I have been wanting to write this blog post for some time, but I wasn’t quite sure how to frame exactly what I wanted to say, so I just sat down in front of the computer and started to write. I hope, by the end, it makes some sort of sense.
Working in a bigger school means I come in to contact with more teachers and inevitably leads to more discussion about lessons, students and what’s going right and wrong in the classroom.
Recently we had our mid-term exam period. Different classes going through all sorts of exams and then the inevitable marking period and report writing that teachers have to go through. It was during the exam marking part that I suddenly started to think about expectations. More importantly, teacher’s expectations and it was exasperated phrases such as the ones below that got me started.
We’ve just done this in class! Why aren´t they using it correctly!
We´ve covered the present perfect a million times and they are still using the past simple.
We covered all this in the revision lesson. Why can´t they just get it right!
This continued for the whole week. Teachers shaking their head´s, tutting loudly and furiously scribbling red pen over their student´s exams.
I remember being like this when I first started teaching. Constantly worrying as to why conditionals or the passive weren’t being produced by my student´s even though we had covered them several times that term. Getting worked up at every little mistake and then leaving the class blaming myself, then the students and at times the coursebook.
It wasn´t until I started teaching proficiency students last year that I realised I was looking at it all wrong. In every proficiency coursebook there is always a review of some of the most basic grammar building blocks. Past tense, future forms, conditionals, the passive and so on. Sometimes it´s really basic stuff, but the students still make mistakes with it. Even if they have been studying English for many years. It was then that I realised I needed to play the long game. I needed to lower my expectations. My expectations of what it is actually capable of teaching a student, who you only teach for an average of 2 or 3 hours a week. I needed to lower the expectations of the students, who had been sold a course that guaranteed improvement in the their English, without fail. I was being too hard on myself and on the students.
Let´s face it. It takes a native speaker until they are about 18 yrs old to be a truly proficient speaker of their own language. I´m basing this purely on my own thought process and experience by the way. No research or Google searches. This obviously depends on educational background and other varying factors. You then go on to university or into the working world and you are faced with a whole new world of language. Whether it is based around your studies or the area of work you have gone into. You grow older and pass through a multitude of different experiences that you have never encountered and you have to learn new functional language, lexical sets and ways of using all of this new language input correctly. In effect, you never truly stop learning language.
So, should we really expect our students to absorb a coursebook over a nine month period and then instantaneously regurgitate it perfectly, either through the medium of paper based exams or during pair work?
Of course not! Take the pressure off yourself, enjoy the process of learning and stop worrying about learning the past simple in two weeks so that you can then move onto the next unit and start worrying about the past continuous.
Teachers must be patient, unafraid of contrasting “difficult” examples, and not expect too much too soon. (Michael Lewis, The English Verb, 2002)
Your worry and stress will only carry over into your classroom and the student´s will pick up on it. Although, this is easier said than done when you have pressure from other sources.
The fact that we have to test/assess/evaluate our students every term doesn´t help us in this matter. Targets. It´s all about hitting bloody targets! Showing results, showing progress, getting return on investment. The culture we live in breeds this kind of need/want. The constant strive to get ahead, be the best and get the top job. It´s putting teachers in a pressure cooker and who only knows what pressure the kids are under.
Parents have expectations of both the child and the teacher. Unfortunately, it is the teacher that takes the brunt of things when the child isn’t performing well. I’m sure we have all had to deal with the angry parent laying blame at your door because the report you wrote was actually an honest portrayal of their child rather than the standard “make it sound good, so we can get more money out of them next term” rhetoric. Yet, I also feel that the schools themselves help to feed these expectations by assuring students and parents alike, that after one year of hard study at a particular level, they will be ready to move up to the next level. Of course this depends on whether they pass the exams they have each term. The exams that are based exactly on the work covered in the book, heavily grammar based and have a low pass mark that basically ensures even the weakest student can scrape through and feel as though they are progressing.
I appreciate that the above is a generalisation and not all schools work like this but I imagine there are a few people thinking they work in a school/business that does operate in this way.
What I’d like to see is ‘Slow Teaching’. You’ve heard of ‘Slow food’, right? Anyone who has taught from a B1 coursebook and above, must have come across it!
I would love teaching to adapt this thinking. Away with the rush and tear of pacing schedules, making sure you complete 75% of the coursebook and ensuring you give homework every lesson so that the students use the activity book and we can justify asking the parents to fork out an extra £20 for it. Instead of welcoming the students on the first day and telling them that by the end of the course they would have covered x,y and z. Tell them that what ever happens, happens. What comes up in class is what’s taught. (Promoted as an alternative to fast food) Don’t lie to them by saying if they do all the exercises and homework they will instantly become a better student and speaker of English. Be honest! Tell them that learning a language can be a long, hard road. It’s not easy. It can be fun, it can be rewarding and is worth the effort, but that effort must come from within.(encourages farming of plants, seeds) Step away from the coursebook, do something different, try a new approach and make it relevant to the students. (characteristic of the local ecosystem)
It’s just a thought. It might just work. At the very least it might make your life a little less stressful.