Contradiction into dissonance into retreat (into tradition) [Vlog #9 Follow-Up #1]

*Please excuse the awkwardness of my attempt to catalogue this and (likely) future posts into a little sub-file, right there in the titles. LOL. Part 6 of A/ii in reference to Post11b. It’s all one big comedy joke at the end of the day and this is but a lifestyle blog. 😉

***

One bullet point in the non-existent TL;DR itemized summary of my 22-minute vlogpost yesterday might read:

  • Many student-teachers appear to hold problematically negative perceptions of their learners in general, something I see as both a cause and a symptom of temporarily confounded instructor mindset (at best) and/or a potentially pernicious teacher demotivation (at worst).

Anyone who has worked with teachers in a mentor relationship has likely been there: an in-lesson critical incident is identified in reflection with some awareness, but the teacher needs nudging to defocus the learner (perhaps in apparent contradiction to what they’ve been building up intellectually) and really directly account for themselves and their influence on the situation. With novice teachers like those on CELTA courses, it’s often quite a lot more than a “nudge” that is needed; trainers are constantly on the lookout for a way to saliently signal this to their trainee teachers without tripping up on any destabilizers for an aspirational teacher identity-in-progress.

To my bullet point above might be added:

  • I believe these cognitively/affectively negative cognitions have a pernicious effect on both the teachers’ efficacy and their development (as if we should even distinguish between the two).

Lo and behold, as I was taking an outdoors walking-break on campus this afternoon (just gotta avoid any number of monstrously large monitor lizards anywhere near water…there’s water everywhere, all over campus. Attentive blog readers can expect visual documentary evidence of these beasts before, say, Christmas…santa-willing) I took along one of my favorite ELT books and opened it right to this:

So I’ve got this muddle in search of a operational maxim to guide me in helping, and luckily as I read and re-read this so-good-I-take-in-on-walks-and-confidently-flip-it-open-knowing-something-good-is-likely-to-come-of-it book Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development by Karen E. Johnson and Paula R. Golombek I’m able to start forming a few. To me, these two brilliant women are ELT teacher-educator visionaries; they have grown magical eyes with which to see teaching, learning, teacher learning. I must keep digging into their work.

and I hope to dig out a photo of me posing with them looking, as you might imagine, $%&#@! over the moon at a TESOL convention. 😀

What do you think about the dynamics that passage is pointing out?

Also, do you have an ELT book that works like this, one of those books you can simply pop open and expect something perfectly suitable to roll on out? Comment section below, people!

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