Self-employment is empowering

Been a 1 on 1 teacher for over 20 years. When I tell people I am a language teacher, they usually ask what school I work for. Then I tell them I’m self employed.

Their reaction varies from ” Wow… oh to be your own boss. That’s a dream for many people”; to “oh… you can’t hold a steady job, can ya?”

There are pros and cons… as in every other professional choice.

1. You control your life.

You can choose your activities. For example you decide when you’ll go on vacation, avoid high season and having more flexibility with all bookings. You save for your future.

2. You get to choose your hours

You establish your working hours – some 8 years ago I decided I wasn’t going to teach after 6pm. A student said I was lazy ( half jokingly half seriously). And I haven’t looked back since. Yes, my income is smaller but my peace of mind and lack of stress not having to face the chaotic traffic in SĂŁo Paulo during the rush hour more than compensate for that.

3. You get to work with people you like

You can pick and choose your students, in some ways…. I’ve already fibbed saying I didn’t have any available time because I knew that student would be a pain in the neck. There is nothing worse than having a student who doesn’t know what he is doing and why he is doing it. It saps the teacher’s energy, after trying for one or two months you have to break up with him or her, either face to face or via WhatsApp. The latter is better! Just say to the student: “it’s not you. It’s me.”😜 Of course you will lose income by dropping or turning down students.

4. You can make a stand

you lose income by dropping or turning down students, but … A few months ago, two prospective students approached me saying they wanted to have classes together… 2 for the price of one: always trying to cut corners and pay less. I interviewed them and found out that their motivation and language levels were different. It wouldn’t work. Most likely one of them would be absent most of the time. In practice, they would take turns attending class. I would have to repeat the same lesson. Or even worse, teach 2 people separately and get paid for one. No way, Jose. Go waste some other teacher’s time.

5. You can follow your passion

In my case it’s teaching, not correcting and grading hundreds of papers and tests. Or even worse dealing with school politics and red tape.

Self employment is not for everyone. You see that even in the pros you will have a possible money loss phase or a period of financial instability. You will lack any professional support from a company (in case you were working for a decent school – few and far in between). No labor benefits. No health insurance. No sick pay. Zilch. You earn more for your time and spend more but it is liberating. You take charge of your professional life.

Cheers and carry on.

Mo

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Waiting is hard

Yes, yes, I know… I could say that again… Waiting is HARD. “We twiddle our thumbs, we shuffle our feet, we stifle our yawns, we heave long sighs, we fret inwardly in frustration”.

That’s how a language learner feels… progress is slow. So instead of just moaning, we teachers must encourage our students to actively be in charge of their linguistic progress.

Are they on social media? Great. Encourage them to access accounts on Twitter, or instagram or Facebook …. using the language they’re learning.

As a teacher I know I must help my students develop a positive relationship with the language they’re learning. I must show them the value of that language, increase their interest in the learning process. Stress the relevance of they’re doing and failure is not an option. Signify to them what is done in the language they pursue and what they can do if they commit themselves to learning.

My students are my greatest asset, so I won’t treat them as morons (isn’t it a great new year’s resolution?) They’re my partners not only by paying for their lessons but also by allowing me my professional and personal development with and through them.

May the new year help us all take off to new heights.

Cheers,

Mo

 

Inviting 2019 in!

As the days of 2018 run to a close, you can hear some people saying that it’s just another date. It means nothing. My mother used to say that too. As a housewife her whole life she’d say yesterday, today, tomorrow have their same lot of cleaning, washing and cooking.

The Chinese have a different new year date. The Jews too. Islam also follows a different calendar. Googling it up, even the Native indigenous people in South America follow a calendar year which starts on June 21 – the Winter Solstice in the Southern Hemisphere. Ok. I didn’t find anything about Brazilian indigenous tribes but I’m pretty sure if they have a New Year Date it won’t be January 01.

Richard Vaughan, an American teacher in Spain, loves to say that the year would make much better sense if it really started somewhere in September.

In Brazil the year ending in December coincides with the ending of the school year and the beginning of summer so gives a good closure to the cycle of life (at least academically speaking).

Other people decide to fight all resolutions – they’re pointless. So their resolution is to make no resolutions.

Image result for resolutions

I’ll go against the flow and encourage you to make small, feasible resolutions. There is a psychological factor in taking out the old calendar and putting up a new calendar. Get rid of the old, and put on the new.

Image result for 2018 old calendar
Get rid of the old, put on the new

We all had small victories in 2018. Maybe small and big losses, but it is all in the past now. No, no, they won’t fade away as a dream, but they will hurt less in 2019… allow yourself to heal, give yourself time to lick your wounds, to dust off your pride … decide that you will be a better teacher, a better spouse, a better human being… . Yes, I know it won’t happen as magic but you have made up the decision which shows you are willing to grow.

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So, child, go forth, slip, trip over, fall, roll back, love and allow yourself to be loved… but keep moving forward.

Happy 2019.

Cheers,

Mo

English Language Education in Brazil – An Outlook – Part 1

Last Monday I attended a talk sponsored by Braz-Tesol (Brazilian Association of Teachers of English to Speakers of Other Languages) and Marcelo Barros presented a brief but content-loaded overview of the situation of the language teaching outlook in Brazil today.

 

The language education market in Brazil is extremely fragmented lacking official associations that would really represent the interests of English teachers around the country. Braz-Tesol and state organizations such as Apeoesp (Association of Teachers of SĂŁo Paulo state schools) or Apliesp (Association of Teachers of English in the State of SĂŁo Paulo) represent a small percentage of teachers.

The fragmentation of the English language teaching industry:

university

private schools

state-run school

municipal schools

binational language institutes

independent language schools

self-employed teachers

How do they see each other? As in any market economy, they see each other as competitors, but not only that, the University educators look down on all the other teachers as if they were a lower form of life.  Also teachers working at languages schools or institutes look down on teachers in state or city-run schools, as not even knowing English  themselves and how can they be able to teach it? State-run teachers also see independent language schools as the death knell for the teaching of languages in regular classrooms. Binational language centres as the British Council, Cultura Inglesa or Alumni, also look down on independent language schools as unprepared to teach given that the former emphasise native speakers as teachers and the latter would have to resort to humble Brazilians trying to make a living.

The reality is that English teachers at language schools or self-employed have been imparting knowledge to millions around the country, making up for a huge gap in the education level provided by regular grammar schools at all levels.

The Brazilian Association of Franchising – ABF, estimates that 2-4% of Brazilians speak some English – which creates a significant linguistic elite in a country with around 220 million people.

The Brazilian economic boom decade between 2002 and 2012 also represented a bonanza for language teaching, with a peak in the number of people studying English in Brazil.

It is estimated that today there are little under 1 million people studying English in Brazil. But why do so few people study that language? Why is there such a high dropout rate?

To be continued… .

 

 

Wrong motivation in language learning

why-peopleIs there such a thing as a wrong reason to learn a language? Why do people decide to learn a second language?

Some of the reasons I’ve heard are listed below (please feel free to add any other reasons not mentioned):

  • to travel abroad on holiday / business
  • to get a better job or improve job opportunities
  • to study abroad
  • they like the sound and /or the looks of that language
  • they love the country /culture / food where that language is spoken
  • religious reasons (biblical Greek/Hebrew/ Latin)
  • to find a boyfriend/girlfriend
  • to get in touch with their roots
  • because it’s an academic requirement
  • to ward off memory loss
  • to show off / impress others

I heard on the podcast Eye on Italy episode 17 (here’s the link – http://www.eyeonitaly.com/podcast/episode-17-italian-i-still-love-you/ ) an interview with Dianne Hales who wrote the book – La Bella Lingua: My Love Affair with Italian, the World’s Most Enchanting Language (http://www.becomingitalian.com/labella.php) and one of the negative criticisms  she heard came from her friends who questioned her choice to study Italian as “why choose such a useless language to learn?” The argument being if you’re going through all this trouble to speak another language, at least learn a more useful language such as French, or Spanish, or German, or Mandarin. Please define usefulness in love.

So…, my answer to the question – is there a wrong reason to learn a language? YES AND NO.

There can be weak (or lame) reasons. What do I mean? To learn another language you will have to work up the following ingredients:

MOTIVATION

DETERMINATION

PERSEVERANCE

PROGRESS (NO MATTER AT WHAT PACE)

Now, if your reasons don’t live up to the ingredients above you will be bound to fail. Therefore, wrong reasons.

But, if you’re willing to keep on following those four ingredients – the reason or reasons will be right.

So, roll up your sleeves and dig in whatever language you want and for whatever reasons that make you tick.

No matter what others say, another language will give you a new vision of the world.

Happy learning,

Mo

Google Images in language teaching

Yes, I know it’s a clichĂ© but it has lots of truth to me: a picture’s worth a thousand words. When teaching English, Spanish or French  quite often students come across words that even if not abstract, they’re hard for them to grasp the meaning by just looking up the word in the dictionary, unless it’s a bilingual dictionary.

Let’s consider for example the word “groom”. The student asks the meaimg_6627ning of the word and passively receives the information.

The teacher:” well, … you know when you get married the woman is the bride and the man is the groom or bridegroom”.img_6628

By telling the student to look up in google images he will be actively learning the word and visualizing it, without even having to think about the word in L1.

Take the word “STAMINA”, for instance, which Trump said Hillary Clinton doesn’t have ( or the looks). Many Brazilian students get the sound of the word but not the meaning.

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By just showing a picture of someone running, the teacher tells students that that person has stamina and asks them to guess the meaning. Chances are they will say, power, energy, and bingo got the word without having even translated the word into L1.

The word “GAP” – which can be abstract but can also be easily visualized and understood based on the pictures and context. In the past I used to doodle on paper trying to convey the image, but it wouldn’t solve the student’s passivity. Now having the student look it up makes them an active agent in their learning.gap

You may say, “that’s exactly what students do when using a dictionary” – yes, but… the trick is that by using a monolingual dictionary often times they can’t understand the definition or there are too many definitions to go through. In a bilingual dictionary they will be still focusing on L1 memory and will most likely forget the L2 corresponding word.

Larissa Albano in her blog summarized the use of pictures beautifully using the acrostic PICTURE (https://www.britishcouncil.org/voices-magazine/how-english-language-teachers-use-pictures-class):

Predict

Interact

Create

Talk

Understand

Reflect

Enact

As you can see, an image can be much more than the definition of an object, feeling or action, but it can also be incorporated into the lesson plan.

Of course, the teacher won’t have to follow all these steps for every single word the student can’t understand, but the latter will be in charge of his own vocabulary learning.

Happy pictures,

Cheers,

Mo

Using Authentic Material in the EFL classroom (Level Upper-Intermediate+)

As a long-standing reader of the Economist, I’ve encouraged my students to read this magazine (even though the publishers insist on calling it a newspaper). The quality of the text and the “high-brow” language have always been its benchmark. But the strengths of the Economist can also be its weaknesses.

When presented with a text the teacher will present the first description and the students will always feel the second:

In-depth texts = too long texts

Carefully chosen vocabulary = too difficult vocabulary

A sober text = very few pictures

But the challenge students face will be rewarded by being exposed to excellent writing          (and when using the app they can also listen to the news stories).

When using authentic material I always try to employ all 4 main skills

SPEAKING

READING

LISTENING

WRITING

(not necessarily in this order)

The possibilities to explore the text are huge but, please note that I won’t try to milk this cow until it’s bone dry. The activities are suggestions and I don’t see why keep on beating on a dead cow. Please forgive the pun (I’m not referring to the impeached President – heaven forbid).

So what did I do with this article?

1. SPEAKING:

Brazil has acquired some unique distinctions. For example, in Soccer? (students talk that it’s the only country to have won the football World Cup five times)

In natural resources? (students may talk about the country with the largest rainforest, etc)

And now, what is another distinction? (2 presidents impeached in 20 years)

2. READING:

a. Scanning for main ideas: What do you understand from the title and subtitle?

b.Read the first paragraph – what differences does the article present between Brazil’s 2 impeachments?

c. What lessons can be learned from the impeachment of former President Dilma Rousseff?

3. LISTENING

students may listen to the whole text or the first and last paragraphs, for example. Have students read a few sentences out loud. Check vocabulary and pronunciation.

4. WRITING –

it can be as simple as writing sentences using keywords previously highlighted in the text to writing an essay defining in their own words the pros and cons of the current political and economic scenarios in Brazil.

As regarding vocabulary I’ve chosen 7 words in the text to focus on meaning and use (trying to include their context and word collocation). Why seven, you may ask – because it’s the symbol of perfection (or more accurately, because those were the words I thought worth checking with students in this specific article – choose one). The teacher may decide to highlight fewer or more words (my suggestion no more than 10). Regarding vocabulary, some students lack the practice of reading for gist and consequently try to understand and look up every single word they don’t know or aren’t sure about. Limiting the number of words the teacher will encourage students to do their own word searches on their own and learn to read on a more dynamic and productive pace.

Please find below the text. Have fun and let me know if these ideas helped and other ideas you may have used.

Bello

THE IMPEACHMENT COUNTRY

Does the ousting of Dilma Rousseff weaken or strengthen Brazil’s democracy?

Sep 10th 2016 | From the print edition

AS WELL as its five football World Cup victories and the world’s largest rainforest, Brazil has just acquired another unique distinction. It is the only country to have impeached two presidents in just 24 years. In the first case, that of Fernando Collor, who resigned in 1992 on the brink of being condemned for corruption, impeacdilmahment commanded near-universal support, and could be read as a sign of democratic vigour. In the case of Dilma Rousseff, ousted by the Senate by 61 votes to 20 on August 31st, judgments are far more mixed. Even some who did not sympathise with Ms Rousseff think her ousting sullies democracy. They worry that Brazil has devalued impeachment, turning it into a means to dump an unpopular ruler—and, in this case, replace her with her unequally unpopular vice-president, Michel Temer.

Some of the arguments Ms Rousseff deployed in two days of evidence before the Senate were mere propaganda. No, her impeachment was not a coup, of any description. It took place over nine months, in strict accordance with the constitution and supervised by the supreme court, a majority of whose members were nominated by Ms Rousseff or Luiz Inácio Lula da Silva, her predecessor and the founding leader of her left-wing Workers’ Party (PT).

The offence Ms Rousseff was accused of—using credits from public banks to swell the budget without the permission of Congress—is a “crime of responsibility” under Brazil’s impeachment law of 1950. But there the difficulties start. Her defenders are right that this charge was a relatively minor, technical matter. The lawyers who filed the impeachment petition hit upon it because there is no evidence that Ms Rousseff was personally corrupt. That is not true of Eduardo Cunha, the former Speaker of the lower house of congress. He accepted the petition, she plausibly claims, as an act of vengeance because she refused to help him evade expulsion over corruption allegations. It is troubling, too, that many of those who voted to oust her are accused of misdeeds. And Mr Temer, a 75-year-old political insider, hardly embodies the regeneration his country’s rotten politics need.

Yet that is not enough to turn the moral tables in Ms Rousseff’s favour: many of the “coup-plotters” had been for a decade allies (and several were ministers) of the president and her predecessor. Their corruption, if proved, is venal and personal. More sinister is that of the PT, which organised a vast kickback scheme centred on Petrobras as part of a “hegemonic project that involved growing control of parliament, of the judges and
of the media”, as Fernando Gabeira, a left-leaning former congressman, wrote in O Globo, a newspaper. Ms Rousseff chaired Petrobras’s board (in 2003-10) and then ruled the country while this scheme flourished. Her claim to know nothing of it, nor that her campaign guru in the election in 2014 was paid with bribe money, smacks of negligence.

On its own, the Petrobras scandal didn’t doom her. When Mr Cunha launched the impeachment last December, most political analysts expected it to fail. The subsequent stampede against the president owed everything to her own incompetence and to public opinion, which was enraged, too, by her catastrophic mishandling of the economy. Above all, she failed to build alliances in Congress, which need not always involve back-scratching. The crisis of governability in Brasília intolerably prolonged the economic slump, undermining some of the social progress made under Lula. It would have been resolved less divisively by Ms Rousseff resigning or by a fresh election. But she refused to step down, and an early election is constitutionally difficult.

So Brazil is where it is. And it offers some lessons. One is that Ms Rousseff has paid the ultimate price for her fiscal irresponsibility (which went far wider than those disputed credits). That ought to be a salutary warning to Latin America’s more spendthrift politicians. Second, Brazilians want to hold their governments to account. Mr Temer will lose all legitimacy if he yields to pressure from his friends to rein in the Petrobras investigation or helps Mr Cunha avoid justice.

The third lesson is that in Brazil, with its strong parliamentary tradition, no president can govern against Congress. When Ms Rousseff brandishes her 54m votes in the presidential election of 2014 as a defence, she forgets that they were for Mr Temer too, and that the senators have an equally valid democratic mandate. Brazil has thus offered a tutorial in constitutional theory to the likes of Nicolás Maduro, Venezuela’s dictatorial president. The legacy of a divisive impeachment is not all bad.

From the print edition: The Americas

word-match
An easy exercise is a synonym word match activity either in class and for homework