2018 Self-Reflection Challenge

Yes, I know, I wrote 2018 and it’s 2019 now!! It wasn’t a typo though, the challenge was set in 2018 and it’s a looking backwards, looking forwards kind of a thing – very suitable to the turn of the year. I discovered it via Sandy Millin (thank you, Sandy!) but it originated here (thank you, Monika!). Here it is:

Day 1: your favourite activity from 2018

A year is a long time and I am sure there were some good activities back in January or February of 2018 but I’m damned if I can remember them! So, I’ll pick an activity that springs to mind which I did last term, to give my flagging students some stimulating paraphrasing practice (difficult to use these three words together! :-p ).

  • I put them into groups of 4 and each group had to find and copy an interesting fact from the internet onto a piece of paper. The sillier the better.
  • Once finished, each group passed their piece of paper to another group.
  • Each group had to use a variety of strategies to paraphrase what was written on the piece of paper they had been handed and write it on a separate piece of paper. The citation used is based on the names of the people in the group who wrote the original.
  • Once finished, the original piece of paper is passed on again to another group.
  • Eventually the original piece of paper makes its way back to the group who created it. At this point, each group hands each paraphrase they have written to the group whose original fact it is based on.
  • At this point, each group has their original fact and a paraphrase written by each of the other groups. Now, the groups look at the paraphrases and evaluate them. Which strategies have been used? Is the meaning still the same? Is it sufficiently paraphrased? Is the citation correct? They give a score out of 5 and must justify their answer with comments based on the above questions.

It worked well! The students did lots of paraphrasing and evaluating of paraphrases, consolidating awareness of and practice of the strategies we had looked for paraphrasing.

Day 2: Most memorable story from 2018

Well, in final third of the January term in 2018, I had an email from my programme manager asking to have a word with me. I received the email on a Friday after I got home from work and Monday was the suggested day for this conversation. I went into complete panic mode, thinking I must have inadvertently done or been doing something wrong. Anyway, I replied saying that would be fine and that I hoped I *hadn’t* done anything wrong. Fortunately she replied fairly swiftly and said I hadn’t, far from it – and so my weekend wasn’t ruined!

Monday arrived and eventually we had this meeting, and far from being a telling off of some sort, I was actually invited to join the team of ADoS’s here, starting in the April term, for the April term and the June term. So I accepted and so far it’s gone well enough that I am still in that role and I am really enjoying it! But I will never forget the sinking feeling in my stomach when I opened that email in contrast with what a positive thing it turned out to be!

Day 3: the best piece of advice you were given in 2018

Have a proper lunch break! I think last year in the January term I always ate at my desk. Funnily enough, after I became ADoS, I became much better at taking a lunch break, as I’ve tended to eat with my co-January ADoS colleague (I ADoS Jan foundation, she does pre-masters). Then, last term, there was one day per week where I was in early, busy and then taught a class just prior to lunchtime and then a meeting during lunchtime, and once the meeting was over, I would invariably be completely zonked and not function very effectively for the remainder of the day. In 2019 my goal is to have a proper lunch break each day – yes it takes time from the day but in return you get to function more effectively = win!

Day 4: the moment in 2018 when you felt proud as a teacher

I had originally written the answer to Day 11 here, and then reached day 11 and realised that this one must be after something else! So…to interpret it differently… one thing I am proud of in terms of myself as a teacher is the amount of professional growth I can point to and identify in the last year.

In the classroom but related to development outside it, an example that particularly comes to mind is all the little changes I made as a result of doing the Futurelearn course about Dyslexia and Foreign Language Learning. Greater awareness of learning difficulties, something which was also enhanced by a number of the sessions I attended at IATEFL last year, and of different strategies for helping students who may have them, helped me help a group of majority struggling students that I had at the time. I’m not saying they all had learning difficulties but the strategies I learnt were nevertheless useful for helping them progress.

Day 5: your favourite memory as a student

Using speed review on Memrise? Thinking I would never be fast enough to do it with Polish but then, with a few practices, becoming able…

Day 6: the funniest story from 2018

Enlightening in an amusing and terrifying kind of way was looking at all the answers given to our google-form based academic writing quiz!

Here are some examples:

NB: The “essay” referred to here is a coursework essay which provides 60% of their writing progression score for AES (Academic English Skills programme, which we teach)

Day 7: your favourite course book from 2018

We don’t use course books here at USIC! We have our own in-house materials. What’s been memorable about 2018 is that I have been involved in some redevelopment of the Term 1 materials which we will be using again with January starters this term, so at the end of last term it was rather satisfying to see stuff that I’ve produced and stuff I’ve helped edit in print in the workbooks when they arrived back from the printers! 🙂

Day 8: a new idea you implemented in 2018

Something new that we introduced in the September term in 2018 was the use of Google Communities with students. They worked really well, being an attractive, user-friendly, efficient way of fulfilling the purpose we decided to use them for. If you want to know more, I have written about launching them here and evaluated their use here.

Day 9: your favourite teaching aid in 2018

Quizlet Live? I used it for the first time last term and used it several times. Works wonders in making relatively dry terms more palatable and memorable for students as a consolidation activity!

Day 10: the best joke you heard in 2018

Not a joke but this made me laugh! Shared in our scholarship circle about giving feedback on writing. Moral of the story: be direct, don’t hedge! 😉

Day 11: the moment in 2018 when you felt proud of your student

I feel proud every time any of my students are successful in the assessments they have to do while they are here! I was particularly pleased to get all of the students in my weaker January foundation group through their coursework essay assignments – some of the first drafts were abysmal but through the feedback and tutorial process I managed to help them do enough for even the worst to meet the requirements for a pass. Giving feedback on writing is something that continues to be a focus for improvement, and of course is also the focus of our scholarship circle which will continue this term.

Day 12: your favourite teaching-related website in 2018

(Slightly edited this one to clearly differentiate from day 19!) It would probably still have to be Sandy Millin – Sandy updates her blog regularly and it never fails to grab my attention/inspire me/give me something to think about/make me feel completely inadequate etc!

Day 13: the person who inspired you in 2018

A colleague of mine who was already an ADoS when I was invited to join the team and had previously been my ADoS. She inspired me in two ways: 1) by believing in me with regards to the ADoSing job – she said I’d be brilliant at it. I don’t know that I’m brilliant but at that point I was dubious as to whether I could do it at all. Having some else be that confident that I could really helped me. 2) The way that as well as seemingly always having everything under control, nothing was ever too much trouble for her and she was always on hand to help and answer questions when you needed it (when she was my ADoS but even when she wasn’t!) – that was the kind of ADoS I wanted to be for my teachers too! Still working on it, but the memory of it is something that continues to inspire me! 🙂

Day 14: the moment in 2018 when you realised why you are doing your job

To be honest, there hasn’t been a time, since I started the CELTA many moons ago (October 2009) and did my first teaching practice, that I HAVEN’T known why I am in this profession! A realisation I did have in 2018 was following suffering the loss of my equine best friend Alba who died from colic at the beginning of September. Coming back to work forced me to function again after that shock and what I realised is that my work is one of my primary raisons d’être – my horse was the other. Work was a powerful enough positive force to get me through that loss. More prosaically, in 2018 I also realised I must actually be good at what I do – as otherwise, I wouldn’t have been invited to take up a more senior role!

Day 15: your greatest challenge in 2018

Taking on the ADoS role, definitely. I’ve not ADoS’ed before so I was learning as I went – and continue to do so! The biggest shift has been from the focus being on my one little world as a teacher (my classes, my admin, etc – as long as I am on top of what I am doing, all is well) to making sure that the worlds of all the teachers in my cohort are also running smoothly and doing what I can to help with enabling that. That and writing meeting notes meaning that we ADoS’s have to be multiple weeks ahead of everybody else in terms of what we are thinking about!

Day 16: your strongest point as a teacher in 2018

Something I’m pleased with as far as 2018 is concerned is that the more EAP teaching experience I get, and the more my subject knowledge improves, the better able I am to identify students’ strengths and weaknesses, and create materials to help them overcome the latter. This also impacts positively on the feedback I give for writing tasks and is something I want to keep building on.

Day 17: most motivational idea/quotation/picture in 2018

This one is motivational enough to be my mantra for 2019. 🙂

Day 18: three reasons why you became a teacher

  • Enjoyed helping out in my mum’s EAL classroom when I was young
  • Found the British Council language assistant programme I participated in for my year abroad at university (languages degree), teaching EFL to kids in France, as well as volunteer teaching kids at a summer camp in Romania, brilliant experiences
  • Discovered that you could do a CELTA and make it (teach English in this way) into a career!

Day 19: your favourite teaching application in 2018

I think I would have to say Google Docs! In conjunction with Google+ Community for ease of sharing templates with students. Using it enables me to make writing activities a much more interactive, cooperative, process-based useful experience for students. From planning to writing to editing and redrafting in pairs and in groups, or individually but looking at each others’ work as well, it really changes the game. I mean, you can do all this stuff offline as well, but when you are writing complex pieces of writing, as our students do for their coursework, the process involves a lot of changes being made, which would be somewhat of a nightmare on paper (though obviously people did it before computers were a thing!). Using Google Docs in class enables us to reflect and scaffold what we want them to do in assessment in the learning they do for it.

Day 20: a piece of advice you would give to a rookie teacher

Mistakes will happen, things will go wrong, but it’s not the end of the world! Take a deep breath, do what you can with the situation at the time, learn from it and move on. It doesn’t make you a bad teacher, it makes you a human being. Embrace it.

Day 21: the best CPD book you read in 2018

I tend to dip in and out of books rather than read them cover to cover and I am also a big fan of journal articles, so I will talk about the best CPD reading I’ve done in general. I’ve particularly “enjoyed” (when I say enjoyed, I mean I found them interesting, relevant, worth reading – purposeful pleasure: a term that may make more sense if you look at this post!) the articles we have read as “homework” for our scholarship circle, about feedback on student writing. I also found the reading I did as part of the Futurelearn course about Dyslexia and foreign language reading very enlightening, as well as a book called “Teaching to Avoid Plagiarism”, which I read as part of the process of thinking about how to teach paraphrasing more effectively.

Day 22: your greatest frustration in 2018

When other peoples’ time management isn’t quite up to my exacting standards 😉 Clearly patience and understanding should be on my list of things to nurture in 2019…

Day 23: the one thing you want non-teachers to understand

I know Friday night is a weekend night, but having been up since 5.20 (as normal) and spent the fifth day in a row intensively peopling in various ways, I tend to treat it as a school night – i.e. dinner, bath, early night rather than have any particular desire to socialise! Lack of desire to socialise also applies to marking week, which is generally mental and, being the last week of term, I’m at my most knackered anyway! I DO want to see you and hang out with you, but just really not at certain times!

Day 24: your most memorable teaching experiment in 2018

Using Google Docs for students to do writing practice individually yet collaboratively. So, I had a whole class of 20 students using the same google doc, which was a table with sentence starters and space for answers, also divided into rows according to the type of sentence, and students had to individually write their completions (with a rule of not copying anyone else’s ideas) and then proofread and make comments on (using the comment function on Google docs) their classmates’ sentences. I was a bit worried about how it would work and whether it would be too chaotic etc but in the event it actually worked out really well.

The other one would be adapting my classroom management techniques and materials for my lower level foundation group using ideas from the future learn course about teaching languages to students with dyslexia/specific learning differences. The thing is, a lot of the little techniques are very simple to integrate, don’t negatively affect students who don’t struggle but can really make a difference for the ones who do!

Day 25: your personal success in 2018

I’m going to interpret this as being a success that is not related to teaching? (As I would call a success related to teaching a professional success…) So I would say, I am pretty pleased with how I’ve managed work-life balance in the last year. I have put heart and soul into my work but I’ve also been strict about not working in the evenings or at weekends (probably 95% of the time!). Other than the odd occasion where I decided to work on draft feedback outside of work time in order to take the pressure off, the only ELT stuff I’ve done at weekends is CPD stuff like book chapter writing when the deadline got imminent and watching webinars (which is enjoyable rather than “work”!) Last term, in addition to work, I managed to do something non-work related every day after work – Monday was yoga class, Tuesday was running (mostly by headtorch after the clocks changed), Wednesday was Barre Pilates class, Thursday was running, Friday was indoor bouldering.

Day 26: one thing you plan to change in 2019

Not so much change as build on – my ADoS peopling skills, my ADoS organisational skills, my classroom subject knowledge, differentiation in the classroom. Also need to finish my book chapter – but I can’t do that til I get the feedback on the first draft, then it’s revisions and resubmission! Also want to keep blogging more – I managed to do it a lot more regularly last term than previous terms!

Day 27: your greatest discovery in 2018

That I was doing my job well enough to have been invited to take on a more senior role here!

Day 28: which superpower would make you a super teacher?

Not needing sleep? Having more than one pair of hands? Or, better yet, clones of me to put to work… 😉

Day 29: one area to improve in your teaching in 2019

I want to keep building on my subject knowledge as that has already had a very positive impact on my practice and according to a TD session about peer-assisted self-observation that I attended it is a highly significant factor. I also want to keep working on making lessons that are sufficiently challenging for higher level students. Our in-house materials are aimed at average students (by our standards) so in order to keep higher level students engaged and motivated, and develop their skills, supplementing the in-house materials in various ways is a necessity. Now that we stream students according to their IELTS scores on entry, there is a lot more scope for tailoring lessons to those students who are either above or below the average, which is a really positive thing and something I want to continue to exploit.

Day 30: how do you plan to start your first lesson in 2019

By learning my students’ names and making sure they learn each others’ names via a game! I think learning students’ names and students learning each others’ names is vital and when you have multiple large classes it might not be the easiest thing in the world. What works for me is that game where a student says their name and something they like and then the next student has to introduce that student before saying their own name and something they like and so on until the student has the job of list all the names. Then you spot pick people to make sure they didn’t stop listening after their turn (having warned them that this will happen!). Of course, when they struggle, you have to help them so you have to focus 150% as the game unfolds. By the end of it, you know their names 🙂

Day 31: the most important thing you want to remember tomorrow

To edit and send out meeting notes for next week’s module meeting! But tomorrow is now today – I answered this question yesterday!

Postscript

Happy new year, everybody! And if you decide to do this challenge too, please pop a link to your response in the comments so I can have a look 🙂 I actually really recommend it – it was a nice way to look back at the year and think about what to take forward with me into a positive new year.

Taking a leaf out of Sandy’s book (see, told you she inspires..), here are some previous new year posts that I have written in the past – some challenges, some random reflective pieces, some relating to WordPress stats:

So, if you don’t fancy the current challenge, you could always try something like any of these above! 🙂 Or look at Sandy’s version of this post and her previous new year writings to see if those inspire you more!

Here’s hoping 2019 is one to remember for all the right reasons! 🙂

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Mental Health in ELT

“Mental Health” (Pixabay)

Yesterday I read a Guardian article stating that the number of referrals to mental health crisis teams in the NHS has gone up by 60%  in the UK. It didn’t seem to specify the time period in which this increase has taken place, but nevertheless it’s clear that mental health problems are something that a lot of people face to varying degrees of severity. Another recent article argues that in adopting the new GCSE result grade scales, schools are putting elite performance ahead of pupils’ wellbeing while yet another discusses the increase in mental health issues in students at university, with the number of drop-outs being three times higher in 2014-2015 than it was in 2009-2010. The context of education can be, by its very nature, a very pressurised situation where the stakes are high and failure unthinkable, even for children as young as six years old. Meanwhile, the Independent reports that at least one tenth of the 4908 teachers questioned rely on anti-depressants to combat work-related stress. An interesting initiative responds to the issue of pupil mental health at schools by proposing to give teachers the training they need to be specialists in mental health. I would argue that everybody involved in the education system – students, staff, managerial staff – would benefit from greater awareness of (potential) mental health issues, how to recognise them and how to address them.

Within education, mental health can be considered from three main angles: pupils/students mental health and mental health awareness, teachers’ mental health and mental health awareness (both of their own, colleagues’ and their students’) and managers’ mental health and mental health awareness (both of their own, their colleagues’, that of their staff team, and that of the students in their school). That’s a lot of mental health awareness needed, and alongside it, systems both for dealing with the problems that arise and, importantly, addressing the causes in order to bring down the number of these. I think this applies as fully to ELT as it does to ‘regular’ teaching, whether teachers are based in the primary, secondary and tertiary sectors or whether they are based in private language schools. All contexts are high stakes in various ways, demanding in various ways and potentially conducive to mental health issues in the staff and students within them. Universities often have support services within which students and staff can seek help if they are struggling but this relies on people a) being aware that they are struggling more than is ‘normal’/need help b) knowing how to access that help and c) not being ashamed to access it.

Looking  back on my own experiences of poor mental health, the requirements stated above are not necessarily easy to meet. If you are struggling, you are generally too focused on trying to keep your head above water, in one or multiple contexts, to see the bigger picture. Things accumulate, build up, things that each individually by themselves may be minor but in combination become more difficult to overcome. For example, at one school I was working at, I was told that I had had some complaints from students in one of my classes. It eventually transpired that there was a mismatch between their current syllabus and their expectations based on the syllabus of the previous level they had studied. However, between the issue arising and being resolved, my confidence took a massive hit. This spilled over into my personal life, as I lost confidence in my linguistic abilities too, meaning that when my gas bottle ran out, and I had to phone the service for obtaining a replacement, instead of it being a little thing and easy to do, it was a difficult thing and I couldn’t face it. So I didn’t. Which meant that I then wasn’t eating particularly well as I couldn’t cook. I was also having issues with my social life that were making me very unhappy, details unnecessary. I reached a point where I would sit in my flat in the morning feeling physically sick at the thought of going into work (and this ‘work-dread’ anxiety took a while to ease/wear off even after I changed jobs due to my contract reaching its natural end.) While all of this was going on, there was a workshop that required me to use the language I had lost confidence in, and as a result of all the issues described (which I just had to resist the temptation to qualify with “silly”!) I didn’t participate properly. This led to me being hauled into the DoS’s office for an explanation. I was asked if everything was ok, but my automatic reaction was to say yes. (I don’t know about anyone else, but that tends to be my knee-jerk response, almost a defensive one, but also what was wrong was all ‘little things’ that I was ‘dealing with’, it didn’t occur to me to talk about them when asked what was wrong.) So then I was told off, which shocked me into ending up in floods of tears explaining what was wrong and did then get the help I needed to sort out the gas etc. I think this is one example where better mental health awareness, both on my part and on my manager’s part, could have made a big difference.

Mental health, like physical health, is always in flux, is affected by what we do, what we consume, what situations we find ourselves in and other such factors. Like physical health, we need to be aware of how to manage our own mental health to avoid becoming ill and of symptoms that our health is off. Like physical health, sometimes ill health is minor and can be adjusted/improved fairly easily and other times it is a longer and more difficult process to heal. Like physical health, sometimes we need help to treat the symptoms and identify the cause. For that to happen, we need to be able to recognise and acknowledge when things are not ok with us, and we need to be able to help others to recognise and acknowledge when things may not be ok with them. Mental Health First Aid  is one interesting approach to enabling this.

“Mental Health” (Pixabay)

I don’t have the answers to it all, but it’s certainly something that I feel is important and want to explore further. To finish off this post, I leave you with Sandy Millin’s very useful post that brings together a lot of links relating to mental health and recommend that you have a look through. I also invite you to share any thoughts you have on the subject as I would be very interested to hear them. 🙂

 

 

2017 (Or, how to set better goals!)

Happy new year, everybody! The first 10 days of 2017 seem to have flown by. For my first post this year, I’m going to write about resolutions and effective goal-setting.

On Sunday I delivered a workshop as part of the Teaching Listening course that forms part of this year’s EVO.

(To quote EVO and explain what it is:  Every year in January and February, the Electronic Village Online (a project of TESOL’s Computer-Assisted Language Learning Interest Section) brings together English language educators from around the world to engage in free, collaborative, online professional development sessions. Last year, we had over 8,165 participants in 14 sessions.)

My session focused on helping learners become more autonomous listeners and the main task the participants will do this week is to set up an out-of-class listening scheme to use with their learners; considering, amongst other things, about what they want the learners to do, how they will introduce the different elements to the learners, how they will help learners to maintain their motivation. Of course, within my session, within the discussion on motivation, I talked about the importance of goal-setting and the features of an effective goal according to Dornyei and Ushioda (2012). Here is my slide which summarises these:

screen-shot-2017-01-10-at-13-46-29

I always make New Year’s Resolutions. There is something magical about the beginning of a new year, and the potential it holds, that gets me really excited and I enjoy making my resolutions as a way of sizing up that potential and giving it some form. Usually, however, my resolutions are a bit fluffy and I forget about them fairly soon afterwards. This year, in order to help myself not to forget about them, I have copied them into a sticky note on my desktop so that I am reminded every day of the things that I set out to do. I also tried to make them more specific than usual, so that I can actually tell not only when I have achieved them but measure my progress along the way. It must have been preparing for the EVO workshop that subconsciously made me apply Dornyei and Ushioda’s (2012) principles for effective goals to my resolutions for 2017!

In the interests of gaining (extra) and maintaining motivation on the languages and ELT front, I’m going to communicate my resolutions relating to these areas here. Rather than just a list of goals, I am going walk you through the mental process I went through in making them, shaping them from a vague initial idea into something more specific, tangible and therefore achievable.

  • Learn Arabic. I started learning Arabic last year in around October, as I was going to be volunteering at a secondary academy here in Sheffield, working with a number of learners whose first language was Arabic. That fell through (2016 was one of those years?) and after an initial burst of enthusiasm, the Arabic fell to the wayside too. End of story? Evidently not. I didn’t stop wanting to learn Arabic but the related work situation had demotivated me somewhat so mentally it became easier to ignore both. 2017 seemed like the perfect way to reinvigorate it. First I reflected on why I want to learn some Arabic. Initially, it was instrumental motivation (the work situation). Theoretically, that is still potentially the case as ELT in the UK can often involve working with Arabic L1 students. But that vague possibility won’t in itself be enough to motivate me to study Arabic every day. What about enjoyment? Well, I enjoy learning languages (hence currently studying 11 of them, including Arabic) but why Arabic? I think it appeals because it is (to me) so different. It has an alphabet that doesn’t look like anything to me. Just as English has an alphabet that doesn’t look like anything to Arabic L1 speakers when they first encounter it. I am interested in the process of learning a language with a different alphabet. So, going back to my “Learn Arabic” goal, being as I am not a genius I am not going master Arabic in one year, not even nearly. So if I left my goal at that, I would be setting myself up for failure. I need to make it more realistic. How can I do that? Make it more specific. So my goal became: “Learn to read the Arabic alphabet and speak/write some basic words and phrases.” That seems entirely more realistic, it reflects my motivation for studying, progress will be measurable (by way of the number of letters and eventually words I can recognise and produce – which, by the way, there are more than you might think as they change a little depending on whether they are at the beginning, in the middle, or at the end of a word!), it is challenging (did you read what I just wrote in the last set of brackets?!). My completion date is 31/12/2017 but I do of course plan to monitor and decide if the goal should be developed before then. It will depend on my progress: there is room for extension!
  • Continue with other languages. Of course. That would be French, Italian, Spanish, German, Polish, Romanian, Indonesian, Mandarin. Plus the newly added Dutch and Swedish. But for this resolution to make sense, what exactly am I going to do with them? What counts as “continue with”? I need some parameters. For the first five, this means Memrise plus as much reading, listening, speaking and writing as possible. I’ve found someone with whom I will be able to practice my Italian and French, possibly also some Spanish, and as for Polish there is always my sister’s husband to practice with, when I visit them. I’ve catalogued all my DVDs so that although I don’t have the cases for most of them, I know easily what I’ve got and what language(s) I can play them in. For the second five, I’m going to focus on Memrise and shift into using them when I’ve got a bit more vocabulary. (The cool thing is Polish used to be in that category but now it’s in the “I need to use it” category – that’s progress! The other cool thing is that in the series episode I was watching with my housemate today, there was a bit of Mandarin with English subtitles and I heard and understood three words without the subtitles! For me and Mandarin, that is exciting, believe me!) I have ear-marked particular courses on Memrise that I want to complete and obviously goal way-points will be in evident in the number of words/phrases learnt, number of days in a row studying consistently (or “streak” as they call it – for Polish currently 113!) and how well I do when reviewing stuff.
    This was a motivating way-point!

    This was a motivating way-point!

    As with Arabic, I will monitor my progress and adapt the goal/resolution as necessary. For example to make it include having a pop at watching or listening to something in one of the 5 ‘weak’ languages (or 6, counting Arabic!) if/when I feel it would be worth a go.

  • Do lots of CPD. Do not we all start our year with this resolution? And perhaps renew it if academic year and calendar year don’t coincide (i.e. northern hemisphere), or when feeling inspired at the beginning of a new term. At the moment, for me, this is a tricky one. The only work I’ve got at the moment is a bit of private tuition. I had been all excited about volunteering in an EAL setting but that fell through (as mentioned above – and don’t get me started on academy management organisational skills…) which was a bit of a bump to the motivation. Currently I am also tutoring on the EVO course, as I mentioned at the beginning of the post, but that is obviously a very short term thing. An interesting one, though, as it combines my interest in teaching listening and my interest in tutoring teachers! So, it would be easy to let CPD slip. In order to avoid that, I need some specific goals, rather than the nebulous ‘do some CPD’. I will be doing two sessions on the Leeds Beckett M.A. ELT Multimedia and Independent Learning module again this semester and I hope also to deliver a version of my IATEFL talk at the ELTC (I do it free of charge in exchange for the opportunity to work on my workshop delivery skills!). IATEFL itself is another focal point for me, in terms of workshops, as, hopefully, will be doing another British Council TeachingEnglish – related webinar. Additionally, each week I want to watch at least one webinar and read something ELT-related. Finally, as my pet project, I want to make some EAP-related materials in advance of the pre-sessional summer school period. As a specific starting point, I want to make some materials to help students become better able to synthesise sources effectively (this inspired by memories of my colleagues and I feverishly looking for any such resources last summer and not finding quite what we were after!). This will require looking again at the demands/criteria that we were trying to help the students to meet, as these would be similar this year at ISS or, if it turns out that way, other pre-sessional courses, reading relevant chapters from EAP Essentials and other such EAP teaching bibles (de Chazal’s comes to mind, though I forget its name!) and of course the actual materials creation and subsequent editing. Keeping with the weekly timeframe, I will expect myself to make tangible progress each week, which I will monitor via a log.

When I went through the mental thought processes described above, I wasn’t doing it with Dornyei and Ushioda’s (2012) principles in mind, but it’s clear that subconsciously they had an influence. And so I should think, the amount of time I’ve devoted to studying motivation, within learner autonomy, and trying to get students started on their autonomous learning pathways! I think as teachers, if we are able to apply what we want students to do to our own learning (of languages, of teaching) and have a clear idea of how to get ourselves from A to B (A being hazy ideas of goals, B being effective goals), we will be better able to help our learners go through that process themselves in the context of their language learning (if they want to then apply it to their New Year’s Resolutions and other aspects of their life, that is up to them!) with the idea that they leave our classroom better able to map and follow their learning goals. There is no one size fits all goal solution but we can help students become better able to set, and by extension meet, their own objectives more effectively.

What are your New Year’s Resolutions? Do share them in the comments – remember, communicating goals increases the motivation to achieve them! 😉

I hope 2017 is a fulfilling, successful and peaceful year for you all.

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References

Dornyei, Z. and Ushioda, E. (2012) Teaching and Researching Motivation (Applied Linguistics in Action). Routledge.

 

Lizzie’s Language Learning Contract (v2.April 2016) – Update 2

Hello World of Blogging! I’m back! And the first thing that popped into my mind while writing the title is: “How long ago does April seem? That was before summer, now summer is over and Autumn is clamouring for the driver’s seat with Winter in the wings watching carefully for its chance to stage a takeover bid. It’s been a quiet time on my blog since the end of May, since which time the only noise of any description has been an “I will be back, honest…” type of a post. As I briefly explained in that post, summer school hit! (It was hard work but a great learning experience too. More on that later.) Then, after it ended, I had a much-needed two-week holiday in Sicily with my horse. I am pleased to report that I did a lot of NOTHING – somewhat of a rarity for me!

Anyway, back to the topic at hand: my language learning. I am proud (in the circumstances!) to say that I did keep up my languaging over the summer. I managed a little bit most days until the 20th August, when I did a 30 mile run and consequently had no time for languaging, breaking my “Memrise Streak”.

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Once it was broken, and knowing it would be broken again when I went on holiday (if I am on holiday in Italy I am going to focus on Italian as vs. spread my focus among 7 languages!), I decided to concentrate on getting through the remaining two weeks of summer school, have my holiday and then get back to it in earnest. That said, I continued to dabble, just not every day religiously as I had been doing.

This (to remind me as much as you!) was the contract:

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In my first update, I had managed to more-or-less stick to the receptive skills practice aims (thank you, YouTube!) but hadn’t used Memrise, just a bit of Quizlet. I’d also given up on graded readers as clunky (e-readers) or an expensive habit (sourcing them in paperback/cd format) and therefore annoying/untenable.

Has anything changed since then? Well, two main things (which considered in combination might seem rather ironic…):

  • Time became even tighter than usual (you try combining summer school, training for a 30 mile run, maintaining a burgeoning greenhouse and garden full of stuff etc….)
  • I took up two more languages (blame Memrise)…!

I suppose I ought to add “I started using Memrise to that list… At the height of my Memrise-ing, it looked like this:

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So, as you can see, the extra languages I took up were Bahasa Indonesia (I should have learnt it while I was there, still have friends who live there who I could talk to in it!) and then Mandarin (given that the majority of the students at the Sheffield Uni summer school are Chinese, this seemed like a good idea!). So that brought me to a 7-language mission: Italian and French (not on Memrise), German, Spanish, Polish, Bahasa Indonesia, Mandarin. I like Memrise – it appeals to my competitive-with-myself nature. (I am more interested in keeping up my “streak” than the “leader board” that is another Memrise feature!) It really pushed me to do some each day, when I was tired and actually really couldn’t be bothered! As mentioned earlier though, it can also backfire into lack of motivation to ‘just do it’ if the streak is broken and I know it will be at best intermittent in time to come.

More languages, less time. The basic result was that as far as Polish was concerned, I wound up mostly just doing my bit of Memrise each day. And I watched less German and Spanish than I had been. (Don’t tell my students I just started a sentence with “And” – spent the summer hammering it out of them… :-p ) However, it was nice to be actively learning vocabulary and trying to produce it rather than just watching/listening/reading. Obviously the ideal would be a balance of both, which is what I will be going for next! Indeed, it is time to update my contract in the light of the last few months’ developments on the linguistic front.

One thing I have found particularly challenging as far as Polish Memrise is concerned is spelling. For example:

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I can now spell this one correctly! And this one:

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What I have found is that ideally I want more repetition of recognition of the vocabulary, both reading and listening, or being given the English and having to select the correct Polish, before having to produce it, which seems to happen too soon for me. So that I can see it and hear it more before having to butcher the spelling. However, I am now used to the process of just gaily making a bunch of mistakes, having a pop, and getting closer each time and then eventually “getting” it. Rather than getting wound up about the mistakes and frustrated at the lack of further recognition opportunities. Then, an interesting (to me) problem I had was learning the go by plane, go by train type vocabulary, as it was a mixture of trying to remember the by plane/by train etc bit and then the ‘go by’ equivalent, of which there are 5 (I think) different ones/which one goes with which means of transport, then throwing trying to remember the spelling on top of that! It was hard!!! I think it would have been easier to learn the e.g. jechać ones then the złapać ones etc. rather than having one of these and one of those and a few random extras all thrown in together for my brain to attempt to sort out. Had I had more time, I’d have made my own little reference guide to help my brain along… They are coming together now though, I did a review this morning after a couple weeks break (my holiday) and some have settled nicely.

So that brings us to…

Lizzie’s Language Learning Contract v3.September 2016

I solemnly do declare that I will (attempt to) do the following each week:

  • My Memrise practice – daily in small quantities
  • Read/listen to/watch Italian/French/German/Spanish/Polish (Not going to happen with Mandarin or Bahasa for the time being… that will be version 5 or 6 maybe…)
  • Try and look at some grammar-related material for German/Spanish/Polish. (At the moment, as far as Spanish is concerned I just rely on Italian/French grammar and assume it will work the same way! There again, often Italian words will come out instead of Spanish and then I wonder why Memrise marks me wrong! Like when I put ‘Sono contenta’ instead of ‘Estoy contenta’…) This could be a good opportunity for use of coloured pens and notebook (as mentioned in previous update post!)
  • Seek out production opportunities (e.g. sending an email to my German friends, exchanging a few words with my Indonesian friends, trying out my Polish on my Polish brother-in-law etc. etc.)
  • Keep writing my journal in Italian but try to bring in a few sentences from German/French/Spanish and even a smattering of my very, very basic Polish.

Signed: Lizzie Pinard

Fairly basic really! Let’s see how I do in the next month…

How is your language learning going? Any more suggestions for me? (The useful ones on my last post are the reason I got on to Memrise! )

 

Lizzie’s Language Learning Contract (v2.April 2016) – Update 1

Well, it’s been a month (approximately!) since I undertook the following:

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Now it’s time for the confessions, I mean, update. 

Actually, it hasn’t gone too badly:

I can confidently and honestly say that I have read and/or listened to something in Italian, French, German, Polish and Spanish most days in the last month!!

  • Italian: I am reading Mangia, Prega, Ama which is a translation of Eat Pray Love. Screen Shot 2016-05-24 at 18.58.42This mostly happens in my lunch break at work. I have also watched the film of it along with a few others. In other Italian news, my diary writing continues to take place very nearly every day. Watching/reading in Italian is like slipping into a comfy pair of slippers and a cosy dressing gown: nice and relaxing!

 

 

 

 

  • French: I am still plowing through Au Bonheur des Dames. Slowly. I think I will feel quite the sense of achievement when I finally finish! I am enjoying it, but being the lazy sod I am, it often gets neglected in favour of something easier (see next sentence)..! In addition to that, I occasionally dip into a series of books I have on my Kindle, which are much easier and more relaxing – seems particularly to happen when I have an early dinner in the garden!Have done two and a bit in the last month, I think. In terms of listening, am working my way through an audiobook and I have also just found a series on YouTube to watch in 45 minute episodes.
  • German: I have been listening to an audiobook in German, am now on the second time through as a way to try and pick out more than I did the first time round. I’m also still reading (very slowly) a series of e-books I’ve downloaded. Finally, I have been doing a fair bit of watching too – a couple of films and newly started a series on YouTube. My German was getting very neglected prior to this last month. I’d read a bit every once in a while and that was it. It’s nice to be getting back into it, understanding more and being able to produce!
  • Spanish: I “did” two A1 graded readers. The reading was easy, the activities weren’t. Not content-wise but the electronic design… I tried one on the Black Cat App and found it rather clunky. In any case, that was the only A1 book they had on there. I think it is in its early days… I also downloaded one via Ibooks and the main problem with that one was that the “submit” button often tended to be located in the same place that the iPad interprets as turn backwards one page. So instead of the answers being submitted, the book moved back a page. Then you go forwards again and of course all the answers have been deleted. Most frustrating! So I abandoned graded readers and moved on to a translation of Twilight 1 (Crepúscolo). Screen Shot 2016-05-24 at 18.47.26I also found an audio recording of it on YouTube, having failed to source it as an audiobook anywhere else! (Just an amateur version.) I have also dabbled in some Spanish Winnie the Pooh and have just started a new tv series (dubbed), again both via YouTube. No “learning activities” but I am enjoying it all! And Spanish is beginning to feel more familiar and less badly tuned.
  • Polish: I am continuing my way through Harry Potter 1. Screen Shot 2016-05-24 at 18.44.41It took me a while to relocate (re-download from an online account where I had previously bought it) the e-book so initially I was just listening to the audio recording. I say listening, it was more just letting it wash over me and enjoying the sounds and rhythm. Around the 6th May  (so a couple of weeks-ish in), my brain finally accepted Polish as a language rather than a random collection of sounds and letters with periodic spaces between them. To get to that point, I needed to use my Polish for Dummies book + notes I had made on pronunciation last year for some review, in combination with listening and reading along (once I got the e-book sorted) to Harry Potter. Since that point, I have started using Quizlet and am now up to 16 words/chunks on it! Screen Shot 2016-05-20 at 14.43.22I haven’t, however, touched Memrise or my First 1000 words book. (To be honest I had forgotten that part of the contract – my brain was mostly focused on the reading/listening elements!) In YouTube world, like Spanish, I have also dabbled in some Winnie the Pooh… Screen Shot 2016-05-24 at 18.48.46 The main thing for me with Polish has been to relax and not worry about not understanding the majority of it when I listen to and read Harry Potter. Sometimes I work out what is being said, which is gratifying, sometimes the audio skips and I have to find where it’s gone, but I can do that now (which I struggled with in the beginning!) – it’s all about the minor victories!

Overall, across all these languages, I haven’t done much in the way of actual studying though! A tiny amount of Polish via Quizlet and Polish for Dummies, as explained above, and a tiny fraction of the activities in the two A1 graded readers I did in Spanish. Frankly, life is too short to work my way through endless course books. Since I don’t have any particular hurry and am learning/maintaining the languages for pleasure, I am jolly well going to do it in a pleasurable way.

Things I have noticed:

  • Multilingual DVDs are a great invention. For example, there was one film where I started in Spanish and then flicked the audio to German mid-way through. Not only that, but it means one DVD can serve your learning purposes for several languages if you, like me, have the propensity to re-watch stuff you like more than once! We take it for granted but it hasn’t really been THAT long since video tapes went out of fashion! Score for technology.
  • YouTube is amazing! Screen Shot 2016-05-24 at 18.56.27 I haven’t used it an awful lot for languaging before, mostly because since I became interested in it, I’ve mostly been in places where Internet is limited i.e. you get a certain per month quota so streaming endless content on YouTube wasn’t an option. Now, however, with a fast and unlimited broadband connection, YouTube is one of my main go-to’s.  That said, I’ve yet to find a ‘language learning video’ that I like. You know, the ones that are a video of someone teaching a piece of grammar or some vocabulary in your target language. If anyone knows any good Polish ones, though, please comment with a link!
  • My brain can quite happily cope with 5 languages in rotation! I can switch from watching something else in Italian, to watching something in Spanish then German, then French, then listening/reading in Polish. I think it has “channels” – I just have to flick the switch between them. Screen Shot 2016-05-24 at 18.52.49Some of the channels function rather better than others! So, my Italian channel, as far as reading/listening is concerned, is similar to my English channel in terms of comfort/understanding levels. My French channel isn’t far behind. My German channel was a lot more sub-functional initially but is getting easier all the time, the more I use it. That said, there is a definite difference in my understanding of Italian and French, and that of German. My Polish channel barely exists, but a channel has been made – “under construction”! Ditto the Spanish channel, except it borrows understanding from the Italian and French channels…
  • Like one of my students in my upper intermediate course last term commented, I may not have met all my goals but I’ve certainly done a lot more than I would have if I hadn’t set them. So, I may not have met my contract but I’m pleased with what I have done!
  • Every little DOES help: Screen Shot 2016-05-24 at 18.54.42YouTube clips of 8-10 minutes. Reading a few pages chapter while I’m eating my lunch etc. It’s all input! So I stand by what I’ve kept telling students over the years: doesn’t matter if it’s “only” ten minutes, way better ten minutes than nothing!

 

  • With Polish I have needed the support of listening and reading at the same time. I think that now I could just about manage to read without listening – my brain has an idea of how it sounds now! The next step will be reading and comparing with a version in English or Italian, to help build up my vocabulary (well, it worked with Italian!).
  • My German is coming back slowly but surely. Woohoo! After a month of consistent listening and reading, I can say stuff again. Not heaps, but much more than I could a month ago!
  • The amount of languaging I do depends on the weather. When it is a bit rubbish and I am stuck indoors, I do a lot. When it is sunny and I can be in the garden pottering about, I do very little! See my “life is too short” excuse above. For me, being outside wins every time. I do try to multitask though, for example when I am out running I talk to myself (in my head) in different languages, to exercise them at the same time as my body!
  • Resource management can get confusing. Partly because I do some YouTube watching on my computer and some on my iPad, so it’s difficult to remember where I’m up to. But also because Harry Potter chapters are quite long by audio, ditto Crepúscolo, and I rarely listen to a whole one in one go, but my iPad appears incapable of remembering my place in the audio recording. Yet, if I have an *audiobook* on my iPad (not sure why my audiobook of Harry Potter has decided to be in the music app rather than Ibooks where all my other audiobooks live) and my computer, and I listen partially in both places, it keeps track and puts me in the right place regardless of device. So, it seems to be a problem only with the ‘music’ app. (If you have any suggestions for fixing this, please let me know!)
  • I really enjoy languaging. (But I suppose I already knew that!)

What next?

Well, as I mentioned earlier in the post, when I feel sufficiently confident, start doing a little bit of side-by-side comparison of Harry Potter Polish and Italian/English/French versions (not all, just one of those will do!). I also want to email some German friends of mine in German (been a while since I did that!) Other than that, keep doing what I have been doing and see what else I feel like! I’d also quite like to use my notebook more… It’s one I bought but didn’t use for my M.A. and has been gathering dust since. It’s perfect because it has 4 sections, so that’s one for each language except Italian, which already has its own notebook from the few lessons I’ve had. So far, I’ve used it for Polish only! image1Need to work out what I want to use it for with the other languages. I suppose mostly I have just been enjoying input and haven’t needed a notebook for that… I also want use the lovely pack of coloured pens I treated myself to more – so far, again, just for Polish! (You can’t see it in the pic above but believe me, there has been purple, orange, pink, green… 🙂

Let me know if you have any suggestions for anything I could be doing with my languages by commenting on this post! Will be happy to hear from you.

New horizons, challenges and professional development

I’ve been on holiday for the last two weeks! And guess what? I didn’t do any work. At ALL! It was bliss. Days and days of spending time with my gorgeous horse – isn’t she lovely?!

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Now, however, it may be the weekend (by the time this blog post is finished, nearly the end of it!) but the holiday is distinctly over and I am hard at work in preparation mode:

On Monday I will be starting full-time work in the University of Sheffield International College‘s English department, which is staffed by the University’s ELTC (English Language Teaching Centre) where I have been working (on a summer school and then on part-time evening classes) since last June. I actually did two weeks’ worth of cover work at USIC last term, so the set-up isn’t brand new to me, which is nice! Not only do I know the building a little (including how best to get there on my bike – no small bonus given that I am directionally challenged!), and how the teaching works, but also a fair number of my colleagues I know from summer schools and from doing the cover work. The type of teaching (EAP skills-based) is also familiar from summer schools. The result? I can look forward to the challenges without worrying too much about the ‘being new overload’ that usually goes with starting a new job!

Since September, while working at the ELTC part-time, I have been milking the ELTC teacher development programme for all I’m worth – attending scholarship circles and workshops, delivering workshops and so on. Now, I’m also getting excited about the developmental opportunities that lie in the challenges I will face in my new job.

For example:

  • apparently getting students to do their independent learning work is an issue. This self-study works on the basis that for every hour of class time, students need to do an hour in their own time. In this time, they have to complete various tasks which relate to the work done in class. They often need to have done certain tasks before a class in order to gain the most benefit from it. Being the learner autonomy geek that I am, this automatically looks like just the kind of challenge that is right up my street! We’ve been sent a journal article on Flipped Learning/Team-Based Learning which suggests a seven-step procedure to prepare learners for this kind of approach, so I plan to adapt that and then, in addition, apply my own principles for enabling the kind of independence the approach requires.
  • WAS, or the Writing Advisory Service, is a one-to-one service offered by the ELTC which gives students the opportunity to bring a sample of writing to show to a tutor and receive guidance on how to improve it – in terms of structure, organisation, vocabulary, referencing etc – as well as signposting to useful resources that they can use to continue this improvement beyond the end of the appointment. It is not a proof-reading service. A small number of these WAS appointments will be included in my timetabled hours. I have completed an online induction for this, which involved watching a sample annotated session, with annotations focused on what the tutor was doing throughout the session, and then a second longer sample, with no annotations, with accompanying questions to answer. While time-consuming, it was very useful to watch these samples as I feel I now have a much better idea of how to negotiate a WAS appointment as a tutor! The challenge here is to implement what I have learnt from the induction hours! This one-to-one writing coaching is something that I haven’t done before but I do have some experience helping students with academic writing from my two summer schools, so that should help. Equally, doing these WAS appointments and getting better at them will hopefully help me come summer school time.
  • EAP! On the plus side, I have two summers of EAP under my belt now (and of course the two weeks of cover work I did at USIC last term) so I’m not starting from scratch by any means. Nevertheless, I’ve also just had two terms of General English courses so I need to get back into the swing of EAP. A change is as good as a rest, so I’m looking forward to getting stuck in to this form of teaching again.
  • Dare I say it, work-life balance… I’ve enjoyed having one of those for the last 10 months, since starting at Sheffield University with the summer school and continuing from there, and I hope this will continue to be the case. I plan to keep up my ultra-running training (am currently preparing for a 30 mile event in August!), get out on my bike as much as I can, try and play my clarinet from time to time (!), keep the garden in hand and – who knows – do some language study (Italian, French, German, Polish) once in a while too…? Not to mention some relaxation occasionally! At least the days are now getting longer and brighter, always helps. Hurrah for Spring! 🙂
  • IATEFL – I’m speaking at IATEFL again this year, on the topic of learner autonomy and academic listening, and look forward to all the learning that will take place there too. I think my attention will mainly be divided between EAP-focused sessions, teacher training-focused sessions and materials development-focused sessions.

Exciting times ahead – watch this space!

Teacher Education Circle (2)

This blog post has been waiting a LONG time to be written! The second meeting of the Teacher Education Circle was well before Christmas… Better late than never!

So, sometime before Christmas, there was the second meeting of the teacher education scholarship circle at the ELTC in the University of Sheffield. Prior to that, I had of course been reading Language Teacher Education by Jon Roberts, in particular the opening section in which different approaches to teacher education were explored. Here is my summary from my much-neglected ELT book challenge (yet another post waiting to be written…!) :

[…]it considers the behaviourist approach, where trainees are expected to follow a particular model of teaching, with no deviation, so that learning to teach is an exercise in imitation; the humanistic approach where change is enabled rather than directed by other people, giving the trainee more control; the constructivist approach, which draws on Kolb’s theory of experiential learning and draws on a trainee/learner’s existent knowledge and experience, so they are no longer a blank slate but somebody who brings something of value to the table; and finally a socialisation approach, where as well as the trainee’s own experience and background, influences on the trainee are also taken into consideration e.g. the school, the community, the education policies in play etc.

So, 4 approaches:

  • behaviourist
  • humanistic
  • constructivist
  • socialisation

Fast forward again to the Teacher Education Circle. We started by considering some approaches to teacher education (as planned at the end of the first meeting, hence my reading around the subject) and since that point I have been planning to compare my notes from the Jon Roberts book with the handouts from the circle. Finally, here goes!

The handouts were taken from Training Foreign Language Teachers. A Reflective Approach, published in 1991. The Jon Roberts book was published in 1998, so fairly close together in the great scheme of things. I haven’t read the book so this is what I have gleaned from the diagrams on the handout and our discussion. Feel free to jump in and disagree in the comments!

Wallace offers 3 “Models of Professional Education”:

  • the craft model
  • the applied science model
  • the reflective model

The craft model has a lot in common with the PPP approach to teaching grammar. You study with someone experienced, who instructs you and demonstrates how it is done, after which you practice a lot and in due course you become competent.

The applied science model starts from scientific knowledge, which is applied and refined by experts, then once refined it is passed on to student teachers, who practice it and in due course become competent. There is another loop in the diagram of “periodic up-dating in-service”, so presumably teachers receive more input from experts at various points which is then also practiced and also contributes to greater competence.

The reflective model draws on both received knowledge (content dictated by what is considered to be necessary for a member of the profession to be able to do) and experiential knowledge (also called “knowledge in action”, gained through experience) and there is a repeated cycle of practice and reflection which leads to professional competence.

We agreed that current training methods draw on a mixture of these. Take the CELTA for example. You study with an experienced practitioner, you receive input (based on current knowledge of how languages are taught and learnt, mediated by an experienced practitioner), you practice, you’re encouraged to reflect on your practice, and so on.

I would say the craft model and the applied science model both have elements of Roberts’s behaviourist approach in them, as the experienced practitioner provides the teaching model in the craft model and the embodiment in practice of the scientific knowledge in the applied science model, and the route to competence is likely to involve a good bit of imitation of those models. The reflective model, on the other hand, is more like the constructivist approach, in that previous knowledge/experience are acknowledged rather than the student teacher being an empty sheet of paper and reflection on experience is part of the learning process.

I suppose the humanistic approach could become an element in any of the models, if trainees are given more control over the learning process.

Based on the name of the book, we can guess which model Wallace champions!

After we had discussed these approaches, we started to develop a model for a teacher mentoring system at the ELTC (which we had come up with as an idea in the previous meeting). It was really interesting to be involved in this, to have input into the development of something new. Watch this space!

The next meeting is on the 18th Feb, so I have at least managed to write up the last one BEFORE the date of the next one! Win. Be interesting to see what comes up next. Meanwhile, I have recently read an article called “Writing for publication as a tool in teacher development” (Rathert, S. and Okan, Z. (2015), published in the ELTJ Vol. 69(4), pp.363-372) which was interesting, and have a set of three articles about getting into teacher training which I plan to read as soon as I finish preparing the session I will be doing at Leeds Beckett University tomorrow, for the Multimedia and Independent Learning module.

Never a shortage of things to do! (Or blog posts to write…I will keep chipping away at the backlog whenever I can…)