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for teachers looking at learning once class is over



Last Build Date: Tue, 14 Nov 2017 09:13:19 +0000

 



Comment on ETp 4 – setting goals and monitoring achievements by Dan learnercoachingelt

Tue, 14 Nov 2017 09:13:19 +0000

It sounds as if you're already doing a grand job motivating them in the classroom. But as you say, their basic attitude to English may not be ideal from your point of view. Remember that it is their responsibility, not yours, to study and make progress. As long as you use the time in class to really explore their motivations, to help them see that it's up to them, not you, to learn English. Start with small commitments from them, perhaps by doing 'Operacion Triunfo' (https://learnercoachingelt.wordpress.com/activities/operacion-triunfo/) and helping them set realistic goals for the next week. Then follow up in following lessons. 'Did you do what you said you would?' 'Why not?' OR 'What helped you achieve it?' 'Do you want to change your goals for the next week?' 'Stick with the same?' 'Try something different?' etc...



Comment on ETp 4 – setting goals and monitoring achievements by James

Mon, 13 Nov 2017 21:04:43 +0000

Hi Daniel, They work 3 days a week and have school 2 days a week so it's not school and work on the same day. The English lessons take place during their working time so no lost time there either. However, they are young so their priorities lie elsewhere. They enjoy English with me because I'm not their typical school teacher throwing grammar lessons at them or telling them to translate something with the aid of the dictionary while I sit behind a desk and grade papers. In any case, they still see English as a chore because they are required by the company to attend English courses unlike their older colleagues who attend courses voluntarily.



Comment on ETp 4 – setting goals and monitoring achievements by Dan learnercoachingelt

Mon, 13 Nov 2017 09:04:43 +0000

Hello James, Your students sound extremely busy if they are both working and studying. Have you talked to them about their time commitments and priorities? How important is English to them right now compared to everything else? Daniel



Comment on ETp 4 – setting goals and monitoring achievements by James

Sat, 11 Nov 2017 22:44:26 +0000

This is an amazing way to do this. I am thrilled about this idea and I can't wait to use it with my students (adult students, that is). My only issue at the moment is I am having trouble trying to motivate my teenage learners to do more outside the classroom. They receive English lessons at the company where they work, and as their trainer I try to push them to do things outside the classroom as much as possible. They have school in addition to work and probably have quite a bit of studying to do for those classes as well. I don't think that they would do any of these activities. I can understand them, too. They are still young and any free time they have I'm sure is devoted to having as much fun as possible. Could these be adapted to teenagers in anyway? Or is it an issue to make this more of a requirement and not a voluntary activity?



Comment on Power to the Learner? by Dan learnercoachingelt

Tue, 07 Nov 2017 18:25:36 +0000

I'm speaking for Duncan here, but I'm guessing that he meant both these questions to be rhetorical - it's clear from the post what his answers would be! Good to hear from you, Stephen - thanks for the response :o) All the best, Dan



Comment on Power to the Learner? by Dan learnercoachingelt

Tue, 07 Nov 2017 18:24:05 +0000

Hi Mark, Thanks for commenting, and so it's taken me so long to reply! Of course, I don't think any teacher would disagree that patience is a virtue in the classroom, especially in light of Duncan's students' responses to his survey. Learners (if they're anything like me with my Spanish) are acutely aware of the time they need to formulate answers to questions, for example, and the consequent patience required on the part of their interlocutors; so a patient teacher is a good teacher. I'm really glad you have found an approach, or attitude, in your lessons that is working for you and the learners. My only question here is to what extent we balance the pace needed by the students struggling the most in a class with that of the high flyers. I suppose two dangers of a 'slow learning' approach might be that a) more advanced students may feel frustrated at the lack of progress and b) the teacher lowers their expectations of what students can achieve over a fixed amount of time. I'm sure that you're aware of these dangers and that when you say 'slowing things down' you take these into account, and I guess that's one of the skills inherent in the craft of teaching - finding that balance. Good luck with your class! Dan



Comment on Power to the Learner? by Stephen Dodd (@englishlivepool)

Tue, 07 Nov 2017 15:37:26 +0000

Can you give us the answers to these questions? Are English teachers overcomplicating when we describe and discuss what we do, taking us further away from each other, our students and an understanding of our work? If learning English is like learning tennis, why don’t we teach it that way?



Comment on Power to the Learner? by Stephen Dodd (@englishlivepool)

Tue, 07 Nov 2017 15:29:04 +0000

Totally agree Duncan, we are always doing bits of language and not focusing on what they really want - I blame the course book!



Comment on Power to the Learner? by MarkWalker

Sat, 28 Oct 2017 18:47:59 +0000

Hi Dan, Great post, thanks for that. I know it's not the central point of the post but I'd like to make a comment on patience. I've recently started to slow things down, give learners much longer to engage with materials, concepts and questions, and take a more "deep learning/slow learning" approach. Instead of pushing and "covering" material I'm letting the class "unfold" and develop according to their pace, not mine. I'm really pleased by how much better the classes seem to be when learners are provided with the space they need to grow into. The new message I seem to be sending to the learners is one of confidence: "I believe in you and know that you (and everyone else) can learn given the time (and my patience) you need to do so". Would you agree? Mark



Comment on Masterminding for Learner Coaching and Empowerment by Dan learnercoachingelt

Fri, 25 Aug 2017 08:38:11 +0000

Hi Dilyana, and thanks for your comment. It sounds as if you have the ideal situation to try masterminding: groups of 7-8, advanced students (although I'd be keen to try a light version of masterminding with lower levels and even with kids). I love the idea of the buddy program. Dilyana, would you tell us what that entails? Sounds intriguing! Regards, Daniel