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Mojoski
Joined: 03 May 2009
Posts: 170
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 Posted: Tue May 12, 2009 7:39 pm Post subject: |
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| maarg wrote: |
| Mojoski wrote: |
In the private sector, it's all about making the client (student) happy. In other words, they want retention and word of mouth for increasing business. Of course you should know the material and proper teaching techniques, but there's nothing wrong with making the lessons fun. It engages the students (at any level), and that is beneficial for learning.
In the private schools, you have to get the students to like you. This is what the company likes to see. I never pass up an opportunity to have a laugh with my students, and having a vivacious manner is endearing and also transfers to the students. Face it, when you are in front of a class, you are onstage. Play to the audience, enjoy it. It doesn't have to interfere with sound teaching--rather it enhaces it. And BTW, studies have shown that adult students need praise and encouragement just as much, and perhaps more, than young learners do. |
I never said I am a grim-faced monster who only cares about what's in the coursebook. Or that there's no need to praise adult students. You seem to be missing my point. |
Haha, okay, maarg, I also never said you were a grim-faced monster. I was trying to illustrate the point of view of the employer and, presumably, the DOS representing the employer, and to suggest what could be done to please them, and in so doing, not compromise teaching effectiveness. That was my point. The praise thing was just a BTW, tangentially related to the topic. Anyway, be forewarned that contradicting the DOS will have little chance of being productive. Enjoy the teaching and try not to let the higher ups get to you. Best of luck. |
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maarg
Joined: 01 May 2009
Posts: 24
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| Posted: Tue May 12, 2009 7:58 pm Post subject: |
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| Mojoski wrote: |
| Haha, okay, maarg, I also never said you were a grim-faced monster. |
And I never said you said I was one 
| Mojoski wrote: |
| Anyway, be forewarned that contradicting the DOS will have little chance of being productive. |
Yes, I hear ya, but with my aversion to toeing the line, and with the number of language schools in Warsaw, there's always an option of moving on... And yes, clashing with yet another DOS I guess  |
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NilSatis82
Joined: 03 May 2009
Posts: 110
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| Posted: Tue May 12, 2009 8:09 pm Post subject: |
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| spiral78 wrote: |
I disagree - it's a matter of style. There haven't been so many laughs in my classrooms over the years (though there are always a few, they tend to be genuine, not calculated). It's entirely possible to establish a good working relationship with adults without basing it on entertainment, if that's not your personal style.
Nothing wrong with fun, but straining to be 'funny' isn't necessary to be a good teacher. |
Couldn't agree more. My old DoS told me once that I had to 'be more funny' in the classroom. To be honest, he was probably right as I realise that your personality does play a big part in how you are perceived by students. However, as someone who is completely hopeless at telling jokes, being asked to tell one at the start of the next lesson was never going to work. I knew the student's would see straight through it.
Any funny moments that have occurred in my class have always been spontaneous. Planned humour never works in my experience, at least not in my classes anyway. |
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maniak
Joined: 06 Feb 2008
Posts: 194
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| Posted: Tue May 12, 2009 9:53 pm Post subject: |
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Sorry, but Im of the opinion a good teacher has to be just a good performer. Even with grammar exercises this means having an upbeat voice and dropping some interesting tidbits, with just the right amount of massaging to make the students understand why its important but also have a bit of fun, in the end its still boring grammar.
Jokes and laughter count. I take pride in that my lessons are sometimes nonstop laughfests, but have the ability to steer the lesson in such a way that a student learns quite a bit as well, if not just pure vocabulary needed for jokes. I guess it helps also knowing how to take a shot at yourself and having some humility, and that realizing that you are in fact a commodity that needs to sell as much as teach. |
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spiral78
Joined: 05 Apr 2004
Posts: 11534
Location: On a Short Leash
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| Posted: Wed May 13, 2009 5:31 am Post subject: |
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| maniak, it may be true and work well in some teaching contexts - but most definitely not all. |
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maarg
Joined: 01 May 2009
Posts: 24
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| Posted: Wed May 13, 2009 6:02 am Post subject: |
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| maniak wrote: |
| I take pride in that my lessons are sometimes nonstop laughfests, but have the ability to steer the lesson in such a way that a student learns quite a bit as well, if not just pure vocabulary needed for jokes. |
Well, if I'm only expected to teach the vocab needed for jokes, then I'm definitely not cut out for this job.
Again, I agree having a few laughs and a good atmosphere in the classroom are desirable, but not the goal in itself in my opinion. And I certainly don't believe most students come to class only to have a good time. When I meet with a student to talk about what their needs and expectations are, they usually tell me they need to improve their language skills for work, or that they need to pass an exam, etc. No one has ever said that they want to have English lessons because they're bored or that they expect to be entertained. If these were their expectations, they'd stay home with their families or meet up with friends, instead of counting on some stranger to crack jokes. Needless to say, that would also be much cheaper than signing up for an English course. |
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hrvatski
Joined: 16 Nov 2008
Posts: 270
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| Posted: Wed May 13, 2009 6:19 am Post subject: |
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You don't need to be a clown, but it's preferable to be extroverted and spontaneous (among many other things). I have seen both teachers with very little humour, as well as joke-a-minute types be very successful.
Well-chosen material, sensitivity to students' reactions and the ability to keep interpersonal contact smooth has a lot to do with students liking a teacher in my experience. |
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spiral78
Joined: 05 Apr 2004
Posts: 11534
Location: On a Short Leash
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| Posted: Wed May 13, 2009 7:14 am Post subject: |
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I agree with hrvatski, except for the 'extrovert' label. I'm not one...but because I have a genuine interest in the goals and success of my students, I've always been able to build a genuine rapport.
One example I can think of where humor is definitely off-limits is in my classes of Saudi students. They are older men, living in Europe temporarily to study - and not at all receptive to joking. However, they are receptive to a quieter, attentive, responsive, and supportive approach.
Europeans often 'get' humor in English, and enjoy it. But that's most definitely not true of all students - and not the focus of most European students, either. |
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Glenlivet
Joined: 21 Mar 2009
Posts: 179
Location: Poland
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| Posted: Wed May 13, 2009 8:07 am Post subject: |
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| spiral78 wrote: |
| maarg, I think you'd be entirely justified to invite your DOS to an entire lesson. I also once had a director who specialized in the ten-minute visit, and then spent our feedback period telling me what I should have done before and after the clip she witnessed. What a waste of time! |
I've just had my second (and final) observation which lasted for 20 minutes of the middle of an hour and a half lesson. The first observation was for the first 20 minutes of the lesson. Generally the comments were good although most of the criticism would have been negated by attendance of the full lesson AND possession of a lesson plan so that the lesson objectives were known. | | |
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