Hey Friend,
I am doing a survey for an article for my e-zine over at www.esl-education-network-online.com I am wondering what your biggest gripe about teaching in the classroom is.
Depending on your answers we can turn this into a poll.
Your Friend From Brazil,
David A. Bailey, Jr
What is your biggest gripe about teaching?
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fluffyhamster
- Posts: 3031
- Joined: Tue Oct 26, 2004 6:57 pm
- Location: UK > China > Japan > UK again
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woodcutter
- Posts: 1303
- Joined: Sat Jun 19, 2004 6:14 am
- Location: London
I second (and third)....
Hey all.
I second (and third) both fluffyhampster's and woodcutter's comments and add my own.
The constant tension generated by how the "boss" wants to present his classes by keeping the classrooms completely vacant of personality and what an individual teacher might find necessary in order to enjoy his/her time closed in that room with those students. (Sorry, thinking about the bookshelves that I finally got him to purchase but which I had to go and pick up, heavy buggers, and set up and then he goes and takes away the other smaller bookshelves so as not to spend money on some new bookshelves for that other classroom, there are signs of a recession on the horizon in Spain!) Which I suppose would simply be the eternal conflict between the business interests in most academies and the "educational" interests represented in the teachers.
And the pay is rotten and this year the hours are rotten as well.
There, I've said it, my boss already knows it, and in half an hour I've got to shower and rush off to class!
peace,
revel.
I second (and third) both fluffyhampster's and woodcutter's comments and add my own.
The constant tension generated by how the "boss" wants to present his classes by keeping the classrooms completely vacant of personality and what an individual teacher might find necessary in order to enjoy his/her time closed in that room with those students. (Sorry, thinking about the bookshelves that I finally got him to purchase but which I had to go and pick up, heavy buggers, and set up and then he goes and takes away the other smaller bookshelves so as not to spend money on some new bookshelves for that other classroom, there are signs of a recession on the horizon in Spain!) Which I suppose would simply be the eternal conflict between the business interests in most academies and the "educational" interests represented in the teachers.
And the pay is rotten and this year the hours are rotten as well.
There, I've said it, my boss already knows it, and in half an hour I've got to shower and rush off to class!
peace,
revel.
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cftranslate
- Posts: 126
- Joined: Tue Sep 09, 2003 7:51 pm
Spain - Public schools
Lack of resources, particularly multimedia and computer technology - In my school there's a technology lab (electricity, mechanics, etc), a music classroom, the art classroom, the Science lab and some others... but the authorities think that no language lab with computers, Internet and audiovisual material (projector with computer link, DVD player, TV, software, etc) and full availability is ESSENTIAL. They have most of us going from class to class with the cassette recorder just like 30 years ago when I was studying.
Imposition of Linux, that (yes FREE but) overhyped, buggy, headache- provoking, operative system incompatible with most peripherals that is threatening to ruin years of teacher computer training by trying to reinvent the wheel and leaving the car a total wreck in the middle of the wilderness.
Lack of hours in the curriculum - Fewer than 10 a week is not enough to meet the objectives put forward in the curricullum.
Mainly unmotivated children, some of them preventing others from learning but being kept in the classroom anyway.
Lack of computer literate foreign language teachers ready to change from the simulated communication of the classroom to meaningful learning using technology for cooperative learning projects in international virtual classrooms and face-to-face student and teacher exchanges.
It is surprising the number of teachers who rarely take the students to the Internet lab to talk, write to, chat, plan projects or exchanges (whatever) with English speakers.
Too many students - More than 10-15 students in a foreign language class is too many. They do not have many opportunities to practise it and spend most of the time listening to the teacher and filling in gaps in sentences and similar useless activities.
General belief that students are learning something and could learn a lot under the above circumstances - They do not learn much English even if they study the language for 10 years.
In some other post I wondered why the students learn English in Scandinavian countries but they don't learn much in Spain, Italy or Greece. I'm still wondering.
Lack of resources, particularly multimedia and computer technology - In my school there's a technology lab (electricity, mechanics, etc), a music classroom, the art classroom, the Science lab and some others... but the authorities think that no language lab with computers, Internet and audiovisual material (projector with computer link, DVD player, TV, software, etc) and full availability is ESSENTIAL. They have most of us going from class to class with the cassette recorder just like 30 years ago when I was studying.
Imposition of Linux, that (yes FREE but) overhyped, buggy, headache- provoking, operative system incompatible with most peripherals that is threatening to ruin years of teacher computer training by trying to reinvent the wheel and leaving the car a total wreck in the middle of the wilderness.
Lack of hours in the curriculum - Fewer than 10 a week is not enough to meet the objectives put forward in the curricullum.
Mainly unmotivated children, some of them preventing others from learning but being kept in the classroom anyway.
Lack of computer literate foreign language teachers ready to change from the simulated communication of the classroom to meaningful learning using technology for cooperative learning projects in international virtual classrooms and face-to-face student and teacher exchanges.
It is surprising the number of teachers who rarely take the students to the Internet lab to talk, write to, chat, plan projects or exchanges (whatever) with English speakers.
Too many students - More than 10-15 students in a foreign language class is too many. They do not have many opportunities to practise it and spend most of the time listening to the teacher and filling in gaps in sentences and similar useless activities.
General belief that students are learning something and could learn a lot under the above circumstances - They do not learn much English even if they study the language for 10 years.
In some other post I wondered why the students learn English in Scandinavian countries but they don't learn much in Spain, Italy or Greece. I'm still wondering.
Last edited by cftranslate on Mon Nov 08, 2004 9:55 pm, edited 3 times in total.
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cftranslate
- Posts: 126
- Joined: Tue Sep 09, 2003 7:51 pm
And now in brief, responding to bigdave question.
1. To many students in the classroom.
2. Few hours and lack of some kind of 'immersion' in the language.
1 and 2 lead to lack of practise opportunities per student.
1. To many students in the classroom.
2. Few hours and lack of some kind of 'immersion' in the language.
1 and 2 lead to lack of practise opportunities per student.
Last edited by cftranslate on Thu Nov 11, 2004 3:44 pm, edited 1 time in total.
Schools that rely on their staff being ignorant of local labour laws in order to get away with flagrant disregard of their teachers' legal rights, and then sack anyone who dares stand up for themselves.
In the classroom, my biggest gripe has to be students who think their intimate knowledge of grammar books gives them the right to lecture their own native speaker teachers, with close second being students who ask "Why is your language different from mine?"
Also videos, OHPs and tape decks that don't work.
Last (but not least) colleagues who don't clean the board at the end of their lessons!! Aaaaaaaaaaargh!!!!
cftranslate - as a teacher in the UK I find that the students who arrive speaking the best English come from countries where foreign TV and film is usually subtitled instead of dubbed.
In the classroom, my biggest gripe has to be students who think their intimate knowledge of grammar books gives them the right to lecture their own native speaker teachers, with close second being students who ask "Why is your language different from mine?"
Also videos, OHPs and tape decks that don't work.
Last (but not least) colleagues who don't clean the board at the end of their lessons!! Aaaaaaaaaaargh!!!!
cftranslate - as a teacher in the UK I find that the students who arrive speaking the best English come from countries where foreign TV and film is usually subtitled instead of dubbed.
I haven't joined in this thread because I'm pretty lucky, and quite satisfied with things the way they are. Although I have a lot of options to pick whichever suitable textbook I like the best, I don't use one. With 35 years of teaching having rolled on by, I've become better at making my own materials, and recycling materials from past classes. My students are all there because it's their choice; they aren't paying for it so they surely get their money's worth, and I don't have to give grades.revel wrote:Hey all.
Today, the biggest gripe is:
the textbook.
You all know what I mean.
peace,
revel.
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cftranslate
- Posts: 126
- Joined: Tue Sep 09, 2003 7:51 pm
I have to agree with Revel on this too.
I spend long hours doing my own materials. They are more useful in class.
Textbooks tend to omit essential frequently heard sentences in particular functions and they tend to be 'dense' and suggest unrealistic exercises.
Many include sections optimistically titled "Fun with Grammar!" or similar headings, however they are usually the typically boring exercises that both students and teachers hate.
And in Spain the students have to pay for the books and the workbooks ...
Also many students borrow workbooks from other older students and half the class is fisnished before the other half begins.
Some other trend: Materials from the omnipresent "discovery" catalog in the US are mostly extremely low quality. They produce considerably better quality materials in England (Longman, Oxford, etc). And I am talking about both exercises and books on language teaching.
I spend long hours doing my own materials. They are more useful in class.
Textbooks tend to omit essential frequently heard sentences in particular functions and they tend to be 'dense' and suggest unrealistic exercises.
Many include sections optimistically titled "Fun with Grammar!" or similar headings, however they are usually the typically boring exercises that both students and teachers hate.
And in Spain the students have to pay for the books and the workbooks ...
Also many students borrow workbooks from other older students and half the class is fisnished before the other half begins.
Some other trend: Materials from the omnipresent "discovery" catalog in the US are mostly extremely low quality. They produce considerably better quality materials in England (Longman, Oxford, etc). And I am talking about both exercises and books on language teaching.
The game of Teacher Chess
Good morning!
Yes, the accumulation of materials by the experienced teacher is much more valuable than most textbooks, though I envy my less experienced colleagues who are able to use those books that the students are forced to buy and expect to plod through unit after unit, exercise after exercise. Those books rob us of time that we could be having a good time doing really useful exercises. With adult classes I've finally convinced my bosses that my not using a book is a true advantage, since the books used by my team-teacher colleagues are way above the student's heads, they spend an hour bored and lost with the other teacher and with me they spend an hour and a quarter moving thier lips non-stop in English, and it's fun and interesting and they don't complain so much about the other class.
Another pet peeve: Teacher's being used as pawns in the chess game of covering hours sold. The administrator sells a lot of classes (with usually false promises of achievement) and then simply places teachers where they are needed based on hours. I recently insisted on at least three days a week of an hour and a half each class in order to develop correctly a communicative course. That would have been four and a half hours a week. The boss gave me four days a week at an hour and a quarter each class and told me happily "There, you have five instead of four and a half hours a week!" He thought I was thinking about the money I would be making in that extra half hour. He did not catch on that I wanted an hour and a half each class not because of my pocket book but rather because the nature of my classes needs at least an hour and a half. Sigh, what he needed was a teacher to fill in that slot. And when a teacher, any teacher tells him that he/she is not so good at this or that teaching situation the boss becomes defensive, saying, "What do you want, tailor made classes?", and the answer is, of course, yes, you have teachers who do quite well in one on one classes, why are you putting them with groups where they are totally lost? You have good group teachers, why are you giving them one on ones that do not lend to that teacher's talents? And who is really making the money here? The teacher isn't, the student isn't, that just leaves the boss. Charge them 20€ an hour, the student expects the 20€ value in class but doesn't realize that the teacher is only getting 9.50€ and maybe only feels that he/she needs to give that value. Ooops, I'm mixing themes here, have to rush out and do a private that only I could do because I'm the only AE speaker the boss has....grrrrr!
Sorry for the complaint, but this thread is on our gripes, isn't it?
peace,
revel.
Yes, the accumulation of materials by the experienced teacher is much more valuable than most textbooks, though I envy my less experienced colleagues who are able to use those books that the students are forced to buy and expect to plod through unit after unit, exercise after exercise. Those books rob us of time that we could be having a good time doing really useful exercises. With adult classes I've finally convinced my bosses that my not using a book is a true advantage, since the books used by my team-teacher colleagues are way above the student's heads, they spend an hour bored and lost with the other teacher and with me they spend an hour and a quarter moving thier lips non-stop in English, and it's fun and interesting and they don't complain so much about the other class.
Another pet peeve: Teacher's being used as pawns in the chess game of covering hours sold. The administrator sells a lot of classes (with usually false promises of achievement) and then simply places teachers where they are needed based on hours. I recently insisted on at least three days a week of an hour and a half each class in order to develop correctly a communicative course. That would have been four and a half hours a week. The boss gave me four days a week at an hour and a quarter each class and told me happily "There, you have five instead of four and a half hours a week!" He thought I was thinking about the money I would be making in that extra half hour. He did not catch on that I wanted an hour and a half each class not because of my pocket book but rather because the nature of my classes needs at least an hour and a half. Sigh, what he needed was a teacher to fill in that slot. And when a teacher, any teacher tells him that he/she is not so good at this or that teaching situation the boss becomes defensive, saying, "What do you want, tailor made classes?", and the answer is, of course, yes, you have teachers who do quite well in one on one classes, why are you putting them with groups where they are totally lost? You have good group teachers, why are you giving them one on ones that do not lend to that teacher's talents? And who is really making the money here? The teacher isn't, the student isn't, that just leaves the boss. Charge them 20€ an hour, the student expects the 20€ value in class but doesn't realize that the teacher is only getting 9.50€ and maybe only feels that he/she needs to give that value. Ooops, I'm mixing themes here, have to rush out and do a private that only I could do because I'm the only AE speaker the boss has....grrrrr!
Sorry for the complaint, but this thread is on our gripes, isn't it?
peace,
revel.
Well, so long as we're all baring our souls here...
My biggest gripe has to be non-native fellow teachers who use outdated and ungrammatical English and refuse to change ('He hasn't a book' and 'I will ask to my friend' are the worst offenders). I understand the problem of 'fossilization' but I think it's just plain wrong to teach incorrect English.
And my pet gripe on this board are weblinks that take you to sites that appear to have been made by people who have about a week's worth of experience in teaching!
(Wow, I'm glad I got that off my chest!)
My biggest gripe has to be non-native fellow teachers who use outdated and ungrammatical English and refuse to change ('He hasn't a book' and 'I will ask to my friend' are the worst offenders). I understand the problem of 'fossilization' but I think it's just plain wrong to teach incorrect English.
And my pet gripe on this board are weblinks that take you to sites that appear to have been made by people who have about a week's worth of experience in teaching!
(Wow, I'm glad I got that off my chest!)
I'm with lolwhites in the board cleaning issue - worse are the ignorant %&*$#s who use permanent marker. 
All in all I count myself very lucky. I teach in a school where the students are (mostly) motivated, where the administration is at least in the 21st century, and where the union looks after us nicely.
One pet peeve I do have, besides the board thingy, is students who plagiarise.
All in all I count myself very lucky. I teach in a school where the students are (mostly) motivated, where the administration is at least in the 21st century, and where the union looks after us nicely.
One pet peeve I do have, besides the board thingy, is students who plagiarise.