Amhrán na gCupán |
600 rannphairtithe Idir soclairi agus foireann |
Curiarracht dhomhanda (go bhfios dúinn) |
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A “Gaelic L2” teacher grasped his students' felt needs and helped them satisfy them (in Gaelic). |
Download video: Cup Song Download lyrics: http://bit.ly/cupan Tutorials – quick: http://bit.ly/cupan-1 ; complete: http://bit.ly/cupan-2
Translation of lyrics: online at http://bit.ly/cupan-3 and here . Video made at Lurgan College/Coláiste, Inverin/Indreabhán, Galway, Ireland
Autonomous
Learning Center |
A
teacher (far right, red blouse) is always |
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Sonoma
State University |
The teacher has brought the learning materials in a trunk (bottom far right). |
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Other forms of boycott protest: University of California at Berkeley here.
A
Dutch language school |
Five
groups decide on and prepare 5 different tasks |
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Four
examples of new ways of seeing
• teacher-student
relationships
• the student's role in leaning.
None
of these teachers thinks s/he is following Montessorian methodology,
and may have never heard of Maria Montessori.
And yet the ideas
that Montessori developed, starting in 1900,
have influenced their
teaching, at least partially.
Analogy: Sigmund Freud, starting in 1900 (The Interpretation of Dreams), developed psychoanalysis which influences our thinking.
MMLT
International Report did not turn up cases of
conscious and
systematic application of
Montessorian methodology to adult
language learners.
Two
exceptions (in Italy):
• Lingua Più Association,
••
myself
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Sonoma State |
Dutch School |
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Four
examples of new ways of seeing
We call them today: “Progressive Education.”
All had been theorized in the past: St. Augustine, Rousseau, Pestalozzi, Fröbel, Dewey... But none of these concepts was widely practiced in 1900. (Only experimentally.)
◊◊◊◊◊
Then, in 1900: Maria
Montessori, age 30, Training School for teachers of mentally
retarded children
Father: “What do you want to do in life?” Maria (age 10): “ANYTHING... but teaching!”
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1. What is “Progressive Education”? Part A 2. It seems good but is it really valid? Part B 3. Since it seems good, why isn't it everywhere? Part C
15 minutes to find possible answers...
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Group discussion: volunteer leads discussion, takes notes for summary. 1. What is “Progressive Education”? 2. It seems good but is it really valid? 3. Since it seems good, why isn't it everywhere?
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To conclude this introduction to the Montessori Method... let's
see how one can use a facsimile*
of the Montessori method in
a commercial language school, and earn a lot of money. * |
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Am
I in favor of facsimiles? No. |
George
Shenker
end_3
maxims
1954 (officially, 1957)
History
Development |
George Shenker was a Polish polyglot, fluent in Polish, English, Russian, German and Italian, who worked as an interpreter for the Allied Forces during World War II. After the war, Shenker married an Italian woman and, in 1954 privately (and in 1957 as a company), started a language service in Rome to teach English to Italian Armed Forces personnel working with the NATO. These learners could not attend regular lessons, so Shenker resorted to guided self-learning, using the technology of the day for self study (wire recorders, then tape recorders, then cassette recorders, then cd's, today, I Pads). Class time with teachers was only for verification and practice. There are four levels, each composed of twenty five recorded lessons (several hours of audio-oral drills) and written grammar exercises), with one hour of class with a teacher after completing each recorded lesson. The average student does one level in one year; the fast student, all four levels in one year. There are several advantages to this autonomous learning method, mostly for the school: 1) Expenses are cut drastically.
2) Military discipline substituted for motivation (the taped exercises are boring) so many soldiers finished the course and NATO was happy. 3) After NATO, Shenker obtained contracts with companies, even a university (LUMSA, Rome). The course is only marginally effective, i,.e. students get mediocre results. But Shenker continues to be successful:
These kinds of companies and students choose Shenker because it is low cost. |
So-called
autonomous learning programs are expanding because our Ruling Classes
want:
1. low-cost solutions,
2. disciplined students
(job-security blackmail)
3. no or few teachers, since they risk
getting students to think.
–
–
Bill Gates Foundation: distributed learning.
– Online
Universities (Phoenix, etc.)
– Technology companies that
install multimedia labs in companies (the hardware)
in
conjunction with providers of brand-name teaching materials (the
software)
(Teachers work as outside
consultants for the providers.)
Now, is all this Montessorian?
The Shenker Institute, for example, does not claim to be Montessorian but says it is proud to adhere to the following principles and, in the 1950's, was the first language school to adhere to them:
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2nd
research project: 1.
When commercial schools invent ways to eliminate teachers, are
they Montessorian?
5
minutes to find a group consensus.
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Now that we have seen what Montessorian teaching should NOT be, let us see what it is.
The MMLT manual says it is teaching by applying 12 Montessorian principles:
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Many teachers say: “I already apply most of those principles. So what's new?”
But do most of us really apply them?
Let's start with the ENVIRONMENT.
Beginning
with the seats. How should seats be arranged?
Do we make this a
priority problem when we start teaching somewhere?
I wanted to see in what kind of circumstances you participants must work in.
So I looked up some photos of your schools on the Internet.
A classroom at the University of Pitesti (Arges, Romania)
A classroom at the Supra Vita Language School (Eger, Hungary)
A Montessorian space is neither of these two, but rather a third.
And so... ???
A classroom at the Chingford secondary school (David Beckham's), Waltham Forest
A
history lesson on social conditions during the Industrial Revolution.
A model?
This
picture would seem to indicate a perfect Montessorian teacher: she is
observing (not lecturing) her students who are constructing and using
self-learning material. The students are sitting, not in
rows
or in a circle, but around tables in workgroups. The walls are full
of reminders. And yet... Group task: watch the video and
identify what is right... and yet what is wrong in this teacher's
style:
3rd
research
project: 1.
What Montessorian principles is this teacher applying?
10 minutes to establish group consensus. (Nominate a spokesperson to explain it.)
To view the video again: http://bit.ly/mmlt7 or:
http://youtu.be/6gXdWEgronM
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What is missing from the classroom at Chingford School? The 3 maxims!
In The Child in the Family (1950), Montessori lists three maxims:
1. Observe all the reasonable activities of the child and try to understand them (p.102).
2. Satisfy as much as possible the child’s desire to act: do not serve him, but educate him to become independent (p.106).
3. Since children are more susceptible than we think, we must be very cautious [i.e., honest ethically] when dealing with them (p.109). |
Translated:
Really understand your students, from the inside... (like the Gaelic teacher at Lurgan College in Ireland)
Really help them become autonomous... (like the Language Center in Brauschweig: self-directed language learning program, not just self-correcting language learning materials)
Really
establish a
relationship of honesty and trust... (like the Spanish
teacher at Sonoma State University – not
just in political issues but educational and interpersonal, too)
And thus
be open to teaching like that at the Dutch
Language School:
– no institutional program and no
Individual Learning Program,
but
evolving research that starts with questions that students feel as
urgent;
– no textbook but a series of tasks, the sum of
which will be the program;
– no exams but self-evaluation
and group evaluation, with remedial resources available.
DO YOU
ACCEPT TO TEACH LIKE THIS?
If you do, then your role will change, as the Manual states. Your role will be:
• ••
•
not
to teach,
• not to judge,
• not to correct homework
•
not to correct exams,
• not to attend boring meetings to
“program” course syllabi,
• not to look up
answers to student questions (they should learn to do it
themselves),
• not to motivate students,
• not to
discipline students,
• not to do anything during a lesson
except present the materials
and then observe
how they are used,
in order to know what to
eliminate, change or introduce for the next time.
DO YOU ACCEPT TO TEACH LIKE THIS?
Let's take a survey among all of us to see how many people do.
Most
of us think we already apply the Montessorian principles in part.
But
when we say this, we're thinking of the external manifestations (the
12 principles).
What about the internal
maxims that should guide our behavior:
these
are the
principles missing at the Shenker Institute
and at Chingford School.
Let's
see if we really apply these three, the basics.
4th
research
project: A.
Do we really establish a relationship of honesty
(questioning things with our students)?
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Panel discussion among the 3 spokespersons; volunteer leads discussion, takes notes for summary.
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K,
So... do we already apply the Montessorian principles, wholly or, if not, in part?
Not just the 12 principles (external manifestations)
but also the 3 maxims (internal source of inspiration).
What about this workshop? Am I applying Montessorian principles here?
The 12 external manifestations, yes.
But the 3 maxims?
Am
I really establishing a relationship of honesty and trust with
you?
– Do I really know you and your needs and aspirations,
from the inside?
– Are you learning to self-direct your
growth as teachers or administrators?
No.
And so... ???
THEME: Describe an imaginary, ideal language classroom, but one that could conceivably exist in the school or institution where YOU work, in spite of the obstacles.
Describe the appearance of the room. Then describe some of the learning materials on the teacher's desk or on the bookshelves.
For example, if you teach Italian to Erasmus students in Italy at a University Language Center, suggest a few ideas for self-correcting materials that it might be possible to make available to students frequenting the Centre. Describe your proposals for learning materials in detail.
T |
S |
TRANSITION
TO MONESSORI METHOD:
FIRST, SILENCE
Materials on tables:
1.
Montessori's Discovery – video
also:
http://bit.ly/mmlt4
and
http://bit.ly/mmlt3
2.
Speaking Beckham's Language – video
also:
http://bit.ly/mmlt8
and:
http://youtu.be/F7YvPfj4d2Q
3.
In conclusion (from Chapter 3 of the Manual):
The
less teachers teach, |
Final test
If you are a Montessorian teacher of, say, English as a second language, what do you say to a student who asks you: “Which is correct, 'have you some?' or 'do you have some?' in ordinary use?