Reflecting on reflective teaching

The last gathering of Springboard teachers was another success! Teachers from a variety of contexts talked about how they reflect on their teaching, the methods they use to gather data, and how they use that data to improve what they’re doing.

Nick brought with him a resource about action research, something valuable not just to teachers, but applicable to  people in other professions and endeavors. Thanks again Nick!

It introduces the power of systematic reflection on your practice. It’s an easy to use process that can lead to perpetual improvement.

If you’ve got more ideas for how to get student feedback (like what questions you should ask on a survey), using self-reflection tools (like a diary or digital note-keeper), or how best to set the framework for peer observations, drop a comment below!

As a side note, I’d like to say a big thank you to the very friendly staff at our venue, The Fitting Room, for their great service! Without them Springboard get-togethers would not be the same!

Observations and Feedback

If you work as a teacher, you’ve probably had your boss or advisor observe one of your lessons. If you did a CELTA, you were observed by your instructor. What did you take away from it? Have you ever sat in on a colleague’s lesson? Was it a useful experience?

At the next Springboard get-together we’re going to talk about what’s effective in these encounters and how we can use them in our professional development.

We’ll also set out a framework so that you’ll have the opportunity to benefit from this experience with others.

Come meet, greet, and put a spring into your work on Thursday 27th October, at 8:00 pm.

We’re meeting at The Fitting Room in Welle 7. Hope to see you there!

Teachers as workers

I recently joined a Google+ community on this very topic. The founder of the community page, Paul Walsh, wrote this about his and Nicola Prentis’ rejected proposal to set up a Teachers as Workers IATEFL SIG. One thing he said particularly resonated with me:

A lot of us are fully-paid up members of The Precariat, a term first coined in a book by Guy Standing in 2011 to describe a new class that has little social protection, low or unsecured wages and no trade union representation. This precarious work  leads to precarious life, with individuals unable to form stable occupational identities.

If you also feel that we need to do more to make ELT teaching a sustainable career path, I recommend signing up for their newsletter, following them on Twitter or joining the Google+ group.

Expansion Outro – Talib Qweli

Here’s a rap text which I often use to motivate my students to learn about narrative perspectives, as this is a man (the rapper himself) talking about the fates of three distinct African American women and about women’s role in society in general. The file below is glossed in German as some of the vocabulary is far above the target audience (B2):

kweli_for women

Please buy the song if you plan to use it, but there is nothing that speaks against a quick listening in:

A whole variety of activities with the song is imaginable:

  • Creative writing: from the information in the text create dialogues with the different characters that appear in the song.
  • Research: Put the students on the Civil Rights Movement and Black Power track and let them research some of the circumstances mentioned in the text, such as slavery, Mason Dixon, crack epidemic, aids or prostitution.
  • Compare women’s fate here to the reality in the USA
  • and many more…