Experiences of a teacher of English

  One issue every teacher thinks of from time to time, or perhaps often because that teacher may have that kind of problem, above all if he or she is beginning their career as a teacher, is how to manage classroom behavior.  Today I’m trying to say something, apart from what I’ve written so far on quite many posts. You may find more under the tag or label management of the class .  The main point I think is important is to have the clear idea that both the teacher and his or her students are in the classroom to work, as said in plain English. They come to the schoolroom to work. The students to learn, to learn by working, and their dear teacher to teach them and help them become full and honorable persons.  So the main concern of their teacher ought not to be classroom management, but how to have those dear people to work and learn.  Nevertheless if some problem comes up in class, some behavior problem I mean, that teacher might say or show something, depending ...

  I’m an English language teacher. And I consider that my dear students would speak in that language is the main goal, don’t you think so?  They often say sentences in class, if they are at a low level of mastering English. My higher-level ones intervene for longer and we hold nice discussions in class. Definitely I have to have them all of my students would contribute to the class for longer than mere sentences. I must have them speak for rather long.  Some years they have prepared oral presentations to speak for some minutes … or the whole lesson sometimes.  Definitely also it’s not the same to say just sentences than to have some conversations or some discussions.  Lately more than before this current school year I can observe that the textbooks we’re utilizing help out a lot.  By the way, I teach adults and when I ask them, well, I try and ask tactfully, because obviously they have their privacy.  Moreover if we wish we would have discussions in cl...

  Today I’m talking about positive motivation and other topics alike.  The first premise is that when our dear students get involved in lessons and the activities we as teachers implement, they will likely work nice and keep on behaving that way. A person who is getting interested in studying something, that one will carry on doing that way likely.  And we teachers I think ought to also give them oral presentations about the topics involved in the school subject we teach. Presentations and explanations alike. A teacher has to speak a lot in class, in a good manner.  If we teach a second or foreign language, we have to give them a lot of correct pronunciation and we must speak for a lot, plus we must have them speak also for a lot, thus the lesson is something like a nice conversation between the teacher and his or her students.  Also we may utilize audios and videos where native speakers talk.  As well in that way we will be getting them involved in class....

  On the last post I told you some practical things on lesson planning which hopefully might help you out, my dear colleague teacher, or you may be a prospective one, or a novice or rookie one. There may be several different situations and circumstances.  As well right here and now I join in some way all the victims of recent floods here in our dear Spain – it has been so terrible, as you may have learned from the news. Poor people, and I pray for them as well. It’s been the worst natural catastrophe of the century in Spain. A lot of volunteers are helping out there.  Let’s carry on with our usual work.  Lesson planning is so paramount so as to have better and efficient lessons in class. And the teacher may pass on so much – if he or she is well prepared and mature. The students have to hear good English in class: a lot from their teacher – better if they are native speakers, otherwise we have to set an example and learn more and more, plus they can listen to class a...

  Lesson planning, you asked? You, like I do, may think that that is essential to teach efficient lessons. You may also be a second or foreign language teacher.  Today I’m telling you something of what I do, just in case it helps you out.  When I sit to plan a lesson, first I think about my dear students and what they do need, and perhaps also what they may be expecting. And then I specify a couple of aims and write them down at the beginning of the lesson plan, at the top.  Even sometimes I let my students – and I teach adults but the same may be applied to teenagers I guess – know what those two goals are – also for them to become more aware and more involved in the class. The more I get them involved in their own learning English, the more they will learn, sure thing!  So I first think how things are going on my lessons and try to solve those possible problems.  And the body of the lesson plan includes stuff where I have my students speak a lot, a lot, a...

  You may be a second or foreign language teacher, like me. I would like to tell you today about clear messages in class so your dear students may understand you.  It’s well-known that you may speak to them in a bit above their level of the target language, for example English in my case. In that way they will understand much of the messages and will likely learn new vocab and new grammar – a drop above their English level, as I said.  On these new school year first lessons I’m teaching I can observe whether my students can follow me or otherwise not, and I try and speak a little above their level – well, sometimes quite much. The intake language thus must be finely tuned in at more or less certain level.  Also as I said I have to convey clear messages, for example clear instructions to carry out such and such activities in class. Otherwise the class becomes a pandemonium – a mess, in other words.  Clear messages I said. As well a temptation I have to fight agai...

  Is motivation in the classroom important for our students? Yep, it is indeed, but there are other crucial factors, as you may know.  For sure the lesson cannot be boring and our students would get drowsy like sheep, but also we have to consider other points so as to have efficient lessons.  I say it because when a student – either a kid or an adult – gets so involved and plunged into learning about some issue, well then that student may become an expert at that topic, and for him or her it may be that interesting.  I think we have to help our dear students create and make up working habits. Then, it’s more likely they will like the school subject we teach.  Schools are not amusement parks, as Spanish teacher, philosopher and pedagogue Gregorio Luri puts.  Our subject and its presentation in class must be interesting, competent, and professional, yet we ought not to seek motivation as the most important point in class.  I have met teachers that with t...

  Our students, kids or adults, need to be taught and educated in liberty. No free students, no growing up and developing in a right way.  Obviously you teacher may have set a few class rules at the school year beginning, and they are necessary, but you may have set not many of them, the necessary ones for working, learning, self-improving.  If you teacher are like a class cop or sergeant, and have your students caught in a stiff fist, when those students – for example kids – feel they are not under your eyes, well, they then could behave mischievously and do bad.  When I taught kids quite many years ago I was told by the school assistant principal that, ultimately, my students were free to do what they thought more appropriate. I had to have my students wish to learn and work, but ultimately they keep being free!  It’s like raising our children: we also have to educate them in freedom.  Otherwise if we do not have them face life and everyday happenings lit...

  We do need flexible teachers. Flexibility may be a good characteristic of a good teacher. In no way do I mean you don’t have to be a constant teacher, plus a committed one. The point is that we teachers treat people, treat persons.  Last post I told you what could be a possible lesson for the first day lesson of a new school year. Namely, it’s what I’ve planned for my first lessons at the three centers where I teach English to adults.  But also I consider that that very first day something else may pop up in class and I’ve got to change the lesson planning. And nothing wrong and serious may then happen.  The good teacher has to be flexible, I have to be so, if I wish to teach my students well. If we dealt with screws, well, then we would have to make all of them the same. But we treat people. Fortunately.  When teaching kids twenty-something years ago I tried hard to follow the lesson planning, but I was told that sometime we could skip and spare a lesson, and...

  Now I’m presenting what could be a first lesson, now that we are starting a new school year. I hope something from all this may help you out, whatever foreign or second language level you teach. In my case I teach English to adults from some false beginner to upper intermediate levels, namely from some A2 to C1.  All this may be even something beautiful, because we treat people, persons, and each and every one is unique, and we teachers may be influencing much on their lives: what a responsibility we have!  Something basic from this start lesson: we may address each student by looking into their eyes so they may feel they are and they are going to be treated like singular persons. That is something that has helped me a lot along my career as an English teacher, both kids and adults.  First I may introduce myself – on the running first days I will get to know their names; all this may vary in your case, obviously, depending on whom you teach; anyway I hope all this ...

  So we may be about to start a new school year. Today I wanted to tell you something that might help you out, not complicate your already heavy workload. Think of what I’m telling you today. Just think of it.  And this concerns second language teachers or whatever school subject you teach. Are you ready?  The point is each lesson you conduct in class should mean one step forward for your dear students’ learning and acquiring that foreign language. No step forward, no good, perhaps you’ve got to set out again what you’re doing in class.  Well, there may be other problems in your classes, but if you’ve read so far you may be trying to improve your lessons.  Thus it may result for your students to advance quite much or a bit much about using one language skill, like speaking. Or progressing regarding the four language skills in a string of well planned activities – in no way do I intend to complicate your daily lesson planning.  And that’s one of the things I...

  We may be about to start a new school year, at least at the north earth hemisphere. And you may be a hectic teacher. And you have to plan that school year by following the premises given by the school plus the points perhaps the school does not demand from you but you think they are important for your daily teaching.  That is what I’m doing. And maybe you’re a committed teacher who wants to get hold of every problem that might turn up in your pathway and your students’ one. Ok, great.  All the same I would tell you not to specify every mishap which could pop up during that school year. Even more if you tend to be a perfectionist teacher.  You will face any trouble when it occurs. Even you may have some transcendent view of life and may trust in God and his loving providence. Do not get everything tied and super tied up. Also because we may not know the students we’ll have soon.  Each and every one of them is unique and can provide their richness to the lessons...

  I think that in nearly all classes of students we can find like three groups: high-achievers, average students, and low-achievers. And I believe we teachers have to help all those three groups.  When teaching kids quite many years ago I was said by the assistant principal or headmaster deputy I ought to give material and opportunities to high-achievers, so they would not feel bored.  I taught and teach English. Also low-achievers have to be aided. I as a teacher cannot confine to hand out their graded tests or exams to the kids in class, and then also give out a low-achiever’s sheet with a super low grade, and there you are! Something else must be carried out with those kids.  The superintendent or gamekeeper of the place where I live was a bad student, and his dad told me to please help him. Eventually he stopped and gave up studying, and, well, he is a great professional now as a gamekeeper.  Ok, let’s turn back to the topic. Those kids may present several d...

  You may be a hectic teacher and even a bit stressed out, and in no way do I wish to overcharge you with more difficult points for your lessons. I just offer you points that might help you work better and become a better teacher, if I can afford it.  I knew a teacher who tried the following, which might help you out.  He taught English, and all this stuff I’m going to tell you may fit adult and adolescent students.  He tried to think the lesson was one study hour of that language, if classes last one hour. I mean, he came in the classroom to hold one study hour with his dear students: they would be learning English together.  You know, on those lessons he also learned English, with the very same points he dealt with those students, so it was kind of some review for him.  And he kind of tasted when dealing with such or such grammar pattern. In that way he was more relaxed – otherwise he would be tenser if just dedicated to teach the lesson.  Do you kno...

  Are you a second or foreign language teacher? Well, you may have realized the fact that that school subject is different from others.  We are dealing with a practical subject, a very practical one indeed.  We teachers do not confine to teach language facts, but we help our students would speak in that language, English for example. Even lessons are conducted in that language.  We do not confine to explain some concepts, like grammar patterns, and subsequently our dear students learn and study them and eventually they will have to pass an exam or test.  We teach them to use the language. And in class we carry out some practical activities, so our dear students partake a lot: both teacher and students are the lesson protagonists.  Well, by the way, we must expose our students to much English, by us ourselves as teachers plus from videos and audios.  Dick Allwright said that in class there must be “exposure, motivation, and opportunities for use”. Those...

  Some days ago I wrote as a note something like, The teacher is source and resource . And I guess it may be inspiring for teachers, novice teachers, and prospective teachers. Let’s see.  Also today I wanted to add something to what I posted last June 24. It is that when I read books to learn and acquire English something I sometimes do, and which may help out other learners, is that when I finish to read and study a few pages, every day, well, I then go backward to what read and randomly pick up such and such and such words and phrases and as they are isolated I kind of take a mental photo of those words and phrases, and, you know, I think I get those terms stuck in mind and memory.  In that way after you’ve read quite many days you may have a rather ample vocabulary.  Well and now let’s go to the teacher as source and resource.  Each and every teacher may be like someone original and unique: he or she may give a brilliant something: hit on the nail of solving ...

  Quite many students learn and acquire a second or foreign language by reading books. Me myself.  Well, as you know you need to practice all four language skills, namely listening, speaking, reading, and writing. Ok. I always have a book in English which I’m reading. Now, two: a graded reader plus Jeremy Harmer’s The Practice of English Language Teaching .  I’m learning and re-learning quite a lot from this latter one. Well, also from the graded reader. From Jeremy Harmer I’m learning a lot of insightful points for teaching my English lessons.  Now we have summer vacations, but I’m taking lots of mental notes for those classes I’ll teach in fall. And the graded reader, well, basically it’s B2 level, yet it serves the purpose for me for reviewing lots of expressions and ways to say such and such things in English. Remember that level is upper intermediate.  When I come across a new phrase or word, I stop reading, study and take like a mental photo of it. In that...

  A teacher needs to have enthusiasm for his or her teaching. And they will show that enthusiasm when teaching, at least sometimes it will be shown.  Now I can remember a teacher, some weeks ago, one who teaches English, and one day in class you could notice his eagerness when writing on the whiteboard and trying to explain something in English.  I know some of you may have disruption and discipline problems in class, and you may be fighting against that problem, but what I mean is that a teacher oughtn’t to have lukewarmness and indifference, and feel kind of well you are there to fill out your lessons with a minimum effort, and you’ll be paid.  You cannot be one with indifference toward your teaching and your students. And I know that most of you teachers are committed and try and do your best in class.  Notice that most of times your students get motivated if you also are so.  One should not teach with some paper notes which are old and getting yellowish...

  We as teachers wish our students would learn, is that right? That’s the reason why we teach our dear students.  What about if also they would wish to really learn? Well, we may do a lot to make them autonomous learners.  We as teachers need to put their ball onto their roof, let me explain. I teach English, ok. And teach adults. I’m working out they would wish to really learn, and I can say a lot good about them.  Those students may not just attend lessons and that’s it, as if the teacher would be the main one interested in they would learn. If you actually want to learn a language, you may not confine your effort and struggle to just attend classes and do your best there, as though the teacher would be the one really interested in they would learn. You have to give your best as a learner, as a student. You have to invest your best in the struggle.  These ideas were already sated by great H. D. Brown (1989). I’ve already written about him on this very same blo...

  Let’s see. Do we really want teaching quality? We do, I guess. It depends mostly on the teacher’s quality. If we wish to improve our classroom teaching, well, we have to better ourselves as teachers. And I do know many of you are trying and working on it.  If we wish our schools improve, then let us improve as teachers ourselves. And that is fulfilled on regular and ordinary days, like today!  Now I’m reading a book on Spanish teacher and teachers’ teacher Tomás Alvira (1906-1992). And he stated that quality on education (and we as teachers are also educators) is accomplished through quality on the teacher.  A teacher needs to gain virtues, or values, like a strong will, imagination, dedication, a thorough personality, a strong vocation, attention, motivation to also motivate the kids or adults …  That teacher ought to have a nice and strong will, otherwise how is he or she going to get their students interested in the school subject?  Something else. A t...

  A lot of people want to learn a second or foreign language. Me too. So do I.  At the same time I teach that language I’m learning and acquiring, namely English.  And you may know that I often say that reading books and graded readers help learn and acquire those target languages. Indeed. It’s my experience, plus Stephen Krashen says it’s so, even he pinpoints and says that fiction is better than non-fiction.  Ok now I can say that only after having read a lot and used the dictionary also a lot can you learn many a word. Hundreds of them, perhaps thousands.  Only then some or many words get stuck in memory. Well, maybe you'll learn a lot of vocabulary by other means. Then you can use them when speaking or writing in the target tongue. Because you’ve gotten a massive tank of lexis.  Of course there are more words you can understand than the ones you can use when communicating. Passive vocab is ampler than active vocab.  Then you can remember many words...

  I teach English to adults. It’s so great … and demanding.  Adults have some characteristic way of learning the language. For example they tend to focus on specific grammar patterns and ways of saying things in the target language. Well, it’s something I also do when learning that language myself. And it is something I cannot change. It is something we can take advantage from, anyway.  Even in that way they can learn quite a lot. You know, it doesn’t matter they would ask me questions in class that show they are focusing on grammar. It’s ok. It’s ok ever if also we as teachers facilitate there is plenty of communication in English in class.  I mean, do not confine as a teacher to teach grammar and language facts, but provide a lot of communication in class.  When some newcomer arrives at one of those groups of mine – and I’m thinking of one specific group – that new student says kind of, Oh I can see my classmates have a lot of fluency while in my case … Why do...

  You may be a teacher, one of a second or foreign language. Well, that’s is a marvelous enterprise.  Now I wanted to draw some lines about what a good lesson could be, according to my experience plus others’ one.  Thus we can start the class with a warmer or warm-up activity. I ask my dear students about today’s date, and about the weather. Then, within that warmer, we practice saying sentences with such or such grammar structure, one we are practicing lately. Or they answer some questions by me. Or by them, to each other.  Then we work on the homework set on the previous lesson. Every day I set some homework, at the end of the class. And usually they’ll have to review what done in class – me giving examples of what and how they may revise at home.  And next we may work either on photocopies I hand out, or on the textbook we are working on.  Much weight should be given in class to speaking in the target language.  I plan each and every lesson, on a no...

  We have agreed that you may be a foreign or second language teacher, and you may think that you have to foster communication in class, and not only grammar rules, though these latter ones are of importance anyway.  Well, the good teacher asks his or her students in class so there may arise a lot of communication. Ok, that seems the right way.  And that good teacher asks in some special way, let me explain.  He or she addresses those questions tactfully, bearing in mind he is addressing persons, with a lot of dignity, the one any person deserves. Any student is unique too.  He asks questions or anyway he prompts to create that communication, which is among persons.  In other words, that teacher does not confine himself to implement the textbook activities, yet he gives, with those questions, affection and benevolence love, seeking what is good for the students. Affection, yet with nothing posh or silly or ridiculous, but with prudence at the same time....

  If I want to learn a language, well, I have to practice all four language skills, namely listening, speaking, reading, and writing.  Okay. You may be a foreign or second language teacher, and may have a textbook or course-book to apply in class and even useful for your students to learn that language. And you may have for instance only two lessons per week and per class of students.  Definitely two classes a week is not enough to master that tongue.  You as a learner ought to put in six or seven days of the week to learn it, dedicating perhaps some minutes to that school subject. Well, better it’s to devote like half an hour or even more to that learning. At least some minutes.  With some of my students – they’re adults – we have such a textbook, yet I encourage them to read in English, for example a graded reader their choice; some of them can afford to read unabridged books.  Reading, reading is necessary.  It gives us the vocab and grammar we need...

  Let’s proceed into a new point. You may be a second or foreign language teacher, like me. And you wish to carry out your teaching effectively, right? And you may be subject to fulfill a curriculum, or syllabus, or program, right? Anyway, let me tell you that although we may be kind of obliged to fulfill that program, I think we should try to lesson-plan for our dear students to really learn and acquire that language.  I mean, ok, you plan your lesson with a set of activities; well, what about thinking, How could I implement those exercises so that they actually learn and acquire the tongue?  In other words, each lesson ought to be for them, the students, a firm step forward in learning the language plus improving their communicative skills in that language.  That step may be small apparently, but one step plus another plus another … in following lessons make a big figure!  Even you may have more freedom to plan the kind of activities you think they are more ap...

  Do our dear students ever think? I gave that title to a previous post, remember?  And the point is that we as teachers have to teach our students to think, to engage their brains, to learn also how to study and learn.  They have to get the most from their textbook: thus we have to teach them to study.  As well we can elicit what they do for studying their textbook, so their classmates will learn new and sound ways to study, perhaps.  By the way, at many schools and in some countries they are starting to think that… it’s better for the students to have a paper book than a tablet.  Ok, let’s proceed.  We teachers also have to make them think: we oughtn’t to give all the stuff too much digestible: they have to learn to study and draw their own conclusions.  Something we may implement in class is to think with them. I mean, you know, the teacher can think aloud and so his or her dear students will see how to think.  Even something I do with my ...