THE LORD SAID �LET THERE BE ENGLISH GRAMMAR� AND THERE WAS

Document Sample
THE LORD SAID �LET THERE BE ENGLISH GRAMMAR� AND THERE WAS Powered By Docstoc
					The Lord Said “Let There Be English Grammar” And There Was Great
Rejoicing
Feride Hekimgil, Turkey



Feride Hekimgil was born into a multicultural, multilingual family in Basingstoke in 1955.
She grew up and completed her primary and secondary education in Istanbul after which she
attended Boğaziçi University, an English medium university, in the same city. After
graduating in 1976, having received a BA in English Literature and her teaching certificate
from The Department of Education, she started teaching English as a foreign language at the
School of Foreign Languages in the same university. She continues to teach at the same
university. E-mail: pheridey@yahoo.com



Menu

Introduction

You are healed; get up and walk – only he isn’t!

Welcome to the chainsaw massacre: the grammar translation method

Forgive me father for I have sinned; I have bored my students witless

The silver bullet: commonsense as usual

Vary the introduction: listening, speaking and songs

Getting down to brass tacks: the introduction is over

Teaching grammar the inoffensive way

Is it necessary to do it all yourself?

We are up and away!

It isn’t over yet: the dreaded issue of homework!

The end is in sight and so is the next stretch!

The moral of the story is…



Introduction

The satisfaction derived from getting all the nitty gritty of a particular grammar point on the
board in tabular form, with lots of examples, with multicolored chalk – we may as well push
the boat out – and eulogizing about every detail provides a high, to some, that is better than
alcohol, drugs or even sex. The chosen few in this case – for so they are in proportion to the
rest of mankind – are English teachers and I will go so far as to say that I have a sneaking
suspicion that this euphoria may be linked to a gene mutation somewhere. This, however, is
yet to be proved. To their captive audience – students – the experience can be likened to going
to hell in a handcart. It is deeply tragic that generations of teachers who are bewitched by the
subjunctive or see a subtle magic in minute differences in meaning between various past
forms of modals fail to notice that students are nowhere near as carried away as they are by
the whole exercise. They continue to hold firmly to the belief that the method here described
is the best, the only and the most effective way of imparting information to the students
despite the fact that this belief is not borne out by facts on the ground; i.e. exam results or the
random question directed at students. At the end of such a long session, the teacher may turn
to what she/ he feels is the rapt class and ask the English grammar equivalent of the following
question: “What does e equal?” She fully expects a chorus of voices yelling “e=mc2”. Instead,
a dazed looking student says “e= 2” hoping that he has, by chance, hit the nail on the head.
What he does manage to do is give his poor teacher a coronary.

You are healed; get up and walk – only he isn’t!

The trouble with this approach, already outlined in the previous paper on motivation, is that
the poor unfortunate recipients – the students – who ought to have been absorbing those tables
like the proverbial sponge and riding the swell with the teacher, tuned out way back when the
tables, lists and rules first started taking form, and the knowledge so lovingly imparted
entered the “knowledge- wafting- past- consciousness- mode”. It is obvious what this means
from the previous paper: hypnosis true and proper. They wake up with a start when they hear
“What does e equal?” Students, by nature, are conditioned to respond to questions so
someone mumbles two or three or sixty-two as it would look foolish not to say anything. This
answer sends shock waves through the teacher’s body; she feels the blood pumping in her ears
and is about ready to explode. A teacher I know, a friend of my father’s from his student days
in Scotland, says he once picked up the eraser and hurled it across the room at the poor
unfortunate speaker. The victim of this brutal attack had had plenty of practice with a Frisbee
and was therefore a much better shot, which led the teacher to rethink his style of teaching.

Scenes like this have been and continue to be played out in classes across the globe and some
of the courses I took were no exception. I remember one course I took at university and the
teacher – a very well -meaning and genuinely nice person – who taught us. The lesson was
scheduled for one thirty; i.e. directly after lunch in what is now the Arts and Sciences
building. Our teacher would position himself at one end of the board on the dot of one thirty
and start droning and writing in rather spidery writing with no change in intonation or manner
of address. Ironically, he was trying to teach us prospective teachers how to teach English
grammar. His ghostly presence and soft, monotonous voice, combined with coal fired central
heating and a carbohydrate loaded lunch was deadly. I defy any of his former pupils to get up
and claim to have been able to stay awake and learn anything in his lessons. At the time, three
friends and I decided to take it in turns going to class and taking notes as there was,
thankfully, no attendance requirement. The victim was not allowed lunch and prepped on
Turkish coffee after which he was required to stay awake and copy everything on the board.
We would get together and figure out what everything meant later. Fortunately, our teacher
wasn’t the “What does e equal?” kind of teacher, so he survived the experience of teaching us
and retired, convinced of his abilities as a teacher.

What is fascinating to me is the fact that throughout his long career, he never noticed the
reaction of his students to his manner of teaching and never once questioned his methods. He
is not alone: the blindness of the true believer is a problem that is almost insurmountable. This
is especially ironic when one recalls that it is teaching - which involves working with people -
which is at issue here and not experiments in some God forsaken lab somewhere.

Welcome to the chainsaw massacre: the grammar translation method

The reason why a lot of teachers cling so ferociously to the method of teaching outlined above
is the deep passion they feel for the grammar translation method, whatever they claim to the
contrary. Many will pay lip service to those new fangled notions like the student centered
classroom, an interactive approach, contextualizing grammar, games and the like but will
frequently, and a little guiltily, revert to the “everything-on-the-board-while-I-explain” or the
“look-at-the-table-in-the-book-while-I-explain” method. They will then emerge from class
and boast proudly that they have been explaining the past perfect, for instance, for the whole
of 90 minutes. They won’t stop for a minute to wonder whether it was in fact right to have
been “explaining” for the whole block; it feels right - remember my theory on genetic
mutations – so it must have been right. We know how shaky that line of reasoning is when
we run through, in our minds, all the possible evils that could be justified thus. Experts in the
field of education will tell you that you need to observe the expression on a teacher’s face as
he leaves the room to determine what kind of teacher he is; I beg to disagree: the said experts
forgot the widespread addiction to the grammar translation method. The group of teachers I
have just attempted to described leave the class looking positively ecstatic but contrary to
what experts say, have nothing to be proud of for the very simple reason that they have not
only failed to teach anything properly but have also guaranteed that students will not focus
next time either. There is a lot to be said for classical conditioning- Pavlov should have
worked with these students instead of dogs but there you go - and students, unlike teachers,
are fast learners.

Forgive me father for I have sinned; I have bored my students witless

So far, we have ascertained that obsessive use of the blackboard is a cardinal sin – gluttony –
claiming to be able to interact with students while one’s back is turned, while one is cowering
behind a desk or barricaded behind a laptop is a barefaced lie and continuing to claim that
students can actually learn while listening to you droning on for 90 minutes is a delusion. It is
also pretty obvious that going all “old testament” on the students won’t work and neither will
sitting through the lesson, so the best thing a teacher can do is invest in a pair of sensible
shoes and resign herself / himself to the fact that s/he will eventually develop varicose veins.
The teacher, as team leader, needs to get down in the trenches with his /her team and actually
work with the students; this is the only way any learning is going to take place. Most
importantly, the attachment to the grammar translation method, which can best be compared
to the bond that is formed between a three- year- old and his blanket, must be broken. “How
are we going to teach grammar if we don’t do any of this?” I hear you cry; the answer is
simple: a good teacher needs to be devious when it comes to grammar as the latter can best be
compared to a good hot curry and we all know what happens when we have too much of that.
The grammar has to slip into the student’s long-term memory without him noticing; I will go
further: he must enjoy the experience. So how to you achieve this if the person hates chili?

The silver bullet: commonsense as usual

In order to help the students gain complete mastery of English grammar, the teacher must be
disabused of the idea that grammar can exist in a void – in tables and lists set out on the board
however lovingly – but as the building blocks of speech, reading, listening, writing- in short,
communication. The first thing to do in that case is to observe the beast in his natural
environment: in listening, reading or even speech. Observing and copying the masters or the
experts is the natural first step when acquiring many different skills for the first time and there
is no reason why grammar should be an exception. The most common and also easiest place
to start, therefore, is with a reading passage but what reading passage? The selection needs to
be meticulous; remember the hot curry and the lack of fondness for chili? The principle that
the teaching of grammar needs to start with “a context” of some sort is very well known; what
is not so well known is the fact that the selection needs to follow some rules. The said passage
needs to fit all the criteria of a good, well organized and interesting text with the added bonus
of having plenty of examples of the particular structure being introduced. To be precise, it
needs to have a clear beginning, a development and an end and thus lend itself to analysis,
outlining, summarizing, vocabulary study and the like but also have, imbedded within it, the
grammar points you wish the students to be surreptitiously made to ingest. “Surreptitiously” is
the key word here; so the teacher should not say or do any of the following:

   1. Make statements like “Let us observe how non defining relative clauses have been
      used in this text” or “Let us underline all the relative clauses and label them as
      defining or non defining”.

   2. Fill in the table on page two with examples of relative clauses from the text.

The list could go on and on but the point is obvious: the grammar translation method is out,
dead, finished, gone. Instead, the text should be tackled like any reading passage- the details
of which will be covered when dealing with reading. The standard procedures, all of which
don’t need to be used at once, are: regular outlining, the assigning of subtitles, sentence
squeezing, summarizing, making notes, answering questions, focusing on vocabulary and
plenty of discussion. One may wonder why one seems to pay nothing but the most limited
attention to the grammar point being studied; that is, after all, the purpose of the whole
exercise. The desire to do so will be like an itch which demands immediate attention but the
good teacher will resist this temptation as he will know that as the building blocks of
language, the grammar will be internalized by the completely mesmerized student with
minimum effort from the teacher as it constitutes the links in the chain that form the reading
passage. The student will be busy enjoying the text and attacking the reading tasks the class is
working on; the curry, meanwhile, will slip in quite unawares – contrary to what is widely
believed, he doesn’t need to be “aware” to learn the grammar. A few texts covered in this way
and your problem will be solved; the students will also have benefitted from a truly fruitful
reading lesson. This, in itself, is invaluable as we, as a breed, love killing numerous birds with
one stone. For example, during the weeks I am teaching students to write argumentative
essays, I only use various argumentative texts, all with a wow factor, smoking hot in other
words and all organized slightly differently. I never open my mouth to lay out formulas of
organization or mention subject specific vocabulary. Students absorb the logic, the reasoning,
and the means of expression painlessly as we read about Che Guevara or The Crusades for
example. The topics are so very interesting that anything you serve up with them is gobbled
up happily. If your two year old wants to put chocolate sauce on his carrots, why should you
mind? You can’t lose; he ingests the carrots; the principle is the same. You may be wondering
if this same system will work while teaching a pretty mundane grammar point like, for
instance, the past perfect or the present perfect. The answer is, of course, yes, most certainly.
One of the texts I use for the purpose of introducing the past tenses is, for example, an
account of an accident from the BBC website titled “Fatal five minutes led to tragedy”. I spied
this text while trawling for material one day and felt this sudden rush of pure joy when I saw
it contained wonderful examples of all the past tenses, active and passive, not to mention a
nice selection of those narrative structures. Since then, I have found numerous similar texts,
one of which is titled “The Wave that Destroyed Atlantis”. A text like this is gripping as the
students are intrigued and if you work with them feeding the suspense, the past tenses float
gently in to their systems rather like eating oysters. Teachers develop the knack, with practice,
of spotting, at a glance, the potential of various reading material out there. One must, initially
at least, be prepared to put in the time to go fishing for reading as those passages will take
time to find. One piece of comfort is that with practice, it will take less and less time to see
the use to which you can put a text. This is the method that has worked like magic for me for
years. So my suggestion is that you invest in an external hard drive along with those sensible
shoes we referred to earlier.

Vary the introduction: listening, speaking and songs

Reading is the most widely used method of introducing grammar but it does not need to be
used in isolation: a listening activity may precede it, adding a lot of color to the lesson. By
listening I don’t mean you droning on, unless it is a riveting topic. Songs, carefully selected
for the purpose, help get structures embedded in the consciousness. It is necessary to select
those where the lyrics are easy to follow so that discussion and eventual learning can take
place. I have used Elton John, Sting, Simon and Garfunkel, songs from musicals like West
Side Story, Chicago and many others. Songs have the same advantage jingles for commercials
have and stick in the mind. CD’s, DVD’s and YouTube can also be used .The teacher needs to
be imaginative, dedicated and open to new ideas. If you glance back at the title you will notice
that speaking is also included but this will only work if the teacher is up for a bit of fun, play
acting and even clowning around.

I have, on occasion, introduced reported speech, for instance, with conversation – as can be
imagined the subject lends itself beautifully to this. I will walk in to class; the students will be
getting in to their seats, saying good morning to each other and so on and say something like:
“There is a serial killer loose in the building” to the student nearest to me. Now, I prefer to
give students aural directions as I have no great emotional bond with the blackboard; a fact
my students know very well. There is a slight ripple in the room and I repeat softly “I said
there was a serial killer loose in the building”. By this time, students are nudging each other
and asking in loud whispers what I just said. Someone in the front row eventually turns round
and repeats my second comment to those in the back – speaking anything other than English
is also a no-no and all my top students are always right under my nose in the front. I will then
continue the conversation with lurid details – this generation enjoys lurid – before switching
to another introductory activity. The same introduction will work for many other topics but
the teacher will need to vary this form of introduction as the dramatic impact will, eventually,
wear thin. This brings me neatly to a last point that needs to be made about introductions: it is
a mistake to get into a rut and start every lesson the same way; “predictable” translates into
“trance” and the teacher can kiss goodbye to learning. One experienced teacher once told me
she didn’t consider it her duty to entertain students; she couldn’t be more wrong. Students
learn best when they are having fun just the same as anyone learning any skill anywhere in the
world.

Getting down to brass tacks: the introduction is over

Like all good things, the introductory section of the grammar lesson will, eventually, come to
an end and the teacher will have to face the inevitable exercises. If this initial stage has gone
well and the students have remained interested, alert, focused and involved, they will
cooperate fully during this second stage. If the teacher spies signs of boredom, he needs to
rethink the introduction; not blame the troops. It must be remembered that the customer is
never wrong and the teacher has got to sell them the product. Starting this second phase with
the students tuned in is not enough; they have to remain tuned in and that can only be
achieved if a few simple rules are followed. If you recall, subtlety was advocated for the
introduction; pussy footing continues here as well. The teacher needs to crush that urge to
reach for the chalk or marker and start saying things like “The present perfect tense is used
when…” In order for learning to be affective and the students to remain focused not only in
that particular lesson but in future grammar lessons as well, they themselves must be allowed
to deduce the rules. However impatient the teacher feels, he must restrain himself; the “Aha”
experience does eventually come to all. What the teacher needs to do is to speed up the
process; after all, they are half way there so how hard can it be?



Teaching grammar the inoffensive way



The exercises laid out before them should, ideally, not have directions like “Put the verbs in
brackets in the present perfect”. Any type of exercise which is conducive to autopilot
moments should be studiously avoided. The exercise should, instead, present a challenge, a
puzzle; in short, something to be worked out and should, upon completion, help the students
realize what the rules are. The teacher need never open her mouth. One of my favorite
examples of an exercise for students who keep confusing the three past tenses is composed of
three pictures and three sentences. It comes out of Sue O’Connell’s “Focus on Advanced
English”. The first picture shows the man looking longingly after the disappearing bus, the
second shows the man running along the side the bus and hopping on and the third shows the
bus just pulling out of the stop as the man reaches it – and fails to board it. The pictures need
to be matched with three sentences describing each and showing, with glaring lucidity, what
the differences between the three past tenses are. It is so simple, so beautiful and so quick.
The penny drops at once. Another exercise I use to actually introduce the past perfect – as we
seem to be on the topic – starts with three pictures and three sentences once again. Before you
say anything, this is purely coincidental and you don’t always need “three pictures”. In the
first picture, you see a man called Sam and a caption “Sam wanted to buy a jacket”; then in
the second picture you see the shop with the beginning and end dates of the sales clearly
visible. In the third picture, you see Sam in front of the shop a day late and the caption “Sam
wanted to buy a jacket in the sales but when he arrived at the shop, the sales had finished”.
Then you have five more groups of three pictures with similar little tragedies, by the end of
which the students will have had their “Aha” experiences and will even do a proper old
exercise like lambs. There are various wonderful books of this sort on the market and another
is “Third Dimension” and its follow up “Fourth Dimension”. Each unit in these books will
start with a discussion or a listening activity; continue with an appropriate reading exercise –
with a wow factor – which is followed by a grammar section. The grammar section will, for
instance, have a pair of sentences including points that are often confused and be followed by
two sentences interpreting them. For example, “John must have killed the man” and “John
might have killed the man”. This is followed by something like “Which sentence means the
speaker is almost certain John killed the man and which sentence means he is not quite so
sure?” With this kind of exercise, which follows hard on the heels of an appropriate
introduction, no additional explanation is necessary. The beauty is that those dreaded trances
will be avoided as well. Students learn very quickly that that is all the explanation they are
going to get and focus thus putting an end to any disruptions during the lesson. Thus, while all
hell is breaking loose next door, your lot will be working like angels and learning to boot.
When you leave the class with a broad smile, you will, unlike the teacher referred to earlier,
have good reason to be proud of yourself.

Is it necessary to do it all yourself?

Some may be wondering what need there is for all this as there are so many good course
books on the market which do the job. Sadly, this is not strictly true: English language
teaching is certainly much commercialized but this is far from meaning all the books measure
up; a lot don’t. Here I must add that the move away from the dreaded grammar translation
method is gathering momentum: I recently had the pleasure of acquiring, for example, the
fourth edition of Betty Azar’s famous book, “Understanding and Using English Grammar”.
The book has reinvented itself with all the contextualization one could desire in a way I would
never have thought possible; my apologies to Ms. Azar. The listening, reading, technology
and web site have led me to advocate its use at the prep division at our university. Yet there
remain a lot of books on the market which are caught somewhere in between the new
approach to teaching and the dreaded grammar translation method; in short, there are gray
areas. You might be forgiven for thinking: “What is the harm? After all, the book is basically
on the right track.” You would, however, be very wrong indeed as by far the hardest task of a
teacher is keeping the students motivated and focused throughout the lesson and indeed the
year. Boredom or zombie mode is acquired very quickly; a few lessons of boredom and the
audience have learnt and won’t forget, not ever, that those grammar lessons are worse than
cabin fever. Continue along the same lines and the mood will spill over into everything else
being done rather like a massive oil spill poisoning everything in its path for many lessons to
come. If you recall what kind of background students come from, the reason for this rapid
progress from “engaged” to “sleep walker” will become clearer. In this age of technology,
where it is really so easy to put together one’s own program, there is really no excuse I can
see for continuing to use material that doesn’t measure up. The fact that something has been
published by a reputable company doesn’t mean it is perfect; a simple fact that is often
overlooked. My general advice is not to compromise; if there is an appropriate book, it is
good to use it, if not; the teacher just needs to strike out on his own. Almost all books, even
the best ones, will need a certain amount of padding; one needs to know, therefore, how to go
about it and most importantly, have the courage to go about it. One needs to be prepared to
invest in a library and make sure one has a good internet connection.

We are up and away!

This brings us very nicely to the last and most crucial phase of the grammar lesson: the
writing activity. All good grammar teaching needs to be rounded off with a “grammar related
writing activity”, which all course books worth their salt are full of, as it is the only means by
which students can prove to themselves and to the teacher that they have learnt the points
being studied. The teacher will also be able to ascertain which difficulties, if any, require
ironing out and plan his next lesson accordingly. If correct procedure has been followed thus
far, there is often no need to worry; the writing activity will go like a dream, the students will
feel pleased with themselves and the teacher can gloat! Eliminating this phase, which is by far
the best grammar exercise that can be devised and during which the facts being learnt are
committed to long term memory, will negatively impact everything that has been done with
the students that day far more seriously than one might imagine. Why, in that case, is this
stage so often conveniently forgotten? The basic reason is that a lot of teachers are loath to
read papers. Unfortunately, there are no short cuts to be offered here; papers go with the
territory and trying to avoid them can best be compared to the case of a solicitor who won’t
read case files. There is no way out of it. Peer correction, group writing and also more
dubious methods like the teacher claiming s/he circulates and reads papers as the students
write have been tried yet it must be admitted that nothing works as well as the expert – the
teacher in this case – getting involved. It is perfectly true that students are more likely to
notice mistakes in their friends’ written work than their own but they will never pinpoint them
all, which means that the buck still stops with the teacher. This is a fact that must be faced up
to. One piece of comfort is that grammar related writing takes far less time to read and one
will speed up with practice. The methods of providing feedback on writing and details of
teaching writing will be dealt with more fully in the next paper. Suffice to say that the best
approach to my mind is correcting papers with correction symbols and asking students to
write a second draft, thus giving them the opportunity to become engaged in the activity,
correct their own mistakes and hopefully not make them again. The obvious conclusion to be
drawn from all this is that a good teacher must resign herself/ himself to the fact that s/he will
be doing some paper work every day; teaching is, contrary to popular belief, a full- time job.
On the plus side, there is the satisfaction of seeing, first hand, that you and you alone have
managed to impart this piece of knowledge to them; the pleasure this brings to the dedicated
teacher can be compared to little else.

It isn’t over yet: the dreaded issue of homework!

Unfortunately, teaching human beings isn’t like downloading a program; things won’t just
“stick” when one teaches them: it is the teacher’s job to see that information stays put.
Research indicates that two thirds of what is learnt is forgotten in the first twenty four hours,
which means the teacher and the team has a problem and there is only one way to address it:
homework; i.e. consolidation. A stitch in time saves nine as the saying goes and the stitch in
this case is appropriate homework to jolt the memory and help information get committed to
long term memory. Homework is a very sore subject with a lot of students in Turkey and the
Middle East due to years of having to suffer through senseless, mind numbingly boring,
completely useless work after hours. Homework is a form of torture, according to its victims,
that sadistic and frustrated teachers enjoy inflicting on poor innocent students they have at
their mercy. The beautifully choreographed and played out lesson is in serious danger of
floating away into the unconscious mind unless the students are persuaded to do some
homework, so how do you destroy their demons and get them to work? The first thing to do is
to explain all this to them as well; they are intelligent adults, a fact that is often conveniently
forgotten, and they are the team. Having an actual conversation with students will raise the
odds that they will cooperate. Teams cooperate and communicate; orders are for the army or
prison. Putting one’s cards on the table has always worked for me; I also often commit
Ebinghouse’s famous curve of forgetting to the board to show them our predicament. The
next thing to do is to never ever assign useless or boring homework. Boredom is learnt and
leads to listlessness and we all know what that leads to. I remember my daughter having to
copy out math’s problems for homework before actually solving them. I am sure the teacher
meant for the students to read the problems carefully before attempting to solve them.
However, in my experience, math’s problems can’t be solved without reading the problem in
any case; get the answer wrong a few times and any fool realizes he has got to read. Copying
out the problem creates intense boredom, hatred of the subject and even unnecessary mistakes
as students go on autopilot. There are a lot of grammar exercises and vocabulary exercises
which will produce the same reaction in students for the same reason and also guarantee that
the students won’t even look at the homework next time. The basic principles followed in
class are valid for homework as well, contrary to common practice. The rule of thumb is as
follows: no homework is better than bad homework.

One second point that needs to be remembered concerning homework is that it should involve
consolidation, revision and practice, not the learning of new facts not covered in class. A
teacher must see that the learning takes place in class under his/ her supervision and some of
the practice takes place at home. Most course books come with their workbooks for this
reason but there is nothing to stop the teacher being innovative. The principle is the same:
keep the students engaged as far as possible.

The end is in sight and so is the next stretch!

Twenty four hours have now passed since the new grammar points have been introduced and
covered in class; homework has also been done but this does not mean that the teacher can
shelve all this and move blithely on to something else. The reason is that the danger of
forgetting, although reduced, still exists. Revision needs to continue but so does new learning
and this is achieved through syllabus design. The new learning must involve revision of past
structures to enable progress and prevent slipping. This is the reason why the modals precede
the conditionals and both are preceded by the tenses. The continual cycle of contextualization,
practice and homework coupled with a good syllabus will guarantee learning. Syllabus design
is a complex and demanding job and will be dealt with at length in a future paper.

The moral of the story is…

The general principles one needs to walk away with are, in fact, remarkably simple: keep the
students interested, engaged and focused. Make sure that they don’t want to daydream, get
rowdy, zone out or fall asleep. Make sure they see the point of everything being done with
them and are convinced that it is beneficial. In short, motivate them. As the team leader, it is
down to the teacher to achieve this. In its absence, failure of varying degrees is inevitable; this
is a simple fact that a lot of the best and most well- meaning teachers will often overlook. I
know a lot of teachers who, over the years, have got stuck in a rut covering things in much the
same way year in and year out. Although I can see how this could happen, it does mean that
the teacher is on auto pilot; how, in that case, can one possibly expect students not to
reciprocate? These people need to join the revolution and should, as Bob Dylan so aptly said,
not “Stand in the doorways” or “Block up the halls”. Adopting this new approach to teaching
will probably feel like being tossed into the ocean with its crosscurrents without a life jacket –
as one would be out of one’s comfort zone – but all one needs to do is take the plunge. When
it becomes obvious how phenomenal the pay back is, one never looks back.



The Train the Trainer course can be viewed here.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:10/3/2012
language:English
pages:10