Tag: language learning

For study until 20th of October 2024

Subject: Mindsets for Language Learning

Audio: On usual social media platforms.

I had been studying Dutch for three months when a very predictable situation raised its ugly head. It happens over and over in language learning situations and I was in some ways expecting it. It is the nature of the beast when it comes to learning  or to put it plainly, the dark side of the human mind.

It all started when the students started to organize their own Zoom and Whatsapp groups to practice, there was nothing wrong with practicing with others but I knew the stage was being  set for something. I wasn’t the teacher in this class  but I sensed the great  machine of negativity and mental assassination was ready to be switched  on and already  subtle signs had started to appear. I knew that something was rotten in the state of Denmark. To put it another way, trouble was brewing.

Sure enough, during the practice time on zoom, I could see one student who seemed a bit uneasy, chatting more in English than in Dutch, a sure sign that a difficult English conversation was about to take place.

“I really like our teacher” she remarked “but things move a bit quick, she doesn’t really give me a lot of time for questions”. I could see her name was Samantha from the bottom of the Zoom screen.

“She’s under a lot of pressure, I commented, “she’s only been given one hour a week to teach us, she is under as much pressure as we are, besides, we are supposed to learn at home and come prepared” I quipped.

“I suppose, but she could at least let us speak more…” she responded. Heads started to nod, I could see a mindset developing.

“She is good… but…” she continued.

I could see in my mind’s eye a vortex opening before us, ready to devour us one by one but I doubted Tom Cruise was going to appear and save all of us, he was too busy making Mission Impossible movies.

 This wasn’t the first time I’ve sat in these kinds of circles and it isn’t something teacher training really prepares you for. Besides, in this class I was a student, I should’ve learnt to shut up.

“Sharon’s Dutch is very good, I mean its ok for her because she knows the stuff already, I don’t even know why she’s in our class” continued Samantha truculently as she mouthed off about another student.

“I just get the feeling she doesn’t like me” came another voice  from the room, more heads started to nod as I watched the vortex in my mind’s eye expanding, remembering that these kinds of conversations are deadly in language learning circles.

“My friend had our teacher last year, she says that she is very good but really strict and by the book” someone else chimed in. The argument started to build and I realised that I had to get the class mindset back if we were ever going to learn anything.

“You know the Dutch are very direct, it’s a cultural thing, no one is to blame for that – we just aren’t used to it, besides its only a stereotype based on accent and ways of speaking. It has nothing to do with liking you or disliking you” I reasoned.

“Well I still don’t like her” piped up another student.

In every language learning class there is always one person who has too much fluency for the class they are in and another who knows next to nothing. This immediately gets people’s backs up and creates a culture of blame when people compare themselves to each other and feel they are not learning. If these students had been kids, it would have been brushed off as one student being more intelligent than the other but when everyone is the class is mature, there is always a level of discomfort. In the minds of adults in these kinds of situations someone has to be blamed and I could see that just like a sliding puzzle everything was beginning to slip into place. Someone had to be blamed for what was regarded as a lack of progress, and in this meeting, attention was turning to the teacher.  In my career as a teacher, I had seen heads roll for this, I was well aware of the dangers of mesmerism in the classroom, opinions  can travel faster than any virus and there is no one really to blame exactly, except some bad ideas which are misplaced and personalised to make us feel better about learning.

“Well lets start by going over what we’ve learnt so far from the class” I replied, trying to get into a position of leading the class away from negativity.

Samantha at that point made an excuse that she had forgotten an appointment, and then vanished. Although I was glad to see the back of her, it was too late, she had already left her mark on all of us. Nobody in the class wanted to practice and it led into a mindset which was not ready to practice or learn. As for Samantha, well the whole point of the practice session was that she and others could participate but she eventually left the group and the course citing that “she wasn’t getting anywhere” although I doubt she realised the legacy she had left on everyone else.

I am always really fascinated by these experiences in language learning, especially how a group of well mannered students can become tribal and end up looking like they are in  a scene from the book Lord of the Flies by William Golding, tearing people to shreds given half the chance. Although the actual learning part is very individual, there are often cultures which are created by individual mindsets in places of language learning and they can become very difficult to break if left unchecked.

I stopped attending the practice group because it was a breeding ground for arrogance. At one stage they even agreed amongst themselves to try and talk to the School Head Teacher about their “problem with the teacher” who promised to investigate.

By the end of the course, there were only a handful of us left and we, including the teacher, were all left scratching our heads wondering what had happened. Worse than that, a culture has been created and future students no doubt had their comments “My friend Samantha studied here and she said…” and the culture is enabled again and the whole thing is repeated.

The key in any class is always in finding unity with others in learning, without that there is nothing. It becomes like a kingdom divided against itself. This happens not only with language students but also with teaching staff, teams in offices and wherever people are asked to work together. The way to deal with this is not to attack the person who voices it but to realise it is an opinion which is on the scene and it needs to be disarmed before it causes panic. The person and their opinion must be separated. It is important not to label the person bad and shun them, but to see the only thing at work here is a fake opinion.

My advice to any learner or team member who wants to succeed, guard your thoughts well, not only about learning but about any thoughts or opinions which are developing in the classroom. Avoid discussions about personalities and focus as much as you can on unity. If your learning is slow, have a look at what’s going on around you and make sure your mind is not caught up in any negativity. If you have a problem with the teacher, voice it immediately with the teacher  and don’t let it fester.

For study until 7 July 2024

Subject: Teachers, Then and Now

Audio: On usual social media platforms.

Women in particular used to have very defined roles in society and I recall that my teachers in the 1970s and 80s were for the most part unmarried women. 

There was an expectation that they would devote their lives to education and could not be educators as well as look after a husband. Female teachers were simply not allowed to marry, culturally or legally.

 That rule had been officially lifted in 1944 yet the tradition remained, likely out of fear that a community may judge a woman unfairly. After all, in the 1970s and 80s, most of our elders were born before 1944 and they themselves were educated by unmarried teachers.  Sex, sexuality and physicality were completely repressed during the 19^th century so a woman who was abstaining in order to educate children was a serious vocation. It was perhaps a throwback to a time when we would have been educated by Catholic nuns and Priests.  There were practical reasons for this as well, particularly regarding the high number of unemployed men.

 By default we often referred to teachers as “Miss” rather than “Mrs” because it showed more respect.  Female teachers here in the UK were expected to be single until 1944 and if they were found to be married then they were sacked.  Women working, was generally seen as something negative but exceptions were made of course for cooks, cleaners and general domestic roles, but even those kinds of roles were reserved for single women or spinsters who had no chance of marriage or a profession because of their age or class system.

By the time the 1970s came, times were indeed changing and more women were becoming teachers. Our social revolution of the 1960s had left its mark and women felt empowered to do anything they wanted.  The Headmaster in my School was Mr Cameron, of course the opinion was that his job as Head Teacher with all of its administrative tasks needed a man to manage it and I often wonder how he dealt with ten woman on a day to day basis. He was an older man, never having been married himself. When he was due to retire the school held special celebrations for him and wished him well. He was so taken by our Love for him that he changed his mind and decided to stay longer which perhaps gave us a glimpse into what his life was really like. Perhaps just like the rest of us, he had his own self doubts and loneliness but he was not allowed to show those publicly.

The Teachers I recall were very happy.  The older ones who were well passed their sell by date seemed very contented. They were like matriarchal figures, quick to give advice with a very blunt practical masculinity (yes they were all women) which surfaced when required.  Corporal punishment was still in place until 1981 and you really did not want to be on the receiving end of that, especially if you were in any way squeamish. It involved being belted across the hands with a trouser belt or cane until you almost bled. The weirdest part of that punishment was the ritual. The most well behaved boy in the class was sent to collect the belt from another teacher, giving the message to the other class that someone had been playing up. That belt was then carried back with great reverence to the class of the troublemaker so that everyone could see what was about to happen. A few of the teachers even cried when carrying out this brutality as I recall and on the other hand (excuse the pun) some of them enjoyed it.  Questions remain in my mind about why  a bunch of middle aged women had men’s belts hanging on the walls to punish us with?

By the mid 80s married teachers were becoming as common as single ones. In my community today  there are still a number of older teachers who choose note to marry, but they are mainly retired, morally upright woman who look like relics from another time and then of course there are also nuns. Some of them are in prison serving sentences for physical cruelty to children in the 1960s. Others are simply sweet old ladies.

Times have changed and now teachers are required to be formally educated. In the past they simply had to attend “teacher training colleges” whereas now there is an expectation that they will hold at least a Degree. Headlines appear regularly about inappropriate relations between kids and teachers as well as violent threats and lack of safety in the classroom.  Some of the teachers do not look much older than the kids.

As my colleagues and I discuss our experience of school days, one thing we all agree upon is this: We would never send our children to  British schools, we would either “home school” them or live in another country. There is an opinion that frankly speaking, children here are exposed to too many things.

I yearn for the old days but do understand things were not perfect then either,  it simply looked that way through the eyes of a child.

Monday’s Affirmation – I am a valued member of the language learning community

Reflect on your own childhood – what opinions do you hold about school? Describe your friends you learnt with and compare them to exchange partners that you have now.

Tuesday – I am making progress every day

In what ways were you successful in education? What do you regret?

Wednesday – I am a capable learner

Write a short essay on how education has changed in your country.

Thursday – I find joy in learning

What could you do to improve your joy level in learning? What would stepping outside your comfort zone mean?

Friday – Mistakes help me learn

Compare punishments – making mistakes at school and making mistakes as an adult.