October 9, 2010

Lewis Black on “Waiting for Superman”

In my new job I’ve been grappling with some groups of teenagers.  The majority are not all that difficult to work with, except for a couple of groups with a few bad apples–or should I say, “de-motivated” apples.

But the shenanigens of a few spoiled Catalan rich kids pale in comparison to what many American public school teachers face on a daily basis.   From my position of relative calm of Barcelona’s private language school sector, however, I’ve gotten wind in recent weeks (via “the interwebs”) of the debate over America’s education system inspired by the documentary Waiting for Superman and the media hubbub surrounding it (thanks in no small part to the not-entirely disinterested participation of the likes of Bill Gates et al).

If you have any interest at all or are just curious about this phenomenon I recommend you check out a post on Larry Ferlazzo’s blog entitled “The Best Posts and Articles about the Teacher-bashing ‘Waiting for Superman’ movie and Associated Events”.

Meanwhile, I’m here recuperating from a grueling (for me) first week of classes and watching back episodes of The Daily Show online, where you can find a bit about the impoverished state of the education debate by Lewis Black–not my favorite Daily Show correspondent (I like Larry Widmore and Aasif Mandvi, myself), but entertaining nonetheless.

Can’t embed this video so here’s the link:

http://www.thedailyshow.com/watch/tue-october-5-2010/back-in-black—education-crisis?xrs=share_copy

September 29, 2010

¡Yo voy! (General strike, Spain 2010)

Today I didn’t have class, but in theory, I could have gone in to help out with some minor administrative tasks.  I elected not to, however, in honor of the general strike called by la Unión General de Trabajadores (UGT) and Comisiones Obreras (CC.OO) to protest the labor reform proposed by the Zapatero administration.

The pamphlets distributed by the Comité of my school outlined the following reasons (and I quote):

The labor reform

- facilitates and reduces the cost of sacking staff, the ‘express’ route of firing workers with a shorter length of service, or redundancy for ‘economic, technical, organisational or production’ causes

- increases employers’ capacity to make staff redundant on the basis of a simple forecast of a ‘negative evolution’ in business without having to prove real and current difficulties

- reduces redundancy pay for those on permanent contracts and uses public funds to subsidise private sector companies’ redundancy payment obligations

- perpetuates temporary contracts as the entrance into the labor market–in August 2010, 93.5% of new contracts were temporary contracts!

- exacerbates the practice of substituting longer-serving staff with new staff on worse conditions, wages and rights.  Places under threat of extinction the current permanent contracts with the right to 45 days pay per year redundancy pay, replaced by the new contract based on 33 days pay per year served

- gives more power to employers to unilaterally fix working conditions (working week, wages, holidays) and to opt out of collective agreements.

They go on to note that the “‘no reglada’” (i.e. private) education sector, employers “want a total deregulation of our sector, with minimal cost of organising their workforce and as little consideration as possible for work-life balance, human resources management and health and safety protection.”

Furthermore, according to CC.OO:

The origins of the crisis are NOT the system of labour relations, and to worsen them with the current labour reform is not a solution to the crisis, rather an attack on workers’ rights.  In 2009, in full flight of recession, 13 million temporary contracts were registered, employers encountered no problems in making staff redundant and unemployment rose to four and a half million.

In Spain the crisis has its origins in the economic model, based on:

- an artificial property boom, whose collapse led to a rapid rise in unemployment

- the creation of low cost, low qualified, insecure employment based on temporary contracts

- lack of investment of profits back into research and development and staff training

- absence of controls of the finance system

Now, having allocated billions of euros to rescue the banks, those banks refuse to return that public money.  Instead they demand cuts to public spending to reduce the national debt backed up with threats of financial instability for the country.

[...] We, the citizens of this country have the legitimate right to determine government policy, not market speculators, debt credit rating agencies nor investment bankers.

Support the GENERAL STRIKE to demand a change in government policy and in defence of our democracy.”

In addition to UGT and CC.OO, the main education unions in Spain (FECCO, FETE-UGT and STE) have joined the call for a strike today, according to a story posted at barcelonareporter.com.

The media have gone into overdrive trying to downplay strike participation and playing up the idea that the strike is a pointless, unnecessary and downright harmful gesture which will have no effect on the government’s policy.

That may be the case–just as it may be true that the strike has arrived tarde y mal (“late and badly”).  Nevertheless, given the choice between joining in the pointless gesture of taking my disapproval to the streets with thousands of others or sitting around complaining about the same old shit as always or worse,  well, I’ll take the first option.

September 22, 2010

“Are tests biased against students who don’t give a s**t?”

September intensive is over, which means it’s time to give and correct exams.  Luckily, this time around(unlike July),  I’ve not had to deal with this phenomenon.

My favorite quote: “The purpose of school is to prepare our kids for the real world, and in the real world, people don’t give a s**t.”

September 15, 2010

“Lottery curse” Conditionals, “I wish” etc. (Advanced)

Recently Alex over at TEFLtastic has been pondering questions such as “Why are Advanced level textbooks so crap?” and “Do you need to be able to discuss globalization to be Advanced?”

Regarding that first one, various commenters at the post in question were quick to point  to factors such as 1) “weird grammar bits and obscure vocabulary”, 2) “trying to do and crowd in too much”, and 3) publishers “don’t care that much” about Advanced textbooks (being that they don’t sell as much as Elementary level books).

In the Advanced textbook I’m using now–like pretty much every textbook of any level ever produced by anyone ever (for adult learners at least)–there’s a unit on the Lottery.

In this case, it’s an excuse to review mixed conditionals, expressing regret (“I wish I had bought a ticket”, “If only I could win the Pick-6″, and so forth), you know, all that good stuff.  Being not so enthused about the listening and the ensuing”grammary”, “conditional-y” segment in the coursebook, I dove into the multimedia miasma that is Youtube in search of some at least nominally relevant video to show the class, and came up with this:

Psyched I was, being that the target language was right there waiting for them at the end.  (“My wife said she wished she’d torn the ticket up”, “Do you wish you’d never won?”).  Plus there was the perverse attraction of doing something different–something depressing.  I’m usually one to constantly play up everything for yuks, so this seemed like a nice change of pace from my “thuggish-cracker” sense of humor (Nick Jaworski dixit).

I made a little task sheet to go along with the video, which is here: “LOTTERY CURSE“.

Before showing the video, I would play the first minute or so with the sound off, introducing the “characters” (Jack, Brandi, and Jesse), and getting students to talk about them, what their relation is, and what they think will happen to the three of them.

Then distribute the handout, play it once all the way through and have them try to complete the sentences 1-10.  You may need to start it around 4:18 the second time around for students to get the last three sentences in.  Check the answers as a class, move on to part II of the worksheet and discuss.

Then in the last part, students write a sentence using the extremely skeletal prompt in part III.  This is meant to elicit a variety of conditionals–2nd, 3rd, mixed, whatever.  When they’ve finished, have some students come up to the board and write their sentences.  Then you can compare and contrast the forms, the meaning, etc., transitioning into whatever controlled practice activity floats your boat thereafter.

September 10, 2010

This week (this summer?) in TEFL blog memes – Firehoses and trickles, etc.

Or: The water metaphor as regards the volume of TEFL blog posts.  As in, less than before. Keep reading →

September 8, 2010

Old job, new job

New school year, new look for $4MT, more importantly, a new post (first one in almost 3 months).

New job, too–a lot different from the old one.

For years I’d been working as a private teacher, doing largely (but not exclusively) one-to-one classes with kids and teens and some in-company work with groups and so forth.

Now I’m working in an honest-to-God language school, replete with desks, blackboards (yes, blackboards, chalkdust included), and that most popular of technological concessions, the TV with built-in DVD and USB port.  Good stuff.

A lot has changed.  To wit: Keep reading →

June 14, 2010

Spain World Cup questions and video

This is directly inspired by a post at the ESL Imaginarium, where there’s been no shortage of WC-related goodies as of late. In the first installment, he showed us a video introducing the world to the Japanese national team, and provided a list of questions from the video for students to answer.

He also suggested adapting the questions to your own country, with the BBC WC site as a source of video for other teams, where in fact there’s a video for all 32 of the qualifying teams.

So, here’s an example with questions about Spain and about the US, which you can give to students and have them try to answer before playing the video and having them listen for the answers . Keep reading →

June 9, 2010

“Just Got my Report Card”

As you will see, the following in is in the $4TM tradition of insightful, well-reasoned analysis of only the most relevant of TEFL-related topics.  In this case, language testing, assessnment, and grades. Keep reading →

May 26, 2010

In praise of “Grammar McNuggets”

Sooo, yeah, I was kind of thinking it was getting to be time to, like, do that thing, you know, where blogger-types put up an only-nominally-relevant post which actually just serves as an excuse to post a bunch of links to other posts on their own blog?  You know what I’m talking about?  I’m sure you do.  So that’s what this is, don’t say I didn’t warn you. Keep reading →

May 12, 2010

“Last week in TEFL Blogs” – ‘Vale a pena etc.’

So, some time ago now, I was honored to have my blog mentioned in relation to the latest wave to sweep TEFL Blog land, a sort of “accolade meme” originating evidently in either Portugal or Brasil or some other place where they speak Portugese.    It’s called ‘Vale a pena ficar de olho nesse blog!’, which I’ve seen in some places translated as “It’s worth having a look (or taking a look) at this blog” thought I’ve also seen it rendered as “It’s worth keeping an eye on this blog”.

Mike Harrison was kind enough to bestow this honor upon me, and the sort of “tag-you’re-it” nature of these things being what it is, now it’s my turn. Keep reading →