The worst

The session was on Group Processes and inevitably what the quetsion what to do about naughty students popped up. An American colleague in the group I was working with stuck up his hand and said 'I have found an infallible way to get rid of all discipline-related problems'. We all pricked up our ears, giddy w/ anticipation, at last a practical quick fix. 'Yes', he continued, 'when my students misbehave, I have them do grammar exercises. Because they inevitably make mistakes, I will correct them and this will remind them who's boss'. It is, I think, one of the worst things I have ever heard anyone say about teaching. Of course it has to do with power and a host of various other issues.
A close second would be a (different) colleague saying that reading omprehension questions that appeal to the students' emotions are a waste of time because they do not push the student to analyze the text. But isn't 'analyzing' all our students are being asked to do? What if from time to time we asked them to explore a text, rhyme, song, and experience it first?

Happy New Year!

Something about me/my teaching I want to change.

I tend to frown. I am a compulsive frowner. I have frowned since I was a little kid. I was five years old when my uncle asked me why I had to look so sad all the time.
I frown when I'm deeply absorbed in and focused on whatever task I'm doing: playing my music, talking on the phone, anything that requires a minimum mental alertness, I'm probably frowning as I type this! Of course I frown when I teach, too. Frowning is my way of concentrating, of pumping myself up for the job. I know that. Those who know me well know that too, but colleagues I've never met can't possibly know and are understandably put off. I wish I could change that and I'm working hard to change that. I'm happy to report that progress is steady but painstakingly slow.
Is there anything you would like to change?

Chaz

This blog and what makes a good task?

Hi and welcome here. My name is Chaz Pugliese, I'm a consultant, writer, and teacher trainer working out of Paris. This blog is meant to deal with issues revolving around language teaching/learning. Here's one I've enjoyed exploring for some time: what are the ingredients of an effective task (in its broadest sense)? I can think of four: an effective task must present an element of challenge (the balance between skills and outcome), must make the learner stretch beyond the language, must engage the learner uphere (points to brain) and downhere (points to heart), must be authentic (when's the last time you bought a new cd, put it on and did a gapfill exercise?). The list is long but I want to stop here.
Feel free to contribute your ideas. Hope to see you here.

Chaz