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denise

Joined: 23 Apr 2003 Posts: 3419 Location: finally home-ish
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Posted: Mon Dec 01, 2003 12:23 pm Post subject: |
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| struelle wrote: |
[ Have spoken English offered as an elective course in high schools and universities, not something that's required. This is why I prefer language centres in hindsight, they provide essentially voluntary training for those willing to go.
Steve |
Interesting. I would prefer university (or even high school, although I haven't tried it yet) teaching to private language schools, because of the more academic nature and the feeling that I was really "teaching," even if the students were considerably less motivated. I do agree that private language school students are more likely to be there of their own accord, but the lack of structure ("coercion?") that I felt when I taught at a language school really made me feel almost like an entertainer rather than a teacher. (Granted, I didn't have the training that I do now, but that's a whole 'nother issue.)
Is there a trade-off, then? Feeling like a true teacher but with students whose motivation is questionable and who cannot articulate/do not know their needs vs. "edutaining" a class full of students who are there voluntarily and might have a better idea (although likely still not crystal clear) of what they want? If I had to choose, I'd go with the former, I think.
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struelle
Joined: 16 May 2003 Posts: 2372 Location: Shanghai
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Posted: Tue Dec 02, 2003 4:55 am Post subject: |
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| Quote: |
| Is there a trade-off, then? Feeling like a true teacher but with students whose motivation is questionable and who cannot articulate/do not know their needs vs. "edutaining" a class full of students who are there voluntarily and might have a better idea (although likely still not crystal clear) of what they want? If I had to choose, I'd go with the former, I think. |
I can understand this. The role of a teacher in university would be more academic, and students would likely have more respect in the student-teacher relationship.
With language school customers, the students would have more say in what they wanted to learn, and the teachers role would also involve customer service.
In hindsight, I'd rather choose (b), partly because my background was in customer service, from all those part-time usher and cashier jobs I did to work my way through university. Not all students in language schools want 'edutainment' but they want an enjoyable learning process. There is also a large academic component to language schools who think their program through. Obviously this doesn't apply to fly by night schools out for a quick buck. But the reputable schools have an academic program.
The biggest plus for language schools is that students (adults that is) are more likely to take responsibility for their learning. The teacher, simply put, doesn't have to put up with a lot of crap because the students are self-selected to be there. Also, the teacher learns to develop quickly because student satisfaction becomes the priority.
In high schools, as I'm discovering, a large chunk of male students *don't* want to be there! Then the teacher has to put up with more crap and waste energy on disclipine when he or she could be actually teaching stuff. Also, high school studetns aren't really customers and if you treat them as such, they don't understand the concept. It's more like, "OK, you're the teacher, tell us what to do."
Steve |
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Roger
Joined: 19 Jan 2003 Posts: 9138
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Posted: Tue Dec 02, 2003 6:04 am Post subject: |
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Well, Steve, "students don't want to be there..." (in high schools or universities), so you prefer "private language schools" because you feel these students want to study English?
In my experience, nothing could be further from the truth.
If they pay by themselves, I would tend to agree with you although it has come to my attention that lots of "students" actually join out of boredom. They don't study seriously, they just go there so as to experience the inside of society's womb. They are often very critical of what's acceptable to them. Please, no serious teaching, just "free talk" (or whatever it may be called). And, please, we don't want to talk to each other - we are talking to YOU, YOU MUT LISTEN TO US. Even if you can't understand their English...
And then, lots of students get freebies, companies paying for their enrolment. That's not a good idea. They don't have to pass any exam and meet any criteria set by professionals.
I know you countered my claims a while ago by saying in your experience, adults make for fine students. It may be true in your case, or in the case of your school (wonderful once-in-alifetime incident). But I can only say, based on my experience and compared with that of some fellow expats, that at least half of our adult "students" just don't belong in our classes. The other half - well, pity them for being thrown together with comatose and childish fellow students. |
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FGT

Joined: 14 Sep 2003 Posts: 762 Location: Turkey
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Posted: Wed Dec 03, 2003 12:37 am Post subject: |
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With all due respect to Roger.....
In my experience (in Turkey) language school students are preferable because they do make the choice to be there. Even if their company is paying for the course, or particularly so, they want to learn. We often have a situation whereby the company pays only if the student gets (eg) more than 65% in the monthly exam. Sometimes you have a student who tries really hard but isn't a natural language learner and they may not get enough points for the company to continue to pay (although they pass the exam), they often then put their hands in their own pockets because they are keen to prove themselves. I hasten to add that we do not allow students who fail to continue regardless, though we do provide an opportunity to repeat (at a reduced rate) and try again. |
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Roger
Joined: 19 Jan 2003 Posts: 9138
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Posted: Wed Dec 03, 2003 5:52 am Post subject: |
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FGT,
thanks for the little extra information: your students have to pass an exam. That's never the case in this part of the world. I even suggested it to a company that hired me to do in-house training. I got my rquest approved, and we did a kind of exam. This enabled me to sort the "students" into three levels. The two lower levels were lovely to work with as their needs were clearly identified. The top level was, however, made up of a bunch of arrogant young university graduates with in a number of cases excellent English skills. There were, of course, others whose English was less brilliant though I rusted them to be able to catch up over time.
This class was a waste of resources because those chaps there would drop in when they felt like, and leave early if they so desired. Mobile phones would go off (and I would angrily point to the door in my back to make them aware of where they could talk to their girl friends). They had to pay a token 5 kuai per lesson, and this would be returned to them after completing the course, with everybody attending all lessons. Of course, all attended the lessons (or had acceptable excuses they had to communicate to the office before the lesson began), but no staff from that company monitored how many came half an hour late, or left a full hour early.
And my stipulation that they also pass a final exam ws mysteriously forgotten, then rescheduled upon my reminding them. How many did come to that exam?
One third fewer than on day 1.
What did that exam matter then? It was a mere show. |
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struelle
Joined: 16 May 2003 Posts: 2372 Location: Shanghai
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Posted: Wed Dec 03, 2003 10:04 am Post subject: |
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| Quote: |
| I know you countered my claims a while ago by saying in your experience, adults make for fine students. It may be true in your case, or in the case of your school (wonderful once-in-alifetime incident). But I can only say, based on my experience and compared with that of some fellow expats, that at least half of our adult "students" just don't belong in our classes. The other half - well, pity them for being thrown together with comatose and childish fellow students. |
The problem may be that we're comparing our own experiences with language schools and students so our opinions rely a lot on subjective claims. But one of the nice things about teaching is that the field is so diverse. Language centres and traditional academic environments are two very different ballgames. Not only is age different, but the role of the students is. Other different ballgames would be teaching primary students, either in traditional schools or private kindergartens.
Since the field is so diverse, it follows that the personality, style, methods, philsophy, etc. of each teacher is also diverse. One teacher may flourish in language centres, but stick him or her in a high school and the going gets tougher. Another teacher may find the opposite case. Also, the environment can change *within* a company or school! A teacher may work well with one set of management, but may find it more difficult with another set.
No school is perfect. Just as high schools have their problems, certain teachers may enjoy the challenges and the environment regardless. Same goes with language centres. Many have loads of problems, and I agree with what you said that not all belong in the class. Still, working within those challenges I find exciting. Nothing beats having a class with all kinds of different students, and then seeing the group gel together as the weeks go on.
The flexibility of language centres I enjoy the most, that students choose the types of courses they want to meet their goals, and classes have flexible start dates. Of course not all students will take their own responsibility, but the chances are highest you'll find these types of students at the centres. At a high school, the chances are much lower. This isn't bad, it's just that most high school kids in China haven't learned the concept of independent learning yet. As I'm discovering, they need more external motivation, which is something I'm not the best at providing.
Steve |
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