Professional Development

Originated by Birmingham MA TEFL/TESL students

During the initial meeting of a university listening course, I wanted to introduce the idea of listening strategies. These strategies were going to be a focus for the semester and I needed a hook to get students on board.

Another goal was to make a connection with the first-year students whom I had never met. In order to combine visualization - a listening strategy - with an engaging introductory activity, this is what I did:

I first asked the students to listen to me describe my sister: her name, job, family life, interests, etc. Students took notes then compared their information with partners. Next, I used a slide presentation, complete with short text, images and some semi-embarrassing pictures, to introduce myself. Students again discussed what they remembered with a partner.

After that, I asked them which was easier to remember, my sister’s introduction or my own. Not surprisingly, it was unanimous: mine was easier. Next, I explained the usefulness of visualization as a listening strategy and told them that we would be practicing it and other listening techniques during the semester. This introduction established a connection with students while demonstrating strategy use: two missions accomplished.

Comment
Showing is always better than telling; personalization is usually better than generalization.

A thought or idea in progress

Native speaker English teachers (NESTs) and Japanese teachers of English (JTEs) need each other to target the local needs of students and teachers in Japan. A multi-faceted approach to basically every aspect of ELT in Japan can benefit from the perspectives of these symbiotic groups. More integration is required and to that end, I am investigating and working to stimulate collaborative interaction through materials evaluation.

Comment
Two heads are better than one, especially when one has local knowledge.

From teacher to teachers

Innovation is key to the future success of language education but too often we are satisfied to maintain the status quo. Ideas for curriculum innovation and change need to be expressed and nurtured. As teachers, we - more than anyone - should be learners and innovators. Students and other teachers are counting on us for the next new idea. We need to try fresh approaches, innovative methods, and cutting-edge techniques, and not simply accept what has been done before.

Comment
Participate in “idea cultivation”, not “idea extermination.” Learn from everything.

Joe loves discussions on teaching and can be reached at jojo.siegel@gmail.com.

Editor's note:

Jojo is well-known for his smooth, visually beautiful presentations. He amazes us all because he never lets out an "Uh, um or duh" when he presents. Here he is at PAC7 at JALT 2008.

Photo by Jonathan Brown
jono1969 (at) hotmail.com

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