This is the first in what I hope to be a series of EFL experiments where I try to bring great EFL minds together to show what can be accomplished by informal teamwork in the EFL world. And I’m not talking about famous lecturers but YOU the bloggers who are pushing EFL in new directions and developing the industry far quicker than books can keep up with.
So, experiment 1 follows on from what Anthony Gaughan seems to be doing with his Unplugged CELTA course and is directly related to Luke Meddings last talk at iTDI. Both of these EFL thinkers are pointing to the value of peer discussion in TD and reflection which is what Dale Coulter also supports. The idea seems to be that from talking to peers about our lesson(s) courses and being open and sharing ideas as well as reflecting we can develop probably more than via an old fashioned observation and FB. This has long been the backbone of TD in many schools and just tests 1 lesson and doesn’t always help future development. In essence, this is a Friday afternoon in the staffroom discussion amongst friends/colleagues.I hope you join in.
How’s it work?
1)I’ll describe how I feel about my new classes and what I think works/doesn’t or just how I feel
2)Please give me your comments/FB/ideas and build on and discuss those of other people
3)At the end (say 1 week)I’ll summarise what I think was really helpful and why
4)An expert(s) will comment (hopefully) on what they think of this approach in comparison to the traditional one.
I have 1 private in-company student who I’ve been teaching for a few months and is now about intermediate. I’ve been using Dogme style teaching ie letting conversation evolve into themes and working on grammar via emergent language. I’m happy with it and so is the student but now she wants listenings, role-plays and some readings. So far I have occasionally brought in materials but it hasn’t worked as it disjoints the lesson’s theme/flow. I’m not quite sure how to maintain a student focus and use these outside elements without it turning into an input/material heavy session. As we have 2 hour sessions my student gets pretty tired after doing reading/written/listening work so she’s been happy to do more speaking.