Maybe you hate your school. Maybe you’re working undercover for a competitor. Maybe this is your next gig after hacking the American election. Whatever the reason, you’re in good company; there are a lot of people dedicated to destroying teacher development. Little has been written about the field of destroying teacher development (or “DTD” for short), so to make your work easier, I have compiled this list of the highly effective DTD techniques. Go forth and destroy!
Hold it! Step away from the photocopier. Do you really need those extra materials for your next class? Are those handouts going to help your students learn or just clear a couple of inches of Brazilian rain forest? Before printing anything more, check your materials (or ‘mateRRRRials’) against the four ‘R’s (real life, relevance, reaction and recyclability) and make sure you and your students get the most out of them.
Can you remember some of the things you were “forced” to do when you were a child? Forced to wear a school uniform. Forced to go to the dentist. Forced to eat vegetables. Being forced to do things sucks. And yet every week we force teachers to attend training in the hope teachers can be forced to develop. They can't.
When you see a police car in the rear-view mirror, do you drive more cautiously? Do you work later when your boss is staying after hours? Researchers call this behavior “the Hawthorne Effect.” And, it affects your ESL classroom more than you think.
100 couples get divorced in America every hour. These divorces cost 11 billion dollars a year in legal fees and result in 43% of kids in the States being raised without their dads. Tragic. But what’s causing all these divorces? Getting married too quickly? Staying out too late? Not enough sex?
How many of us start lessons by asking students to put their mobile phones away? Probably too many. The vast majority of our students come to class with a computer more powerful than all of NASA had in 1969. NASA used their technology to put men on the moon with a rocket. Our students use their technology to fight zombies with plants. Doesn’t that sound like a waste?
Listen. You can’t hear learning taking place, can you? You can’t hear the cogs in students’ brains turning as they try to get their heads round a new language concept, can you? You can’t hear the humming of a learner’s’ brain as they internalize a new word, can you? Well, I think you can. The best classes I’ve ever observed and taught all had this sound in abundance. You’ve heard this sound before. You know what it sounds like. What’s the sound?
At some point in the past, we decided on a “native speaker” model of English. We recruited millions of “native speakers” as teachers. We recorded and played thousands of “listening's” featuring other “native speakers”. And we forgot about all the other English accents in the world. Now, we have millions of students who can understand American English and British English. But what about the other Englishes?