Do learners rely too much on teachers to do the ‘heavy lifting’ in the classroom? I’ve had a couple of things happen this week that have had me on this train of thought.
One of my colleagues put me on to Alan Waters’ (1998) article, Managing Monkeys in the ELT Classroom. The monkeys are not learners but the task at hand. Who is dealing with the task, and who should be?
Today, I had a review class with one of my RPG-based classes. It was the worst I have seen them. For a minority of students, when they should have been planning, they were talking about nonsense in Japanese (yes, I eavesdropped). I reset the task, asked to give support, but in the end I can only do so much. Perhaps they thought the task retry was too simple in spite of initially claiming otherwise. Next week, I have students managing proverbial bonobos rather than the capuchins they have had so far: they will control the role playing and the points for the game themselves. They have been given a basic scenario and have to imagine possible events. I shall see what happens next.
I’m no longer absolutely strapped for time so I’m back in ‘I am actively learning Japanese’ mode. There’s a standardised test in December that would be kind of useful to have for jobhunting and stuff. It would also be nice to know I’m being sort of clear.
I’m also taking all of my own advice. I am using monolingual dictionaries (because it’s appropriate to my level), using corpora, reading books again, and listening to radio programmes. I am also taking notes and looking at them.
No lessons. At least not yet. I don’t want to be *that* picky student but I wonder if I would be. I might call up my old Japanese teacher for a crash course before the school term starts again. I just hope that I don’t end up being annoying.
Ooh, Marc. Your classes always look like you give your students loads of freedom.
Yes, it does look that way but sometimes I still feel like I’m spoonfeeding. So today, I ditched my plan and tried an experiment.
To prepare for a discussion on health. I set stations that the learners would practice at.
- Vocabulary brainstorming at the board.
I suspected that the learners would just pick out single words. I later elicited collocations.
- Discussion planning.
Or functional language planning. What can you say to open a discussion, control a discussion, agree, disagree politely, change the subject and end the discussion. Not amazing.
- Fluency practice.
Teacher led choral, response drills, function drills. Popular with the learners but not my bag. Useful to an extent.
Read the handout then discuss it. Response task on the back. Reading has a gloss and few if any ‘hard’ words.
- Mini-discussion practice.
Set a task (actually part of the exit task). The post-task was to report to me three best balances of nutrition and taste for the discussion.
How did it go?
Well, I’d be lying if I said everything was amazing. The vocabulary was very successful with my morning classes, and OK with the afternoon class. The reading was basically spot on and the mini discussions went well. The discussion planning kind of sucked a bit. Some learners took over and derailed the activity and it took a while to get back on track.
All in all, not bad, though. I’ll probably try something similar again but I definitely want to tweak the language planning, perhaps with a handout. But that takes the autonomy away.
I was reading a post by Geoffrey Jordan about whether he should accept an advanced learner for an immersion course, and it got me thinking about the same topic, rather deeply.
I believe in learner-centred teaching, learner autonomy. None of this is astoundingly new, nor is it unorthodox. Some of the hackles raised by the people opposed to it may be that it is tree-hugging hippy crap or they’re tired of people who haven’t seen the inside of a classroom in ten years telling them how they should be teaching. Some of it is “common sense” or “just good teaching”. However, I do think that learners could do a lot more on their own: checking vocabulary, listening practice, reading for pleasure, etc.
In the language school I used to work at, there was also a debate about whether learners could ‘graduate’ from the school. The sales staff thought not; the teachers thought so. The sales staff get money for bums on seats whereas the teachers get the feelgood glow from thoughts of helping learners attain intended proficiency levels. It’s not that simple, though. I do know of organisations that have refused advanced-level students to join classes, though this is more to do with very-advanced-level students intimidating the upper-intermediate learners. I do not know of any that have done so for reasons of fostering learner autonomy. A lot of teachers don’t like to have their learners in too low a level. What if no level is high enough? Other teachers don’t want their students to be in over their head. In that case, how come they don’t have the tools to cope with autonomy at advanced level?
Geoff’s conundrum is whether his learner would benefit (or benefit enough) from the course. In an ideal world he might just curl up with a book, a video, put the radio on, talk to somebody online or write to a friend. However, I do mean ‘in an ideal world’; his learner might not actually be motivated to do it without a teacher there to motivate him. I feel that some of my most motivated learners would read and listen widely even if I didn’t moan at motivate them to.
I see my role as having my learners get to the point where they no longer need me. However, this leads to the issue of who decides. Should the teacher or the learner ultimately decided when they are ready for autonomy? (There is an interesting article by Sara Cotterall about readiness for learner autonomy [PDF].) I hate to feel like I’m saying there’s nothing to learn, but then teaching does not necessarily equate to learning.
Of course, it’s in no teacher’s best interests to turn down money from a willing student. I tend to wonder whether it’s the morality at play; that even if we are not wrong, that we feel bad for taking money when the teaching sometimes feels less intensive or there is less visible, near-immediate learning taking place.