Job Discussion Forums

[propertee]

[Beyond1984]

"...there are bound to be a few Chinese students ... notwithstanding their stated intention of going abroad, who seem to demonstrate an almost reflexive dislike of things foreign: active teaching methods; being forced to speak anything besides Chinese ..." -China.Pete

I'm reading an interesting book about nations, called "Imagined Communities: Reflections on the Origin and Spread of Nationalism," by Benedict Anderson, 1983. Here's a telling quote that may explain the resentful, uncooperative attitude of some of our students:

"My power is such that they have had to learn my language." (148)

When I taught elsewhere, my Saudi students were the most uncooperative. I later understood that since the Koran was written in Arabic, they considered it the prince of languages; they felt humiliated and debased by having to learn the "inferior" English language.

-HDT

"How does it become a man to behave toward this American government today? I answer that he cannot without disgrace be associated with it."
-Henry David Thoreau, "On the Duty of Civil Disobedience," 1849

[InTime]

Beyond1984 quoted:

[Lobster]

The reception to the the authoritarian/military/bootcamp approach is very positive. Students perceive that you are serious, capable and responsible. The greater control means less time wasted on discipline and disorganization. It is important that humour is involved and that students know that you are being strict for their benefit and not for your gratification. This approach can quickly develop group/team dynamics and language survival skills. It can make learners strong, build a sense of responsibility and help nurture leadership abilities. It strengthens students' resistance to learning and application stress. It helps to bring the attitudes and values of the outside world into the classroom.

If you've been in the military, you know that the purpose of bootcamp is to raise your and your squad's chances for survival in combat. It trains you not to do ill-considered or gut-reaction things out of panic and stress. It accomplishes that by desensitizing you to things that don't directly affect your mission. Any soldier will tell you that, compared to their training sergeant and bootcamp, the rest of the tour is generally a cakewalk.

After a term of being forced to answer series of rapid-fire questions, create ad-lib dialogs without notice, make and defend arguments spontaneously and give public presentations on a routine basis, my students don't find it particularly stressful or difficult to have a normal conversation in English. You may think of this as another way of lowering the affective filter.

RED

[GeminiTiger]

[InTime]

Gemini Tiger...you commented on:

[Lobster]

Yes IT, my class is half girls and has quite a few "non-macho" boys as well. The more serious they are about learning, the better they respond. It's really the ones who have little interest/ability who are initially the most resistant. After they get the through the first stage of being forced (expected) to answer or participate, they become willing and joyful volunteers who are eager to speak and learn.

Crazy English? Can't really say that I've looked into it in depth, but the idea of just shouting out phrases isn't my my idea of a learning strategy. I'm a bit old-school with the concept of production/correction-feedback/reproduction and the idea of sentence patterning and conversation structure. Your typical Chinese English class, with its focus on mass repetition, has an outcome which we all see too clearly; the non-productive learner. I don't think too poorly of it, as the goal of these classes is exam preparation and not communicative ability.

Now, Gemini, if your students are acting out I'd suggest that you try to employ more of this no-nonsense, peer-pressure, report-everything-to-the-class teacher approach. Use your class monitor. Do a Guliani on them. If you've already got them pegged as you have, you have effectively sabotaged any chance of success with this group in your classroom. Most of us don't have the freedom to choose our students, and being able to deal with the problematic ones is the sign of professional ability. If you haven't had the training to cope with these issues, I really do feel sorry for you and encourage you to do some research into classroom management.

RED

[InTime]

Lobster, thanks for the INFO. Sounds good!

BELOW demonstrates that we are not alone.
NOTE again the use of the word "animal."

[A Token of My Extreme]

[vikuk]

[Lobster]

I've moved my response to the "Promoting Change" thread, as I think that's a better place to keep all these thoughts together. But before I go, please don't think that I "bully" my students in any way instead of campaigning for administrative change. That's a ludicrous and unprofessional implication. Being assertive in the classroom does not equate to bullying in most people's books.

RED

[mgafunnell]

pass them if they don't turn up. it's unprofessional but you will retain your sanity.

[A Token of My Extreme]

[Wonderful Yunqi!!]

I'm now back teaching in a university and loving it, at least the 1st week. But, I also have a tough class. My plan went over well with all of the other groups. This class will be a challenge. Any suggestions on getting them "happy to be there"?

[cj750s]

DP


I dont think they allow that kind of going ons around Dave's ESL.