Classroom interaction

How to Talk Like a Teacher

Speaker: 
Event date: 
Sunday, November 22, 2015 - 11:15
Venue: 
TESOL France Closing Plenary
Location: 
Telecom ParisTech, 46 rue Barrault, 75013 Paris, France
Extra info: 
Plus downloads
How to Talk Like a Teacher - hancockmcdonald.com/talks/how-talk-teacher-0

We teachers have a characteristic way of talking which we can easily identify, even out of context. So what are the features that make it so distinctive? In this session we will look, with the help of a little comedy, at some aspects of teacher talk and classroom interaction.

Sugata Mitra, ed-tech evangelist

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Sugata Mitra, ed-tech evangelist - hancockmcdonald.com/blog/sugata-mitra-ed-tech-evangelist

Sugata Mitra argued with evangelical flourish that, given the right resources, children will learn without schooling. He said that the right resource has now come into existence and is potentially available to every child: the internet. To support this argument, Mitra described what have become known as “the hole in the wall” experiments.

Kathleen Graves, teacher's teacher

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Blog - hancockmcdonald.com/blog/147

Kathleen Graves’s title contained the paradox that in teaching, you sometimes have to be less efficient to be more efficient. In a time in which testing and accountability have become paramount, in an attempt to cut out the dead wood in education, we have neglected the learner and a broader vision of what learning is for.

Danny Norrington Davies focuses on process before product in learner talk

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Blog - hancockmcdonald.com/blog

Danny, an IH teacher trainer in London, began by suggesting that after classroom speaking activities, many teachers make the mistake of feeding back only on task achievement, rather than getting up close to the processes and strategies by which the learners reached this outcome.

Nicola Alonge on critical thinking through questions

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Blog - hancockmcdonald.com/blog

Nichola began her presentation by getting us to respond to different questions about an Antonio Lopez Madrid painting to illustrate the difference between knowledge-based questions and those which encourage critical-thinking skills at different levels.

Tim Murphey on appreciative inquiry

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Blog - hancockmcdonald.com/blog

Tim Murphey began what was a very feelgood session by recommending an action log at the start of each lesson. You put up on the board a list of all the activities you're going to be doing, and as the lesson progresses, the learners write how they felt about each activity. The teacher may go further by collecting and 'publishing' these logs so students can see each other's comments.

GRETA Granada (Spain): Christopher Roland on discipline

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Blog - hancockmcdonald.com/blog/147

Christopher opened the session by imploring management to make sure that the spirit of an institution is behind its teachers so they know they have supported when it comes to issues of discipline. He then gave an entertaining and thought-provoking plenary on how to deal with challenging teaching situations and defuse tension in classrooms with primary, teenager or adult students.

IATEFL Hungary: Margit Szesztay on the power of questions

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Blog - hancockmcdonald.com/blog/1

As well as her plenary on teacher development, Margit Szesztay presented this very practical, classroom-focussed workshop on harnessing the power of questions. First of all, she asked participants to simply formulate one question we would like to ask, and then ask it to as many other participants as possible.

Classroom Codeswitching

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Mark Hancock presenting in Poland

In this short video, Mark explains the reason for code-switching between Polish and English in an information gap activity. For more on this topic, see the article "Behind Classroom Code Switching: Layering and Language Choice in L2 Learner Interaction".

How to Talk Like a Teacher

Speaker: 
Event date: 
Friday, April 30, 2004 - 14:45
Venue: 
APPI
Location: 
Povoa de Varzim, Portugal
Extra info: 
Includes handouts
How to Talk Like a Teacher

In this talk I will highlight some patterns in English language classroom talk. I will suggest how these patterns arise, and what their implications are for language learning. I will conclude that it may be better not to talk like a teacher sometimes.

(I have also presented this talk at TEA (Canary Islands) and as a plenary at CETA (Cordoba, Spain))

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