Skip to main content

You can't beat a good teacher

All the international evidence says the same thing.  Forget technology, school structures, iPads, academies and the latest methodology; if you want to raise standards just get a really good teacher in front of a class.

So far, so obvious.

I have just returned from a weekend "retreat" in York with one of my barbershop choruses. We are doing our final preparations in the run up to the national convention in Bournemouth. We are fortunate to have an extremely gifted and experienced chorus director. This is what she does well:
  • She has superb knowledge of her field, so we have confidence in what she tells us
  • She has high expectations but tells us we can achieve them with hard work
  • She models good performance
  • She is passionate and enthusiastic about what she is doing and shares that with us
  • She praises us when we do really well, not just quite well
  • She admonishes us quite agressively when we go wrong, but not in a vindictive way - we perform better afterwards
  • She smiles a lot, is funny and enjoys banter with the chorus
  • She is sensitive to individual abilities and needs
  • She sets out clear goals (short and long term), works hard for us and is well organised
  • She makes us do things repeatedly until we get them right
  • She invites input from the chorus
  • She believes in improvement through both practice and explanation
She would have made an inspiring school teacher.


Comments

  1. wonderful post.
    carry on..
    thanks a lot for sharing.

    A Good Teacher -Paragraph

    http://banparagraph.blogspot.com/2012/05/good-teacher.html

    ReplyDelete

Post a Comment

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a langua...

Zaz - Si jamais j'oublie

My wife and I often listen to Radio Paradise, a listener-supported, ad-free radio station from California. They've been playing this song by Zaz recently. I like it and maybe your students would too. I shouldn't really  reproduce the lyrics here for copyright reasons, but I am going to translate them (with the help of another video). You could copy and paste this translation and set it for classwork (not homework, I suggest, since students could just go and find the lyrics online). The song was released in 2015 and gotr to number 11 in the French charts - only number 11! Here we go: Remind me of the day and the year Remind me of the weather And if I've forgotten, you can shake me And if I want to take myself away Lock me up and throw away the key With pricks of memory Tell me what my name is If I ever forget the nights I spent, the guitars, the cries Remind me who I am, why I am alive If I ever forget, if I ever take to my heels If one day I run away Remind me who I am, wha...

Longman's Audio-Visual French

I'm sitting here with my copies of Cours Illustré de Français Book 1 and Longman's Audio-Visual French Stage A1 . I have previously mentioned the former, published in 1966, with its use of pictures to exemplify grammar and vocabulary. In his preface Mark Gilbert says: "The pictures are not... a mere decoration but provide further foundation for the language work at this early stage." He talks of "fluency" and "flexibility": "In oral work it is advisable to persist with the practice of a particular pattern until the pupils can use it fluently and flexibly. Flexibility means, for example, the ability to switch from one person of the verb to another..." Ah! Now, the Longman offering, written by S. Moore and A.L. Antrobus, published in 1973, just seven years later, has a great deal in common with Gilbert's course. We now have three colours (green, black and white) rather than mere black and white. The layout is arguably more attrac...