After 1 year of the Covid-19 Pandemic with companies and individuals cutting down on their expenses and labeling “language learning” as non-essential, I feel that my network of prospective students has been shrinking. New potential students don’t know me and are more focused on price than experience and great qualifications. And there is no shame in saying I need help to find new students.
Nothing better than counting on the support of an international organization with students and teachers from all over the world with expertise in student prospecting. I am sure we can both benefit from this synergy.
Part of their vetting is based on an online grammar test and writing test. Here’s my writing test:
Recount an endeavor, personal or work-related, that was unsuccessful. Provide as many details as possible. If you were to do things over, what would you do differently to ensure the success of the endeavor? *
The following will be assessed: grammar, vocabulary, and sentence construction/organization.
I have always felt that learners and teacher are partners, collaborators in the exquisite adventure of learning. The teacher will create opportunities for learners to grow and, in the case of learning a second or foreign language, to improve their listening, speaking, reading and writing skills. To learn to be comfortable in their own skin with their acquired language.
One side cannot be held responsible for everything. The student must show interest, commitment, dedicate time, money and effort towards their goal. Likewise, the teacher must be fully interested in their students’ progress.
A few years ago I had a student who was often cancelling her classes, never did any homework or any reading/writing assignments and she came up to me asking why she couldn’t feel she was making any progress.
I looked at her, took a deep breath, and said that her progress depended on her commitment and effort. She needed to, at least, try to do some of her homework and make an extra effort to show up in class.
She got furious, fuming through her eyes and nose, and said my job was to teach her. That’s why she was paying me for. I said apologetically that maybe I didn’t have the right profile for her. I expect my students to be committed.
She stormed out of the room and told her assistant that from then on I was banned from her company. Weeks later she contacted me and apologized for her attitude, she said she was going through rough personal times and my comments had been the last straw.
That just confirmed my purpose to have students as my partners and if the partnership is suffering I cannot sugarcoat it. Only that way, shall we have cooperation and growth.
This past weekend, Thiago, an English learner messaged me asking: “What’s right to say: “That’s he singing” or “That’s him singing”
And he added a compliment😋: “Hello, you know you are the wisest one to answer to me this question Which of this two sentences are right? Is right?”
My first inclination was to answer: “Well, firstly, let us learn the difference between THIS and THESE”. LOL… but, actually I sent him the following answer:
“[It is + nominative pronoun/subject pronoun] is generally regarded nowadays as hyperformal, and its use, even in written English, tends to be restricted to cases where the pronoun is followed by a relative clause, as in:
It is I who am to blame.
contrasting with informal
(*)It’s me that’s to blame.
You are unlikely to be criticized by anybody – except the most ardent, dyed-in-the-wool purist – for saying, or even writing, “It’s me” rather than “It’s I”. Indeed the juxtaposition of inherently informal contraction it’s with formal ‘I’ would even strike most speakers as rather ludicrous! – so stick with “that’s him” 🤪
Thiago replied: “I said this and a girl from US told me it’s not correct”🤔
Moacir Sena: “And … who cares? – do you know everything about the Portuguese language just because you’re Brazilian ?! Native speakers mostly never know how their language functions – they just use it 😋 – I’m never a stickler for details …” Thiago: Hahahaha. So I also wasn’t wrong?🤔
Again I was tempted to correct him say: “Wasn’t I wrong?!” but let it pass.
Moacir Sena: Wrong is such a strong word. 🤔There is no Academy of the English Language to dictate what’s right or wrong and if there were such an institution people would disregard it – so in language matters better focus on:
Usage: what do people use or say?
Clarity: can others understand what I’m saying?
Taste: do I like it?
Register: it depends on the place, time and public to receive the message. Thiago replied: “Interesting. Wise words. I (sic) gonna say as they say. Even if it is grammarly (sic) weird hahaha.”
My advice to Thiago: Read, my friend. Read a lot. Read good books and articles from good magazines and serious newspapers. Observe the way the phrases are written and flow. Watch lectures and good documentaries where you will have a clear exposure to the language. And keep on learning.
First I would like to define in-company teaching: teaching of a specific course or program inside a company. It can be fully paid for and sponsored by the company itself. In my case, usually one VP or senior director would get in touch with HR and request English languages courses for himself or someone in their team. Then other VPs or directors would start requesting the same benefit and it would become part of a company’s benefit policies.
Other times, the company would allow teaching within its premises but the costs would be paid partly or in full by the students themselves.
Ideally a company would hire a language consultant/language school to assess the language level of the students and set up a language program with frequent evaluations in order to gauge the progress and the return on the investment.
In practical terms, many companies, for different reasons, would start the language teaching program in a more serious way, but gradually they would flex up their controls, and language classes would be considered one more benefit like lunch vouchers, for instance – the company does not want to know how or what the employees use their vouchers for. Are they eating healthily or only eating junk food? Are they selling their vouchers out for cash at a discounted price or passing them on to someone they know?
In order to give students a sense of control, companies would set a time limit. For example, those selected to attend English classes will have, let us say, a 2 year limit for English lessons. After that they would automatically lose their benefit so that another team member could start with classes.
Of course, there have been students who applied themselves and would make progress in their language learning process, I had students who started at intermediate level (B1) and ended up at C1/C2 levels.
But quite often there would be those students who would not take their learning seriously. They wanted the “benefit” but wouldn’t benefit from it. Lots of class cancellations (work-related or not); no commitment to studying outside the classroom; no motivation to have a class but rather a moment to chit chat and shoot the breeze in the midst of their busy schedule.
The material mostly included a business English course book. I personally liked Business Class and Market Leader especially Upper-Intermediate and Advanced programs. Intelligent Business is pathetic with typos in almost every unit. Shoddy quality. In the late 1980s and early 1990s I enjoyed using We Mean Business.
Of course, if the teacher had some business experience – he had lived across an office building, for example (just kidding – sort of) he or she would be a plus in the school’s in-company teaching program.
Now with Covid-19 and the Pandemic, in-company teaching has all, but disappeared, at least physically. None of my corporate clients in IT, Manufacturing, Banking or Law Firms are open to service providers. The requirements and expenses of frequently testing their staff wouldn’t warrant additional costs testing teachers as well. I half-heartedly joke with my now online students that “pigs will be flying wearing masks” before I get access to their companies’ facilities. So, online we stay.
Will it prosper online? Will companies prefer local language schools or schools located anywhere cheaper? Will language progress be effectively assessed? Will employees be allowed to have their lessons during their working hours? Will they be held accountable for their learning and the investment the company has placed on them?
We tend to like lists so I decided to present my adapted commandments (from https://www.shiftelearning.com/blog/bid/297719/The-Ten-eLearning-Commandments-Infographic) from what I’ve been learning as an online/remote teacher of English as a Foreign Language. Until 3 years ago, my wife and I used to travel a lot (she on business and I as a great travel companion) so I got used early on to teaching online using especially FaceTime – let’s say 5 or 6 years ago. Now with the pandemic, of course, both teacher and learners lost their choice of face to face or online classes. Of course, choice is still out there. One student moved from face to face to telephone-only classes. A few others decided that to pay for online classes would be a waste of time and money – like paying for a virtual sandwich – you can see it, even see its creation step by step, but not taste it, chuckles) – and they had Netflix and YouTube. Dump the teacher.
These commandments are nothing new but still relevant and mean to remind my students and I of what we are doing, the benefits of following them and the risks of breaking a single one of them.
Commandment #1: Thou Shalt NOT Put the Learner On a Pedestal
Now, that doesn’t mean learners are not important – without them – you cannot teach, right?
Ensure that your learner feels in control and well-oriented. The learner has to know what, why, and where learning is taking place.
So this is commandment #1. Make sure the learner experience is put first and foremost, but remember they’re paying you to be a teacher not their pal or confidant. For that they’d have to pay much, much more.
Commandment #2: Thou shalt not multitask
Thou shalt not multitask. Modern technology makes it easy to do many things at once, but that doesn’t always mean you should. If you’re communicating with others, focus on them, and them alone. Minimize the other tabs on your screen, silence your phone, and never eat or go to the bathroom during a call (unless it’s an emergency). Being on mute or having your camera turned off is not an excuse. You can wait. If you’re desperate or the meeting is running long, ask for a 5-minute break.
Commandment #3: Thou Shalt Plan, Plan, and be ready to throw the plan out of the window
Behind every successful man there is a woman, or so the saying goes. And behind every successful eLearning project, is a well-devised and detailed plan.
Beautiful idea but in practical terms the learner is not interested in whatever time and plans you have. It is THEIR agenda. Have your plan but rest assured that more often than not you won’t be able to implement it.
Commandment #4: Thou Shalt Respect Thy Learner and Thy Teacher
“R-E-S-P-E-C-T. Don’t know what it means to me” – Aretha Franklin
Ms. Franklin was right. Relationships require respect.
You’ve got to respect your learner’s intelligence and respond to their needs. Make sure you understand their background, how they like to learn, and what style of learning appeals to them. If you hit the wrong tone, your learners may feel demeaned and even insulted.
Commandment #5: Thou Shalt Not Rely Only On Technology
Yes, you read it right. You’re working with another human being. Focus on their needs not the equipment and tricks.
In today’s multi-screen world, it’s easy to think of learning in different platforms, with desktops, tablets, and smartphones each with different compatibilities and operating systems. Elearning has to change. It has to be responsive, multi-format, and look good on whatever device it’s used on.
Commandment #6: Thou Shalt Use an Agenda
When hosting or participating in a meeting, respect the attendees’ time and other obligations as much as possible.
eLearning is a practice of restraint and balance. Remember to use useful design, not decoration, and give breathing room. Just like in photography, negative space can sometimes make all the difference; there’s no need to fill every little space.
Commandment #7: Thou Shalt Focus on Competence, Not Grades
Competency-based learning lets learners move through a course at their own pace. This is a more valuable approach; the focus isn’t on completing a training program within a specific time, it’s about doing it slow, and doing it right. Competency-based training doesn’t randomly “dump” tons of knowledge on the learner, it lets the learner choose. They know when to move on, and when they’ve absorbed the material. This makes learning more effective than the “dump and run” model and the learner feels more satisfied and leaves no gaps in their skill set.
Commandment #8: Thou Shalt Show, Not Tell.
We’ve all been there. Bored in a presentation or taking an eLearning course. Checking the time every few seconds, wondering when it’s going to end.
Why do we feel this way? Usually because eLearning is designed as just conveying information, just telling. Just being spoken at.
This is one of the least effective ways to share information. If you want your audience to remember your content, you need to show, not tell. This means you should tell more stories in your course, give examples, create scenarios, you have to give the audience something they can relate to, and help them find connections between the learning content and their roles.
In a nutshell, this is how to do it: less exposition, more action. You’ll see how your learners react in a completely different way.
Commandment #9: Thou Shalt Be Respectful of Time
eLearning has to be more sociable, but Never assume you are anyone’s highest priority. Be flexible when possible but always remember that TIME IS MONEY. When you’re remote, you must be intentional about keeping a time frame.
Commandment #10: Thou Shalt Plan for Sprints, Not marathons.
I know, this sounds counter-intuitive. But hear me out. Nowadays, learners struggle with information overload. We have stuff coming at us from mobile phones, email, the web, and good ol’ fashioned verbal communication.
Learners have too much going on already – if you bombard them with information they’re going to tune out quickly. They might retain scraps, a key word here and there, or they might retain nothing. Don’t risk it. Organize your content into small, bite-sized ‘sprints’.
Remote Learning had been growing over the past 5 years or so in availability and stories abounded about its benefits, advantages and advances. Still, going online for regular school courses or university programs was seen with a dose skepticism and even frowned upon. The feeling was that remote learning was inferior to face to face interactions.
Then, coronavirus happened. The pandemic shut down schools, universities, colleges, churches, offices, shops, bars and restaurants. On a global scale. I had never thought something like that could happen. Other pandemics in the past – even more deadly and devastating – were more localized never shutting down an entire country – let alone dozens of countries simultaneously.
Overnight, remote learning became, not simply a more flexible and cheaper alternative, but the only alternative to millions of students from kindergarten to PhD courses.
Suddenly, teachers and students found themselves scrambling for computers, cameras, wifi connections, and all the fluctuation on signals, computer crashes, small cellphone screens, wifi signals getting unstable depending on the time of day due to congestion, etc.
I had already been teaching online for a few years, FaceTime was simple and reasonably stable – back in 2016 when we were living in Newmarket-on-Fegus in Ireland all my classes were via FaceTime – there were limited resources but the “novelty” also appealed to some students.
2020 is the Year of Zoom – or Microsoft Teams, BlueJeans, Google Meet FaceTime or whatever video sharing video conferencing platform you or your company may choose.
Classes work relatively well one on one – less so when you have larger groups (haven’t enjoyed breakout room experience) I prefer a webinar format when dealing with larger groups.
This week I enrolled in a 15-hour long journalistic podcasting courseat a respected higher education institute here in São Paulo. The course had, as everything else, migrated from f2f classes to online classes and I thought it would be a nice experience. Please note the the registration fee and course price were not reduced.
Well … making a long story short, the 5-day sessions lasted only one day for me.
On the first day I was feeling a little awkward about videoconferencing etiquette in a group that I’m not controlling (control freak, who me?) but when I joined the group, there were 3 people having a friendly video chit chat – I didn’t know they were the instructors – I said “good evening” – waited for a few seconds, realized they knew each other as colleagues/friends and decided to close my mike and camera since they had not directed any attention to me. Yes, Virginia, I’m an introvert either f2f or behind a camera. Then I realized that all the other students were also with their cameras and microphones shut.
The course was supposed to start at 7pm and it would be live. Of course, it started at 7:15pm because the instructors thought they had better wait for some eventual “tardy” student (honestly I wasn’t expecting you could manage to be late for a video class – Pollyanna me – one of the students joined the group 1 hour later – no excuses given).
What I thought weird was that only the 3 instructors kept their video and mikes on, all of us were supposed to keep our videos and mikes off due to the instability of the Microsoft Teams software, so they said.
We were 24 people in total.
Now my best part – the 3-hour session with no participation just listening to the instructors alternating on the podcasting industry features and trends – and they were fast and furious in their presentations – with me typing some comments or questions in an attempt to keep focused – but it was exhausting. Endless! After 2 hours they proposed a 5 minute break.
Their biggest mistake was to treat their online session as if it were face to face.
Those 3 hours were gruesome – and I decided that the course, due to its format and time (I’m not a night owl, most definitely) was not for me – and I dropped off – fortunately I’ll be reimbursed 50% of what I had paid.
Can you imagine what it is like to be a public school teacher with 30 or 40 students who should “allegedly” be connecting for their lessons?
Without any training and/or resources?
The chaos in education – brought upon us not exclusively by the pandemic – but made even more desperate in Brazil will bear fruit many years in the future of a whole generation.
You don’t need to be a genius to know that prejudice exists everywhere you find people gathered together.
The English Language Teaching industry wouldn’t be different. After all, it’s made up of people from all nations and races.
Do teachers (not necessarily language teachers) suffer from prejudice and racism?
Yes, since forever… You don’t need to go far -just watch the trailer of my favorite classic film – To Sir, With Love with Sidney Poitier.
But in this blog I’m not going to be talking about national or linguistic prejudices as in “he’s not a native speaker” or “I don’t like his accent”. The smelly goat in the room is about racism and skin color.
Back in the day (1990s) when I was a partner in a language school in São Paulo, we hired teachers to provide private business lessons at different multinational companies – one pre-requisite was “English native-like fluency” (hey, it was the roaring ’90s, don’t judge me)- no color stipulation.
We had some Brazilian, American, British, Swedish, Nigerian, South African and even a Tasmanian teacher (a loose cannon for sure – some day remind me to talk about him) – most of them were white, mostly in their 20s or early 30s, but not exclusively. I remember Charlotte, who I thought was an old lady back then(now I think she must have been probably in her 50s or early 60s).
I remember in special, Kendra, who was a great teacher, students loved her and not because or despite of the fact she was black. She was an exchange student between her US university and São Paulo University (USP). She was pursuing a degree in linguistics and she took on several classes with us.
We also had a Brit teacher – mixed race and nationality – mother Brazilian, father English – had been born in London and had decided to try his life in Brazil. He was a good teacher, can’t remember his background, but we could see he didn’t want to be a teacher for long. Either he would become a partner or he would jump off ship, which he did.
Never did a student call us saying “I don’t want teacher A, B or C because he or she is black”. NEVER. Sometimes there were misfits due to teaching approach, some of the foreign teachers, the famous backpackers, were not reliable with time and class preparation, etc.
Did our clients get surprised to see a black teacher waiting for them in the room? I’m sure some of them did. Talk about stereotypes – “my English teacher (any gender) is tall, slander, blue-eyed and has perfect teeth”.
Now I know that Brazilian black teachers are few and far between, especially in the self-employed segment. Why? Racism? Lack of economic and education opportunities? A combination of it all?
All I can say is that during my school (Uni) years one of my best friends (and classmates) was black. She had also had more exposure to English than I had at the time and her economic situation was also better than mine, a white boy. Go figure.
Yes, racism exists and we must fight it, but it shows itself quite often in subtle ways, as if hiding behind the skin tone of a person.
We must be aware and mindful of its presence and stand up against it when it rears its ugly face. Racism sucks.
*DISCLAIMER: all the statements here are my own and may not reflect the reality of every single living creature on the face of the earth.
Sempre tem gente me perguntando como fazer para estudar inglês ( ou qualquer outro idioma) sem a ajuda de um professor ou tutor.
É possível? Sim. Eu mesmo aprendi muito do meu inglês estudando sozinho. Também estudei francês sozinho – nunca tive uma aula sequer e atingi o nível intermediário (B1) que é suficiente para os meus objetivos. Posso aprender mais? Sim… mas tenho preguiça. Não me julgue rsrsrs.
Leia um texto curto em voz alta. Verifique o vocabulário, a pronúncia das palavras. Reconte aquele texto em suas próprias palavras. Ouça-se e ouse.
Só isso? Claro que tem muito mais que vc vai descobrir aos poucos. Na verdade, embora eu seja um professor excelente – não posso inculcar em você o que eu sei – vc terá que fazê-lo. O meu trabalho é oferecer oportunidades para vc aprender e orientar, corrigir, incentivar, alertar para o seu desenvolvimento.
O aprendizado de um idioma continua durante a extensão da sua vida – e isso é bom – sempre você vai aprender coisas novas. O que não quer dizer que vc deve ser intermediário para o resto da sua vida mas que vc precisa estar constantemente revendo suas prioridades e motivação.
5 Tips to Self-Study English
There are always people asking me how to study English (or any other language) without the help of a teacher or tutor. Is it possible? Yes. I myself learned a lot of my English by studying alone. I’ve also taught myself French – there was never a single class and I reached the intermediate level (B1) which is sufficient for my goals. Can I learn more? Yes … but I’m lazy. Don’t judge me lol
Each person has their own characteristics, preferences and goals but,in general, I liked the tips that Denilso de Lima do Inglês na Ponta da Língua listed, follow the link: “https://www.inglesnapontadalingua.com.br/2016/02 /101-dicas-para-aprender-ingles-sozinho.html “>
It’s ok that he wrote over 80 tips… but I’ll limit myself to only 5:
Take it easy! Don’t try to learn everything at once.
Engage with the English language as much as you can. 3. Make time to study English every day.
Listen to English – music, documentaries, interviews, series, etc.)
Read a short text aloud. Check the vocabulary, the pronunciation of words. Retell that text in your own words. Listen to yourself and dare.
Only that? Of course there is much more that you will discover little by little. In fact, although I am an excellent teacher – I cannot instill in you what I know – My job is to offer opportunities for you to learn and guide, correct, encourage, alert to your development. Language learning continues throughout your life – and that’s a good thing – you’ll always learn new things. Which is not to say that you should be an intermediary for the rest of your life but that you need to be constantly reviewing your priorities and motivation.
Now over 70 days into my Quarantine – (since March 17) – what can I say? With the announcement that within the next two weeks some of the restrictions will /may /might (choose one or all three) be lifted or at least there could begin an easing out of the quarantine, some people are starting to think about their mid- to long-term plans.
Considering that I had already been teaching f2f lessons at home prior to the Quarantine measures “enforced” in São Paulo where I’m based – I already had an office – simple but convenient and comfortable – the only inconvenience is that my back is to the window – so the camera faces the window (gotta keep window and blinds closed) Feel free to suggest a different layout for my desk in my office.
Before the pandemic I had to get up to answer the door, other times I would go out and teach somewhere else. Now I stay in front of a screen – time goes by faster and more slowly at the same time (hard to explain it) – you feel more tired – you have no distractions or too many distractions. See what I mean?
A great risk while working with your computer is that you can be distracted or look for distractions even with the best of intentions. For example, a student mentions a song – I immediately go to YouTube and look up the song (with lyrics, of course) to use during the class. This multitasking may sound cool or imply how efficient I am, but actually it causes distractions, and energy spent on something that could have waited.
Never ignore the importance of drinking water (hydration is king), and stretching every 60 minutes of so. Don’t deceive yourself that teaching classes sequentially back to back will do you good. They won’t. Allow breaks between classes so you can breathe, exercise (even if going to the bathroom) and stand up – to bring more oxygen to your brain.
Business in the pandemic
This week alone, two new people looked me up to ask about classes – one has already seen my work and decided to start classes as of next Monday. The other one is a 19-year-old 1st semester International Affairs college student – daughter of a former student of mine – I remember him, but not that he had once been my student – guess I’m growing old. Considering that for two months not even the phone had rung with prospective students – 2 calls in one week show resumption (hopefully) of business.
Braz-Tesol has been making available a wide range of webinars which are a boon to teachers everywhere offering a great lifeline and bringing a sense that things are starting to happen again. Check out their YouTube channel: https://www.youtube.com/channel/
The latest coursebooks published by the largest international publishers (preferably based in the UK or US)?
Native speakers to teach the language?
One on one teaching? Group teaching?
F2F? or Online?
“What matters most in language education: PEOPLE”
Learning takes place where three factors are interconnected: motivation; cognition; emotion.
Motivation – if learners are not motivated, no matter how many virtual or real somersaults a teacher may do, they won’t get anywhere.
Cognition – Google’s dictionary defines it as “the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.” there must be a transfer of knowledge and understanding between Teacher and learners – actually, this process is a 2-way street – it’s not a passive experience – both learners and teacher will be developing and growing in understanding each other.
Emotion – Teacher and learner must have a positive feeling regarding their relationship. Students should “fall in love” with their teacher – nothing sexual, take it easy. But they must be infected by the teacher’s passion and enthusiasm. If the teacher approaches the subject with a jaded attitude – it will not result in any excitement on the learners’ part.
Rita Pierson once said on a TED Talk: “People don’t learn from people they don’t like.” She went on to say that psychologically wise language teachers will do 3 things:
focus on positivity and growth
nurture their own professional development and well-being.
There you have it… starting point towards developing a healthier relationship between teachers and learners.