- What are my beliefs about how languages
are best taught and learnt? –
I
believe that language is best learned and taught in an environment where the
target language is used 90%-100% of the time. If a student is immersed in the
TL environment, the student must learn to listen and respond in the TL. Try to
create an immersion environment as best as you can. If English is required, use
the sandwiching technique (Wendy Maxwell).
I
believe that language is best learned when it is used, not studied. It must be
used in a repetitive way, at first with a Pared Down language or list of high
frequency words that are best used and understood in association with other
words. Verbs are essential to communication but are not best learned via conjugation
sheets. (AIM) Students use the TL in known tasks, to reduce the affective
filter, and in authentic tasks to make learning real and functional. Once a
solid foundation is set, the language can be studied and students can start to
learn why the language works the way it does. (Inductive learning precedes
deductive learning-AIM)
I
believe language is best learned in an environment where students are physically
face-to-face and can work in groups to communicate, help each other, share
ideas and bounce off each other. Groups can be changed so students learn
essential communication skills that are not learned using technology based
and/or text book based programs. Students learn to listen to, speak with and
work with a variety of other students in the target language.
- Does my teaching truly reflect those beliefs? – often teachers
end up using the textbook or other resources available in the department
as it is the easier way; however, that is unlikely to result in
professional fulfillment and the fact that one does not really ‘believe’ in the
approach one is using may impact learning negatively;
Yes it does. I gave up the textbook many
years ago, and even though my admin has suggested we move away from my present
choice of resources and methodology, I will not. The approach I use, the AIM,
has proven time and time again to be highly effective in my teaching practice
and ensures that I am able teach in a way that I believe is practical, useful,
authentic, sustainable, enjoyable, empowering to students, and real.
- Is my teaching ‘task-driven’ or
‘methodology-driven’? –
as I discussed in a previous post, it is our methodology and understanding
of language acquisition that should determine the way we teach and/or our
students learn in class and at home; not the resources or tasks we like or
are readily available. Sometimes we like certain tasks, games, resources
we found or created so much that they end up driving our teaching at the
expenses of sound methodology; I see this happen in far too many
‘techy’ lessons – including mine…
My teaching is methodology driven. Tasks
are taught, learned and forgotten fi they are not repeated and made to be part
of everyday learning. With AIM, with the entry routine, the Teacher Led Whole
Group activities, the small group/pairs activities and the exit, I have the
opportunity to practice daily routines, using the Pared Down Language in a way
that allows for sustained learning for the student. Even when they return in
September, they are eager to speak to me in French and eager to get learning in
the safe and predictable environment I have created for them. Of course, I will
“pad” AIM lessons with other resources, games etc. but not until I am sure the
students have learned what they need to know to be able to communicate in the
target language ONLY. After solid introductory years with AIM, other resources
are do-able. Not the other way around.
- What was my best lesson last year? What
made it such a great lesson? – I find this question very useful to motivate myself, remind
myself of what I am like at my best and help me set goals;
Every lesson with AIM is a great lesson! However, I developed a way to teach students
to use the cahier work as a springboard for various, numerous oral
communication activities. Too often, with written work, students will get right
to the task, heads down and forget to talk. I developed a way for students to
talk all the time, even when they are reading and writing. It is about what
sounds right. I made this an essential part of any writing work that is done.
Students have to make their writing an out/loud oral experience!
- What did not work well last year that I
may want to improve on next year?– this is the hardest question to answer and one which requires a
lot of honesty and ‘courage’.
When I move away from AIM methodology, I
find the students lose focus and there is too much English in the classroom.
When I forget to give checkmarks during the TLA, and I do not give out coupons
for excellent group cooperative work, students lose focus. As soon as I hear
English in the classroom, I know I have forgotten to adhere to my own routines.
The student know it and they go back to old bad habits. Stay the course…if I
happen to move away from traditional AIM resources or methodology, I need to do
a pulse check and pull myself back before it gets out of hand. Whenever I feel
myself going back to traditional teaching style, I have to stop immediately. It
does not work!
- What was my worst lesson? Why? How can I
avoid ‘bad’ lessons like that one to happen again?
My worst lesson
occurred when I tried to use technology, after feeling pressured about not
being techy enough, and I wasn’t fully prepared. Also the wifi in the school is
not reliable and I was discouraged because the lesson I planned did not work
out because the technology wasn’t working. On the bright side, I was able to
ask students for help, which is very empowering for them, and when the
technology does not work, I go back to what I know, which is AIM. All I need
for that is my hands, and they always work!
- Which skills/areas did I not focus on
enough last year? Why? How did this benefit and/or damage my students’
linguistic development? We
all emphasize certain skills over others in our daily practice; for
instance, I tend to overemphasize oral/aural skills over reading and
writing with my younger students. My next academic year resolutions
include focusing more on those two skills, for example;
I believe I found a good balance between the
4 strands found in the Ontario Curriculum. Next year, I want to incorporate
more listening into my practice. Students need to hear French from different
sources to help train their ears. I am focused on finding authentic video etc.,
but it has to be comprehensible input with simple language, or the students
will just tune out.
- (Imagine yourself talking to a weak,
average and talented student in each of the year group you teach at the
end of the next academic year) What would I like him/her to be
able to understand and say to me by the end of the year in the context of
a target language spontaneous conversation across various topics? How does
this fit with the schemes of work in use in the department? – This
is possibly the most useful question of all. It really helps me to set my
learning objectives for the year, much better than any schemes of work or
government or school rubrics. You can obviously apply the same question to
all four macro-skill;
I would like him/her to be able to
converse, (listening and speaking) about everyday topics, about him/herself,
likes and dislikes. This fits in well with what is going on in my school board,
which is using the CEFR and the new FSL Framework and the new Ontario curriculum
to inform and drive FSL teaching practices.
- What would I like my students to do
INDEPENDENTLY (i.e. without any prodding on my part) to enhance their
mastery of the target language? How can I get them to WANT to listen,
speak, read and write independently? – This is in my view the most neglected
area of teaching and learning in secondary schools around the world; yet,
it is the most important. We need to reflect on this important aspect of
learning and try to foster it as much as humanly possible considered the
limited time and resources available;
I teach in elementary school and cannot
comment on secondary practices.
- (Imagine yourself happy and fulfilled at
the end of the perfect lesson you have just taught a
specific year group that you find the most challenging) What happened
in that lesson? Why did it all flow so perfectly? Why did so much learning
occur? – This builds on the great-lesson question above but
brings it to next level thereby giving me an aspirational goal to aim
towards; but also, and more importantly,it makes me reflect on the
obstacles on my way;
It flowed because I had no external
interruptions. All the technology worked correctly. Students were focused and
receptive and actively engaged. I did not have to stop to deal with classroom
behaviour issues.
- Who or what resources can help me be that
happy, fulfilled and contented teacher? How can I go about obtaining them? – Be honest
here: have you asked for the help and resources needed to address the
issues in the way of your professional fulfillment in the classroom? Is
there anyone in your department who may help?
There are numerous resources available
online that I use consistently. These are helpful but not always practical.
I wish we had more self-regulated and
supported PD in my school Board. All the PD we have is board driven and fulfills
the board agenda which is heavily influenced by Ministry of Ontario initiatives
and mandates. It is also very data driven.
I wish there was more time for job shadowing
of other teachers so I can see what is going on in their classrooms and learn
in this manner. I would like more time for this type of very practical sharing
of ideas. I need and value workshops that allow me to take ideas away and go
right into my classes the next day and use them immediately.
