Job Discussion Forums

[Hod]

[grahamb]

[fluffyhamster]

Hmmm I dunno Hod, I think the poll might then get a bit skewed (in the same way that all those right-wingers supposedly paid their three quid and voted with glee for Corbyn), and I've never assumed I have the majority's support on here in any case. Either way, it wouldn't be much fun writing stuff for an audience I suspected if not knew was unappreciative, which explains why the plan wasn't forthcoming before certainly. I'm nobody's scurrying plaything. If people don't want to read what I write they can skip my posts, and I've no reason to think that those who may already skip them would seriously read things shortened for their "benefit". Like I said before, personally I prefer to read (quite detailed, long n strong) rationales than (relatively scant, short and weak) plans, and doubt a weak plan could produce a strong rationale (other than in a jargony~lip-servicey, box-ticking way).

[Hod]

[grahamb]

[Hod]

[fluffyhamster]

If there's only one answer how can there be 'each answer'?

And BTW Google has waffly at a 3:1 ratio compared to waffley.

I hope you've also noted Grahamb's points regarding the meanings in your gap-fill-before-last.

See? Real teaching. But have fun continuing to produce your gap fills, must be a real stretch of your creative powers!

[Hod]

Touche, but I did a lesson plan. You didn't.

[fluffyhamster]

Shall we look again at your lesson plan then? You said you'd 'introduce the structure using my daily quota of TTT' but gave no details of what this introduction would consist of. Without further ado you then moved on to the princely sum of two utterly decontextualized and 'not brilliant' examples replete with the apparently obligatory and fantastically helpful 3 CCQs each. Or possibly you'd do some of your famous random gap fills. Hard to tell really. Finally came the grand finale, 'a controlled- and then free-speaking activity in pairs, which I’d monitor and correct at the end'. Again, no details were provided. Or perhaps you'd simply do that BC activity that you linked to, which I've shown is not very good at all. All topped off with an altered Einstein quote. Yet somehow I'm the one who's being vague and giving students a testing time?!

[Hod]

It's amazing. It's within your power to stop this debate and show how good you are. All you have to do is a lesson plan.

You've spent countless hours writing waffley [sic] chunky meandering paragraphs which no one has read. You've analysed my back of a fag packet lesson plan like some OFSTED inspector.

Stop being waffley with excuses. Do a lesson plan.

[fluffyhamster]

But the debate has been so one-sided. You're making out as if coming up with a couple of lesson plan stage headers and little more, and all with almost zero consideration of contextualized, functional content, is so very difficult and what separates great teachers from know-nothings. It's like watching someone trot out a very sparse list of ingredients (saucepan, egg, water, heat) in the hopes of winning Masterchef or impressing anyone let alone experienced judges with just that. Wowwww, a hard-boiled egg, how - on - EARTH?! And does anyone here seriously believe I or anyone else couldn't bang out at least similarly thin lesson plans in mere minutes?

Part of the reason I'm not giving you a lesson plan is because I'd probably take a good hour or two over it (as I'd want it to actually be halfway decent and reasonably detailed), but for doubtless very little now in return. I mean, what's the point? I have literally nothing to prove to you now, can prove nothing to you, given your constant dismissiveness. Life's too short mate, but it carries on. Who knows, maybe I'll one day finally get over myself...provided people like you get over yourselves first. You call me an OFSTED inspector, but you're the one who seems to be demanding an Outstanding rating (or certainly wanting to be quite the inspectorate yourself) in spite of your back-of-a-fag-packet false humility. Why else would you keep demanding plans?

And let's not forget that the person who challenged those he'd apropos of nothing slurred as "edutainers" to show how they'd teach 3rd conditional was you - I know I certainly didn't ask or insist that you put yourself out at all (and I'm not glad you did, and in all honesty don't think you have, in the final analysis!).

[AGoodStory]

I hope you all are having as much fun writing this thread as I am reading it!

[fluffyhamster]

Well, I sure had some fun writing the following at least!

It isn't a plan in the conventional sense, but it will certainly help give you guys a much better idea of how I run these conversation-based lessons that I've been banging on about for years. (I guess I felt duty-bound to give Hod something, but it isn't just for him!). Enjoy! LOL

NB: I've varied the formatting a bit at first, to give more idea of the phrasal nature of the speech (i.e. the teacher shouldn't just be reading out the text [well, script] aloud, but actually trying to make it sound more like casual speech!). The "actual" speech parts (in bold) should be more involving than the instructionese (it helps if one varies one's voice and leans in and back out respectively for these differing roles). Bracketed material is optional or gives alternative forms, explanations etc. Note that student turns are marked with chains of asterisks, especially their main story telling-turn, which is marked with a looong chain. I haven't proofread it that thoroughly, but hopefully there aren't (too m)any mistakes.

Oh, and one last thing: it's a bit of a running joke with myself that I occasionally find ways to slip (ship?) in stuff concerning the Titanic (in much the same way that I've noticed I and some others too like to fall back on the noun 'bananas' when thinking up example sentences sometimes), but that's actually a reasonably interestiing lil story at the start there. But there is enough in the plan e.g. the ghost story (that I saw in the following book many moons ago! Scroll down to just past halfway, to the scan entitled 'A Phantom Warning': http://the-haunted-closet.blogspot.co.uk/2012/06/haunted-houses-ghosts-spectres-usborne.html , but note https://en.wikipedia.org/wiki/Frederick_Hamilton-Temple-Blackwood,_1st_Marquess_of_Dufferin_and_Ava#Dufferin_and_the_ghost LOL) that a teacher should be able to omit, re-order or replace any item(s) entirely according to taste or time of year (Halloween season yet, or not quite? And ghost stories are hardly that believable ultimately, are they! Could seem out of place, etc), and the personal story will obviously be one's own to include and tell.

[scot47]

I used to have a dog that liked nothing better than a tasty hamster, but he was dognapped by persons unknown.

[fluffyhamster]

You mean you'd take him around to people's houses (those that you knew had hamsters as pets) and let him loose? Or were there wild hamsters where you live(d)?

If the former, maybe it was revenge.

If you hadn't let your dog eat their hamster, ...