This was the question posed by Mike Harrison on the IATEFL facebook page recently. Considering the space constraints of commenting on a platform like that, and given my Faible for whimsical responses to serious questions, I replied thus:
If you are familiar with acrostics, a form of poetry where the first letters in each line (or some other regular pattern) form a message, you will see what I have done here – my response to Mike’s question is hiding in plain sight.
But afterwards, amused and satisfied as I was at my minor achievement in melding pedagogy and poetry, I felt the need to expand on this collection of ideas, as I had contributed them with more than simply the intention of showing off my (questionably) witty way with words.
So lI thought I’d look at each of my criteria for what makes a lesson great in a bit more depth over the next few days. I’ll be taking them in order so let’s begin at the beginning with G for Group Dynamic… Continue reading →
I’ve been thinking quite a bit about food recently. Granted, this soon after the festive excesses of the Christmas/New Year period, the last thing you may want to read about is food, but please bear with me for a while.
Recent debate over in Chia Suan Chong’s Devil’s Advocate blog series drew my attention back once more to an analogy which links teaching and food: the idea of lesson recipes.
“First, pre-heat the oven to 220°c”
The metaphor of a recipe pervades discussion of lesson structure both at pre-service level and beyond. There was even a highly popular book based on this analogy.
There was a trainee teacher on my last CELTA course who had come to us without any academic background to speak of but with a wealth of life experience; in the end, he turned out to be one of the most interesting trainees I’ve worked with. Continue reading →