Saturday, September 24, 2011

Should've Known Better

This year I've made a point of quitting the use of the word 'should'. Seven months into the experiment, I can (almost) safely say it is now gone. Gone from my blog, from my everyday vocabulary. Above all, gone from my inner thoughts.

Why? How did I start this?
Because whenever I read that teachers should...(you fill in the blank)..., I've always felt a need to resist inside instead of engaging in conversation.

Coming closer to examples, I think we mean different things when we use 'should'.

Generally speaking, in affirmative form, I think it sounds like a disguised form of protest.
e.g. "Every teacher should blog".
Which probably translates to "I would like, I need, it would be nice if... I do, it works for me, why not you? Come on!"

Speaking more personally, it's a bit of a diminishing word.
e.g. "I should blog every day."
Which may well translate as: "I think that my not blogging everyday is not enough" or "I wonder if I ever will". These phrases invite to approval or disapproval. A pass or fail in a test. (Who needs another test, anyway?).

I could go on. A quick search in my RSS reader gives me inspiration, but I won't quote. You go search for yourself and write your own subtitles to the 'should' movie. There is a lot in need of translation written out there.

'Should' works very well in question form, though:

"Why should I believe that?"

See? That's the kind of blogging I want to read on without feeling an internal argument building up inside me to resist it. It engages me to find my own reasons. I may even blog back at you. So we both get a chance to learn.

The mind has a natural tendency to resist change at times. if you mean to create or lead change when you write, watch your use of 'should'.

I hear the word very frequently in my network; I do not stop reading people who use it. I just read between the lines knowing I cannot assume what they really meant until I read much more.

Excuse me for contradicting myself in the same post, but I don't think anyone should anything, be it change the way they teach or publish their minds in blog posts, until they find their own genuine reasons. Anything else is as attractive as thoughtless cut&paste of ideas.

About writing, I think that there are more powerful words than 'should'. Only the sentences need to be more wordy, you need to go meta reflective to create meaning, you need to put yourself out there in the open.

How? Here's a possible structure:
"I would like this to change because..." Paragraph. Concise.
Followed by,
"I shape my thoughts like this because of where I come from". More paragraphs. These are key.

That's more humble and also less pretentious. Bonus: that's is the way I can get to connect to you. Speak from your known corner of the world to the unknown world wide web who might read and write responses, if they feel so inclined. Your ideology need not be photocopied elsewhere. Finland is already taken. Perhaps, we need to do differently.

If you ask me, I like sentences with a deep structure grammar based on freedom, not authority. Freedom from the critic or evangelizer lurking in your voice. Besides, 'should' is a poor authority invoker, in my opinion. It tends to overstep it.

So consider cutting down on affirmations with 'should', please. I'll see for myself what I might do with your thoughts, if anything at all.

Engage me. Show me your learning. I'd rather you tell me your stories.


Time Long Past
Time Long Past, by me on Flickr

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Tuesday, April 13, 2010

Classroom Evolution


Back then...
Ten years ago this classroom situation was normal in my English as a foreign language lessons.
Student question: -How do you say "osteoporosis" in English?
My answer: -I don't know.
Student: -Sorry.

Sorry? Why?
Students found it hard to explain why they apologised for asking something I didn't know. I think it had to do with respect for the teacher being some kind of authority in their subject resulting from hard work . By spotting the language gap, they were exposing my not knowing (perhaps not being good enough?). They liked the idea of learning with a good teacher. They were demystifying the classroom hero they admired. They felt genuinely sorry for it.

I always made it part of my job to explain there was nothing to be sorry about. I would explain that medical terms tend to be similar in English, but I would look it up in my dictionaries and bring the answer next time. I thank them for their questions because they made me curious and helped me to learn more than I could on my own.

Silence in the classroom. They looked puzzled. The "Sorry" died hard.

In later years, I was happy to find surprised faces at asking something I could not answer immediately. I think they felt thrilled, perhaps powerful, at seeing they could make the teacher learn with their questions. They could even take it as a game: "Let's ask more difficult questions" or"Let's ask questions at the level of the teacher". I enjoyed this change. This is the classroom atmosphere I am most comfortable with, I thought. More vibrant.

Back to the present...
Yesterday something completely different happened in my class. I corrected a student who was using two words as synonyms when they are not.
-Are you sure? -he asked.
-(Why ever would I correct him if I wasn't? -I thought.) Positive. -I answered.
Next, he produces his Blackberry from his pocket and goes to an online dictionary to check.

At this point I saw the two roads diverging in the woods... and I determined to take it easy while I sensed my authority as a teacher being put to the Internet test.

Silence in the classroom.

I decided to join his efforts and look it up in my netbook as well. We ended up exchanging what we had found out.
He looked at me with a smile of satisfaction and admitted: -You're right.


That moment was a turning point in my lessons. I had read before I am no longer the most authoritative person in a connected classroom. Reading it is one thing. Going through it is quite another. The more travelled by road is soothing. New paths are challenging for the teacher not in academic terms, or new technology literacy, but in human terms. To flow in the current teaching context, you need to give your ego a sanity check.

Authority is not a given. It is earned. A student at a time. Everything you have studied for is not enough. The best tools used for the right purposes will not give you that either. Authority in today's classroom is a humble attitude towards the student and the subject being taught. It is about sharing how you get there as opposed to how you once got there. Authority is the result of transparent processes unhindered by the knowledge possession illusions of a distant educational past.

Do I like this new scenario? Frankly, I'm getting used to it. For starters, reading my two reactions to the previous situations makes me feel amused now. Clearly, I didn't get it back then. I barely hinted at it. You need your students to evolve enough for you to experience a comfort zone stretch. Then, we can talk about authentic, timely learning.


Image credit
http://www.flickr.com/photos/edans/453998716/

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Saturday, March 27, 2010

Context is what context does. Or is it what you do?

Written on November 25th 2009. Last edited March 2010.

A few days ago Gabriela Sellart asked to save a comment I made on a Facebook thread somewhere visible. Gabriela was doubting whether to pull Twitter statuses into LinkedIn. I said I wouldn't.

Pablo raised issues of context and transparency. He said you are who you are regardless of context. I assume I have no permission to reproduce what Pablo -who is not my friend in Facebook- said in a semi-private medium, so I just quote my answer:

"My Twitter does not have a padlock. It's wide open. Anyone in the whole world can read it. I can put my Twitter address in LinkedIn as a website of mine. I would not let it replace the status bar in LinkedIn.

Whether you are who you are is not for me to say. Although I see a lot of people creating a persona in their blogs. Meeting them f2f changes things a lot.

I am a language teacher interested in communication online.
Two issues here:

1-Meaning is affected by context.
2-I wouldn't force the same info to different audiences. I like letting people choose."

I think choice matters. Who owns the choice? Those who are literate, which reminds me of a tweeted quote from a recent presentation by Michael Wesch:


Maybe a blog post is a better venue than Facebook to enlarge on the idea of transparency. I think Pablo and I are not using the same definition here. Transparency for me is not about showing it all. It's about showing everything that matters; that is, sharing the path for learning what you've learnt. How have you seized that learning you blog about? This is what gives a text online authority and validity in my opinion.

The idea of choice and context remained at the backstage of my mind until this morning. Terry Freedman published a post that set me commenting and wondering what is context when we are online.

So I dwell on those ideas...
The choice of context and how it affects the message. The power of context for creating meaning. To what extent does the medium make the message? This question seems to state a battle no one can win. We cannot fight RSS fragmenting all our conversations and distributing them everywhere. RSS per se is not against the law.

But reading in depth, what I sense Terry is worried about is a much more complex issue. That of how much will we let the machine do for us?

This is not a legal conversation topic, but an ethical one. A conversation worth having, by the way.

Meta-thought
The interesting thing is that I wouldn't engage in this conversation, I wouldn't have gone for more depth into it if it had not been written by Terry, whom I follow and learn lots from. I am here writing because it is in the context of Terry's blog.







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