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MISSION STATEMENT a/k/a “PG-13” a/k/a the Clean side and the Dirty side

Been a long time since I posted anything really worthwhile.  I feel like a lot has changed since I began my “career” (ahem…) as what’s known almost universally now as a “TEFL blogger”.  What exactly has changed is a little difficult for me to put my finger on, but I’ll try.

 I’m not the only one who has detected a change in the world of TEFL blogging world.  In recent months it seems that lots of folks have taken note of this shift, among them the great Mr. Alex Case (who I’ll admit was the first and primary inspiration for me to get my feet wet in the whole blog thing) in his TEFLtastic post entitled “Has the TEFL zeitgeist changed?”.

 Here he analyzed the bipolar nature of the TEFL blog thing, which in the end he terms “positive” and “negative”–this dichotomy between the “nice” bloggers on one hand, and on the other hand, the, er, “others”.  The gist of it was this:

 First you had the innocent, helpful and neighbourly TEFL blogger, ”serious” (Insights into TEFL) and/or “contemplative” (Teacher in Development) affairs and their genuine and generous contributions (of varying usefulness or viability, might I add) to the enormous virtual library that is the Internet and to the theory and practice of our “profession” in general.

 Then there were the “negative” ones: seedy, scuzzy types—who conceived of their blogs as either vehicles for their satirical jibes at lame students, DoSes, fellow teachers and the TEFL industry in general , as in the case of the venerable Sandy McManus) or as journals to record their drunken shenanigans and intercultural exchanges of bodily fluids, in order to share these exploits with the world at large, often with hilarious and fascinating results, as in the case of the infamous English Teacher X.

 (Also, I suppose you have the “crusade” blogs which by their nature are intended to help raise awareness of the many pitfalls and scams of the often shady business of TEFLing in the world (“positive”), but which often also had their scuzzy aftertaste, I guess by contagion from the villainous exploiters they sought to expose (“negative”).)

 While the one-year anniversary of $trictly 4 My T.E.A.C.H.E.R.Z. is still a month or two away, I’ve been inspired to think about where I fit in with all this.

 My conclusion is that I have a little of both. 

 When I started, I didn’t really think much about where I wanted to go with the whole thing.  It seemed like a nice, new, interesting hobby.  I wanted to try to hold my thinking and planning up to some kind of standard.  I wanted to put some kind of pressure on myself to really polish up and think through some of the things I’d been doing and materials I’d been creating—the idea of letting other (probably better and more experienced!) teachers see your work like this makes one much more conscientious about certain things).  And it turned out to be very motivating, and even kind of fun.

 So yeah, $4MT is a friendly, neighbourhood teaching blog, real “positive”.  But, at the same time, the contents of each individual lesson are a bit, well, on the shady side, why deny it.  “Sex, drugs, and rock ‘n roll”, or almost.  As American movie-goer types might say, if not X-rated, or even R-rated, a lot of what I (and my students!) seem to appreciate is decidedly “PG-13” if you will.

 (That last bit in parentheses is important.  I often find myself thinking, “Are they really going to be interested in this?  Am I committing the cardinal sin of bringing something into class because it interests me rather than my students?”  The idea is to please both, to generate interest on both sides of the equation.  But then I tend to know my students’ tastes fairly well, that’s all.)

 It’s not unlike a 12” hip hop single from back in the day (they still put those out?) – with the clean version and the dirty version.  With that in mind, I’ve put together a list, like Side A and Side B, the “clean” side and the “dirty” side.

 ”DIRTY SIDE”

1.  Unemployed Scientist reading lesson (booze)

2.  Mr. Show “Lie Detector” Present Perfect/Past simple lesson (booze, drugs, innuendo)

3. “Intelligent Falling adj.+obj+to+inf lesson (not dirty but fairly anti-religious and heathen)

4. “Guilty Conscience” reported commands (this one takes the cake…)

5. Mr. Show “Do you have anything to declare?” Customs roleplay (drug smuggling)

 ”THE CLEAN SIDE”

Uhh, everything else here.

Now that that’s out of the way, I feel ready to get back in the ring and start posting again after my summer hiatus.  Lots of random crap to sift through.  And I promise, no more posts where I just put up some links to other posts (if I were a “rea”l blogger, I would know the term they use for that…)

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reflective teaching journal fail

My god, it’s been ages since I posted anything here.  Almost a month.  Christ almighty, where is my motivation?

Well, I guess part of it can be chalked up to that seasonal syndrome of motivational dysfunction known as “spring fever”.  Maybe it’s really a physical, neurological/endocrinal phenomenon related to the change in season.   (Maybe one of you reading in this in the tropics or Southern Hemisphere can clear me up on this?  Do the months of May and June also correspond to this particular sort of malaise?)

Or perhaps it’s merely a part of my cultural heritage, in which as early as grade school we are subtly encouraged to stop giving a damn during the last month or so of our annual scholastic commitments.

Yes, I’m coasting towards the end of a lot of my commitments teaching-wise, it’s true.  I suppose my lack of blogging motivation may go hand-in-hand with the lagging in my creative teaching motivation.

Thankfully, this lack of inspiration has (paradoxically?) inspired me to have a look at another classic example of the fizzling-out of pedagogical motivation.  To wit: this year, one of my New Year’s resolutions was to start what is often known as “a reflective teaching journal”.  A idea popular with many teacher trainer types, and the subject of all manner of research papers and internet pontification.

This lasted all of about three months.  The first few entries are brief at times, with little detail, but more or less complete, and you can tell that at the beginning I was taking it all a bit more seriously, making such notes to myself as these (both from 3 Feb 2009):

“Must exert more control.  I need to go for ’stern but fair’.  Not ‘petulant and pissy and vindictive’” [though it should be noted that a week later for the same group I seem to have written: "Much better, I think my 'drama queen' act last week may have actually helped: they were much more cooperative today"...]

or

“Off to a rocky start, but later we found our groove and the personalization exercises and the domino game seemed to be well-integrated and well-received–tomorrow we can start with some correction dictation of the more clamorous errors from free speaking”

Then there’s a page where I’ve written at the top: “I lost a week in there somewhere”, then it starts again, on the 23rd of February.  That’s where it started to get a little squirrelly.

There are weeks where I seemed to be giving it a go with some degree of motivation intact, but these are interspersed with pages where I’d obviously gotten behind and was trying to make up for a week’s worth of lost time–things like “XYZ Company*–past cont./past simp. pictures, listening, rev.extreme adj.”. Or better yet: “Pepito*–review rel. pron., phr. verbs and”

Yeah, the XYZ entry there is an example of a “reflective” teaching journal with absolutely zero reflecting going on at all.  Basically me jotting something down so as not to forget about it over the course of my million other classes that same day.  The “Pepito” entry is even better–I didn’t even bother to finish the phrase.

I could blame it on the conditions I was usually writing in–on buses or in crowded subway cars going from class to class, making it impossible to write consistently.  I suppose I could blame it on any number of things.  Doesn’t matter.  My teaching journal was a total failure.

I guess the important thing is that now, months after my latest attempt at a reflective teaching journal, with hindsight I’ve gleaned whatever little ideas that sprung up, improvised gambits and so forth that worked well, etc., etc. from my meager notes, and I reckon I’ll try to use them in the coming weeks as we draw this year here to a close.

Anyone else have any choice bits of “reflection” they’d like to share?  Or tales of failure and redemption and things of that nature?  Feel free to put them in the comments box.

Or if you haven’t tried and failed the “reflective teaching journal” thing, have a look at these tips for keeping one. (I think I had the biggest problem with tips 1 and 2.)

*Names changed to protect the innocent

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