Showing posts with label attention. Show all posts
Showing posts with label attention. Show all posts

Monday, May 30, 2016

Selfie Videos as a Tool for Language Learning

photo credit: Körsbärsblommorna i Kungsträdgården 2016 via photopin (license)

Being a teacher for some time, I have seen first hand the impact the adoption of technology has had in teachers' and in students' lives. Having that in mind, one cannot deny that it is important to adopt technology for teaching. In line with this premise, I would like to share something I learned in one of the many interesting presentations at the 2016 TESOL International Convention & English Language Expo in Baltimore, USA. This practice-oriented presentation (by Loni Thorson, Kyla Masciarelli, and Christine Discoe) was entitled "Using Selfies to Promote Language Learning."

What the presenters pointed out was  that technology is what students want. Linking the drive to communicate with the technology available to us, selfies are a trend in the world today.  One point in favor of using selfies, the presenters argued, is that video chat is a growing trend. This is really true and the proof for that is that if we look around, we will see people making either video or picture selfies almost all the time. Besides that, video chat through Face Time, Skype or other channels are quite frequent among learners young and old. Educators have to admit that this is a sign that people in general are comfortable with this technology. This brings us to the first argument they presented in favor of using selfies as a means to learn a language: classroom  comfort.

Classroom comfort informs us that in order to have effective and authentic tasks, students need to be comfortable with the assignment. We observe that students are very comfortable with their cell phones. Actually they are uncomfortable if they don't have them. Social comfort is also important. Students need to be comfortable with the technology (cell phone).  Being digital natives, students are used to seeing themselves in videos. They want that image to be curated. We want students to want their image to look good., they want to sound good, their pronunciation to be good, they want their image to look good. We teachers want students to want their image to look good. So, they have a natural desire to self-correct in terms of how they sound and how they look.  This is exactly what we teachers want.Video chat is a comfortable environment for them.

When people make a selfie video, they generally explain their surroundings and they give an update on what they are doing, they also explain if they are having a problem or if they are sick. All this updating creates a one to one interaction and, as a result, it increases comfort between students and viewers. A comfortable relationship with the teacher is created through this open communication channel. Besides that, it also creates comfort between students as they see themselves and their classmates in the videos. As time goes by, students that might  not have been happy with how they looked or sounded, feel more comfortable seeing and listening to themselves. Some report never have listening to or seeing themselves before. As they report feeling more comfortable doing that.

Why are selfies important?
Some reasons that make us convinced that using selfies in the language is useful relate to comfort and attention. There are two types of attention: inward attention and outward attention. They are mutually exclusive and you cannot have the two going on at the same time. Why is it important to understand this concept when making selfies videos? While making a selfie video, students do not only direct themselves outward, but they also have to direct themselves inward to see what is happening to themselves. They correct themselves during the video and sometimes after the video. This kind of attention works as meter against which they evaluate their performance, and as a result, they record multiple times just to make sure they get it right. They are aware of their own self-presentation and they make more selfies as assessment or a class task, they get more confident of their performance and become more confident and fluent speakers.

Wednesday, February 04, 2015

Reading your Students

“Reading” is a skill you will find yourself cultivating in your students from day one in the classroom until the end of the semester. They use reading to find the right classroom, to register the date and their teacher’s name, to find the Resource Center or the Coordinator’s Office. Reading ability will determine the ease (or difficulty) with which the students interpret written instructions to an exercise or participate in a scripted dialog in a textbook.

Reading may one day lead your students into enlightening research, the expansion of comfortable dimensions of knowledge, the tingle of literary adventure or romance.

But….are you “reading” your students?

Many teachers begin a semester with intense concern for the lesson plan, the materials they will use, the technologies they will employ in the process. Have they reliably led the class from point A to point D, with demonstrably positive results (evident in the students’ overall performance)?

In following the trajectory of a prescribed teaching path, the instructors become so intent on the intermediate and end goals that they may overlook the signs that indicate how the students - on a less obvious level - are absorbing or reacting to the class in question.

Are you (the teacher) attentive to the following “reading” signals: 

  • Willing and consistent eye contact 
  •  Alert and energetic posture (vs slouching and lounging)
  •  Precision in repetition (vs relatively soundless mouthing, avoidance) 
  •  Interested, forthcoming collaboration with fellow students
  •  Alacrity in response to task initiation and follow-through (vs sluggish foot-dragging that results in frustrated task completion) 
  •  Tone of voice (confident vs timid) and nature of attitude (positive projection vs reticent or somewhat surly rejection) 
  •  Choice of seating (outside the teacher’s peripheral vision or within easy visual “reach”) 
Reading accurately and with sensitivity; it can make a difference in task success, and an even bigger difference in classroom and lesson management.

Katy Cox

Thursday, December 12, 2013

What do You Think? Questions in the EFL Classroom

“What do you think?” For most students, there is no question more enervating than this one. In reality, Fernando is thinking about Natalia’s rear end, Leticia is thinking about red shoes, and Amelia is wondering if her hair should really be so pink. The teacher is referring to the North Pole, to a week in the desert, to a flight to outer space. “What do you think?” Think what?!

Teacher In Classroom

Let’s get more specific. Look at the paragraph on page 94. “Most people start a diet on the first day of the week.” So, asks the teacher, on what day did Mary probably start her weight-loss program? Monday, teacher. Great! Is that enough thinking for the day? How many minutes are left in this class, anyway…..
Is it hot or cold in the Amazon? Hot, teacher. Is Florida north of the equator; yes or no? Yes, teacher. What do you think about the architecture in Brasilia? Think what?

Questions that are too broad or too narrow are really a dead-end with regard to inducing extensive thinking or communicating. “Thinking” is usually best fueled by substance, in the form of reasoning, figuring out, relating to experience. For example, among the classes which are a requirement for people wanting to obtain a driver’s license, there is one session devoted to small-group discussion of contentious traffic situations  described by the teacher on printed handouts. In this case, “what do you think” sparks a heated exchange between persons who have experience these or similar situations, who know others who also have, whose speculations and opinions are percolating with reciprocal mental energy in the buildup of accelerating reactions among the participants. This is thinking.

Yes/No questions, queries which ask for a fact or statistic, all have their place in classroom work, in the daily constructs of communication. But they do not usually result in the extent or complexity of thought – hopefully, expression – which the teacher has in mind when he envisions students in the process of interested reaction to stimulation of thought. Some questions inspire furtive, repeated attention to the movement of the minute hand on the clock on the wall. On the other hand, effective thought-provoking strategies can open up fields of mental/verbal exploration that will result in looks of surprise and slight frustration when the bell rings. Already, teacher?   

Katy Cox