The Goal of all Good Teachers: Maximizing Student Learning

All of these readings focus on how teachers can maximize their students’ learning.  This topic is very practical and displays an abundance of strategies that we can use with our future English-learning students.  In his passage, Kumar establishes that teaching does not directly lead to learning (Kumar 44).  As described in other weeks, language education specialists no longer see teachers as “depositors of knowledge.”  Learning is seen as an interactive process between the teacher and the students, and also the students amongst each other.  Kumar repeatedly pointed out the benefits of answering individual questions in front of the whole class.  This is beneficial because in classes with students of similar proficiency levels, the answer to the question typically benefits more students than simply the individual who asked the question.  Kumar emphasized that these interactions are at the heart of language learning as opposed to rigid lesson plans.  Provocative teacher questioning and then interactive discourse is what maximizes learning opportunities.  

Brown’s readings support Kumar’s points and also expand on how teachers can create more autonomous learners.  Chapter 4 describes the 12 principles that guide language teaching.   According to Brown, a teacher that follows these principles will have an “enlightened” teaching strategy, which is an approach that accurately connects theory and practice (Brown 63).  The 12 principles are divided into 3 categories: cognitive principles, socioaffective principles, and linguistic principles.  Many of these principles focus on making students more independent learners, particularly principle 6 (autonomy).  This chapter, particularly the part about creating autonomous learners, reminded me of the old proverb, “Give a man a fish and he has food for a day.  Teach a man to fish and he has food for a lifetime.”  I agree with this philosophy and believe that perhaps the best teachers are the ones that create the most independent learners.  Isn’t it ironic that perhaps the best teachers are the least needed amongst their students?  

In Chapter 16, Brown further elaborates on ways to encourage students to use sound language learning strategies.  Four ways to introduce students to these research-tested language learning strategies are: interactive techniques, compensatory techniques, administering strategy inventories, and impromptu teach-initiated advice.  I like the idea of administering a strategy inventory and having students select which strategies appeal to them and could be regularly used to further enhance their learning.   While I wholeheartedly believe that it is essential that students are exposed to as many strategies as possible, I do not believe the use of certain strategies should be required or even pushed.  Students should be exposed to a variety of helpful language learning strategies and then incorporate the strategies that best help them learn.  If we want to respect learners’ individual differences, can we really force all learners to use the same strategies?   

The Importance of Knowing Your Audience (in this case CONTEXT)

The readings this week offered an indirect comparison of three different approaches to language teaching: communicative language teaching, task-based instruction, and a context-based approach.  Each approach has its respective strengths and weaknesses that are analyzed in at least one of the articles.  Skehan’s article described the origins and foundations of task-based instruction.  This approach arose from the realization that input alone was not sufficient for language learning (Skehan 2).  In order to expand beyond input, proponents of this theory designed language learning based on accomplishing tasks, which are activities that require learners to use language, with an emphasis on meaning, to attain objectives (Skehan 3).  Although evaluation of task-based learning is authentic and guides students to become better language speakers, many questions still exists.  For example, how do task-based theorists account for different learners interpreting and therefore responding to tasks differently?  Task-based teaching should give students the flexibility to interpret tasks in ways that fit their learning needs.

The Hu article describes the communicative language approach, which emphasizes communicative competence rather than linguistic knowledge as the primary goal of language teaching and learning (Hu 95). Grammatical, discourse, functional, sociolinguistic, and strategic are the components of communicative competence that are emphasized during the CLT method.  Similar to task-based instruction, CLT is considered to be a pedagogically strong approach because of its focus on learners and authentic communication.  This is much more practical than linguistic and grammatical knowledge.  However, the foundations of Chinese education are based on teachers giving students this traditional knowledge (Hu 97).  CLT is a major change from the traditional Chinese culture, which is why CLT is less prevalent in China than other areas of the world Hu argues. 

The inability of language teachers to effectively integrate the CLT method into Chinese culture would support the major points of Bax’s article.  Bax’s thesis is that CLT (and any method) should be of secondary importance in the language classroom.  Bax advocates that all language teachers should evaluate the context and their individual learners before deciding on a method or language approach (Bax 281).  In my opinion, Bax’s argument is logical because not all cultures are compatible with the CLT method.  Hu’s article demonstrates that because of social and cultural reasons, the CLT method is not the best method for language instruction in China. 

After reading all three articles, one of the central themes is the importance of a teacher analyzing and then knowing his or her sociocultural context before making instructional decisions.  In fact, how can teachers decide on an approach without knowing the needs, strengths, and weaknesses of their students?  Obviously, teachers need to be knowledgeable of various methods and approaches, but Bax has merit in his advocacy that context is most important to language learning.        

My Goals

Hello, Dr. Seloni.  We have worked together extensively in the past, but I wanted to remind you of my educational goals and background.  I am a senior Spanish Education major and TESOL minor.  I am comfortable teaching either Spanish or English and at any level.  I am flexible because I believe K-12 teachers need to be strong role models and teach life skills as much as they teach academics.  I am very excited to begin student teaching and my educational career in the Spring.

One day, I want to complete my doctorate in educational administration.  I want to change the educational system and level the playing field for those students living in poverty.  All students deserve excellent teachers and the opportunity to succeed.  Although I have lofty goals, I have a strong work ethic and am very determined to become a difference-making teacher. 

Blog 2: What is a Teacher?

          Teachers are not artists.  Teachers are not comedians.  Teachers are not scientists.  Teachers are teachers.  The role of a teacher is unique in society and should not be labeled as anything else.  I believe that teachers' roles include but are not limited to: being role models, facilitating critical thinking, teaching skills, and facilitating knowledge acquisition.  Chapter 1 in Kumar views teachers as coming from one of three different philosophies.  The most traditional view of teaching imagines teachers as passive technicians whose purpose is to simply pass on agreed upon knowledge.  Kumar argues that this view disempowers teachers because the classroom becomes less of a lived experience (Kumaravadivelu 9).  The second school of thought is that teachers are reflective practitioners.  This approach sees teachers as problem-solvers who take a holistic approach to encourage reflection and critical thinking amongst students.  Teachers never finish their educations and are constantly attempting to maximize their own learning and that of their students through constant reflection and evaluation.  The third view of teaching labels teachers as transformative intellectuals.  This view is based on the psychology of Freire (Kumaravadivelu 13).  Teachers are seen as social agents for change.  Both teachers and students need to question and challenge the social foundations of society and constantly evaluate their own educational processes. 

 

            Although there is a presidential election approaching, I am not trying to be political when I say that I believe that a combination of the schools of thought described above most accurately depicts the roles of teachers in modern society.  The reason teachers become relative experts in their academic disciplines is partly to pass on knowledge and information to their students.  However, with an abundance of online classes and the creation of the internet, many students no longer need teachers in order to acquire information.  For that reason, I believe teachers are more facilitators than academic experts.  Teachers use their expertise in order to best facilitate knowledge and critical thinking skills amongst students.  Part of this critical thinking should be about the social foundations of society and the educational system itself.  Students need to learn to think actively and independently and not just accept things because "that's how it's always been done." 

 

            I believe that both teachers and students need to be more empowered than they currently are.  Theorists do not have the authority to tell teachers how to teach because current teachers have just as much information as to what instructional methods work best.  The relationship between theorists and practitioners needs to be a 2-way-street and not dominated by theorists.  In addition, students have more information at young ages than ever before.  Students are more aware of their own interests and learning goals.  Students should be given the freedom to pursue their own academic interests rather than sit through the same basic set of classes that have been given to all students for years.  Perhaps, teachers' most important role is to help students find their interests and passions and then help students find out how they can give back to society.