep syduuniy ‘S16 Buma6 ‘Bun uauawuornue@ vara (v1.02 Buveys yeu pi iam oun= Sensi ue oym auo Ay suotanjos Aueu uaasiano sss S980 auies ayahapter 6 Observations for teacher education courses such as the Cambridge DELTA or CELTA (or other similar teacher qualifications) are different, of course. They have their own rules and regulations ‘and fall outside the scope of this discussion of teacher development. But inservice observation (wihich is different from that used in teacher-education courses) should be mostly about development, rather than evaluation, ifitis to have any real benefit - both for the observee but also for the observer. Teacher training course observers have to decide whether the person they are watching is good enough to receive their certificate or qualification, but in-service ‘observation has a different focus. Its firstly to check that things are going OK. but more importantly, itis to help the teacher to improve and grow in the profession. How, then, can we try to ensure that the whole process is appropriately useful? Before and after Where possible, teachers need to feel comfortable enough to invite ‘observers into their classrooms, especially where they could do with some advice about teaching a new level or about dealing with a difficult classroom dyriamic. But even where the invitation does not come from them, they should be consulted on when and where the observation will take place, and, if possible, they should be able to say which classes they would prefer to be observed with, and which they would not. ‘As important as being observed is what happens when it is over. The feedback session really matters. Anyone who has ever done a teacher training course is familiar with the discourse pattern of these events, which starts with three positives before the trainer says (the equivalent of) ‘but’ and then launches into a fearsomely long litany of what could be done better. Partly, a5 we shall see below, ths is because observers and observers talk about ‘far too much — unlike Rosie Tanner in 6.3.2, above, who is convinced that ‘small is beautiful in this situation. And in the same vein, in video coaching itis the teacher (the observee) wha does at the very least half ofthe talking, so that itis their thoughts and growing insights which give the conversation its developmental power. Many observers and trainers, such as Aynur VUrekl stil ike to use Heron's ‘six category intervention analysis’ (Heron 1976) to guide their observation feedback behaviour. In this description of what happens, observers can use ‘authoritative’ modes of discourse where ‘they prescribe what should be, inform the observee about their knowledge, or confront the observee about what they think is problematic and needs discussing. According to Heron, observers can also use ‘facilitative’ discussion modes: cathartic (where observees are allowed to talk about what they feel and discharge negative feelings such as anger and fear), catalytic (where the observer leads the observee to their own self-evaluation by enquiring into areas that seem critical), and supportive (where the role of the observer is to raise the observee's self-esteem and assure them that their work is appreciated). ‘Aynur Yorekii involved both observers and observees on a teacher development course in ‘these six categories, in the frst instance, she found that both groups prioritised facilitative intervention types: however, what she found interesting was that when it came to informing or being informed, each had a different perspective: ... teachers (observees) see the observer as a source of information regarding potential areas of improvement in their own teaching. On the other hand, the observers’ preference for the catalytic intervention type shows they favour teacher “self-reflection” and “discovery” as a method of development (YOrekli 2013: 310}. itis clear that in observation, asin any kind of training, the role of the teacher observer is difficult to pin down. Sage or guide? 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So far, we have only talked about observation in terms of a superior (say, a director of studies) working with one of their teachers. We have stressed that, done in the right way, such observations can have developmental benefits. But there are other People who can get in on the act, too. Partly because directors of studies can't possibly observe everyone, all on their own, regularly in a big language school or department, other People should be involved, too, such as senior teachers and other members of staff whom the academic management trusts, That way, at least, there is some guarantee that teachers are getting what they deserve, i.e. regular observation with the chance to discuss their own teaching before and afterwards. But, of course, we can remove all sense of hierarchy if teacher colleagues observe each other. Such peer observation is a way for teachers to develop side by side, drawing ideas and strength from each other. But how can this be done? Well. in the first place, the school or department has to be supportive, preferably offering release time andor maybe even a financial incentive so that teachers feel rewarded for being involved in this kind of development. The most important thing, however, sto see peer observation as different from the events we have been talking about so far. Peer observation is not so much about the observed teacher, Instead it should focus on the observer and what they get out of it. Fr When we go and observe a teacher, however many times we have been in other people's lessons and however many teachers we have watched, we will almost always see something we have never seen before - or at least a new variation on something we thought we knew. We are the ones who get the greatest benefit from the encounter ~ although, of Course, it would be absurd (and rude, too) not to talk about what we have seen with our observed colleague. Peer observation comes into its own, though, when the observer turns into a kind of Robin Hood figure. A popular fictional character of English folkiore, the outlaw Robin Hood was renowned for robbing the rich and giving the money to the poor. That's what peer observation should be like. To get the best results from it, our Robin Hood observers should pass on to their other colleagues the wonderful riches they have ‘stolen’ from the lesson they have watched. In this way, the whole observation process becomes a process of sharing good ideas around. As a result, everyone gets a chance to be in contact with ‘new ideas, not just Robin Hood. Such ‘reflective peer observation’ (Cosh and Woodward 2003) is empowering for everyone who is involved in it - and it may require the school or department to help both with the observations themselves (in terms of time and money) and also in the setting up of teacher seminars where the Robin Hoods can share their riches. It should be clear that observing and being observed are necessary and integral components of what it means to be and grow as a teacher. We learn a great deal when we have a chance to see our lessons through someone else’s eyes and, more importantly, when we have a ‘chance to talk about them with someone else who was there. And we learn a huge amount about teaching and learning when we have a chance to see someone else doing what we do ~ which gives us new ideas and new ways of looking at the profession. 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Livi “HeIs Pied Jeuoissajoud auios aney Kew sau0 J9661q aya YBnourye ‘siaquaus sata Aq paidaja are OyM SI@3qUNION Aq payers WALA Jo [Ie SOWIE “pUOM slp JaAO jIe sUONeS|ueSIO siay>ead ave ary, “Buraqijam [2190s pue jeuosiad sayy 4J04 s@0p 21 se YNROLE Jeuo!ssajOId .s1ay>ea} JO} YINUL Se SBOP U>!¥M qUaLidojanap 1949203 JO DULY e Jo poo|qayl au axe suORerIOSSe asaUA 124 PUY “Iso AaUR SIEUILUAS PUE S82U9I2]U0D ‘aug yy 19479601 ‘suONePosse siayDe—i UOUAWL 0} snonjpadns 3soWe Waas AeW y “(s:ayRO yam Buidojarap pue Bupo% a") uauidojanap annjesado09 40} s9210y> Aue OS YIM POM apim Big ayy ‘Siaypeai Bulag sanea| pue “Buys ueuiod ‘op an eum Bu qunowse abny e aney om 2ouey> e aney: squavoduon je “seyou sain ave (Aauow pue ; 40 jooys au2 sempoon yum peau ssanoud @ sou 342 WOH} s1@As85Q0 po. eum saey igo me JO pure sno yaya uaa 40 *YBnouy am qy6no1 Bunjpewos aas si s.ajdoad sain 404° 40 30 3B A qnoge yonw o: qualayip se u Jo pun sua us aqheus so /pue: aun seh seap| Sumer upe@ ansasqo tumo s1aup ssnasi siaypeat yeuy 22: wou 235 0 + so40 "wauneds Aigyssod 3,ue J24}0 ave a1ay ‘uop ‘rein pas vel souedns e osuchapter 6 ‘chatbox where anyone attending (sometimes up to 500 people from around the world) can type their reactions and comments and questions as they are listening and watching. This ‘sidebar’ conversation is often the heart of a webinar event, where, just as in coffee-break conversations, teachers talk to each other about what they are hearing - and, actually, abou! anything else they feel like talking about. This does not devalue the webinar itself. On the Contrary, itis because of what the presenter is saying and suggesting that the ‘conversations are taking place at all. Just as with writing a journal article, a great thing happens when teachers decide, for the first time, to offer a presentation themselves. Putting together a talk is yet another way Of reflecting on what we do because if we can both explain the reasons for some of our teaching practices (so that others sitting in front of us will understand) and then engage them with how we do it, we will have learnt something about our own practice. and in the response from the audience to our presentation, we may get lots of suggestions about new ways to amend and further develop our original ideas, Chapter notes and further reading Scaffolding See Kayi-Aydar (2013) on scaffolding in an academic ESL classroom. Nikolic (2008) shows a supportive scaffolding approach to listening and Puji Widodo and Cirocki (2013a and b) tie scaffolding in with noticing, The teacher's effect on student learning Hattie (201 1) and Hattie and Yates (2014) show that teachers’ formative feedback and teacher-student relationships are two of the most important contributors to success. See also visible-learning.org. Teacher (professional) development Foord (2009) proposes five concentric circles (me, me and my students, me and my colleagues, me and my school, me and my profession) to describe different ‘places’ for teacher development. Ur (2012: Chapter 20) writes about teacher development. Barkhuizen (2008) asked teachers to write narratives to explore their teaching context. Research and action research Classroom research, teacher research and action research are discussed in Bailey (2014). Borg (2013) investigates teachers’ attitudes to (and practice in) teacher research. Learning something new Scott Thornbury, in his (de-fossilization’ diaries decided to do something about his, Spanish, which was good, but not as good as he would like. He used his theoretical and methodological insights to refiect on the lessons he received, the test he took and the things he found helpful (Thombury 2013b).. 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