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Views on educational supervision.

leadersLike everything else in the area of education,supervision is undergoing many changes.I still remember many stories of teachers trembling of fear for days and maybe weeks upon knowing that the ‘inspector’ is visiting them.I have seen cases of teachers who have never prepared a lesson plan,fortunately not a lot, and they ask other colleagues to lend them their lesson plan on the day of the ‘inspector”s visit.This reminds me of old women borrowing their friends’  dress for a wedding party! I still remember  story,I was told, of a teacher leaving the inspector in the classroom because he did not prepare his lesson.

This might show a lot about the image which teachers held or still hold about what was once called the inspector ,in fact the same title is still used officially today,though the role is no longer  the same.

It used to be the case that the inspector had the role of going into classrooms and inspecting teachers,maybe trying to pinpoint their mistakes,and sometimes even forcing mistakes out even though none was there.I still doubt if those inspectors came into the teacher with a constructive intention!I am not going to generalize;yet,we all heard of stories where inspectors thought that their mission was to ask a series of ‘where is…?’ questions,hoping that they would fall on something the teacher missed preparing or bringing to class.Such inspectors didn’t know that their main job is to help teachers improve their teaching practices for the sake of better improving the quality of students’ achievement.

I have seen that the profession both of teaching and supervision is undergoing many changes,I hope that the impact that will affect the destination (learners) will be positive.Today,the title ‘inspector’ should be revisited for the sake of appropriately describing what the function of this person really is.Many people have already started using the term ‘supervisor’.I think this term carries less of the ‘go for the hunt’ connotations that are associated with the term ‘inspector’.I am now aware that today’s new generation of supervisors are themselves unwilling to use the term ‘inspector’ anymore.

Today’s supervisors should be equiped with the skills and willingness to defend the students’ interests and to do that they should be no more than supportive to teachers,in every aspects of the teaching profession.Spervisors should have enough knowledge and skills to deal with the new methodological situations.These situations,today,shouldn’t be only related to the teaching of the basic language skills such as reading and writing;yet,they are more of a new nature because our students are dealing with the new technologies,webtools,gadgets and applications.Supervisors should train themselves,now that official training in that area is lacking or inefficient,on how to help teachers,hence students,on how to exploit these new learning tools for the sake of communicating better with the world.That’s one mission,which is stated but not well-targeted in our educational documents and policies.

Today,supervisors should help teachers to rely more on themselves for their professional development.This can happen by creating learning communities (virtual or real).The supervisor’s mission ,then,is to create the conditions  in which teachers gather,exchange ideas and grow together.We all know of cases where some of our best teachers have very innovative and effecient practices and they keep them for themselves,not because they are unwilling to share them;yet,the  necessary conditions for sharing are not provided.

Today,I suppose that any ‘where is …(this or that)?’ question from a supervisor should be justified with pedagogic reasons.Teachers should see the relevance and importance of any document or suggestion ….only then can they be ready to change their views and habits.It’s obviously useless and also painful to ask someone to prepare something without telling them the reason why and sometimes even how.It would ,of course, seem as a sort of punishment to tell a teacher that he/she should adopt a certain method or technique without being able to see the rationale and the effect that is going to have on students.That’s what’s happening to our students today,abd that’s why their achievement is far below the expectations.Our students are not told about the meaning and relevance of what they are doing at school,and so it’s somehow justified if they see ‘meaninglesness’ in everything around them.So,for the process to have a positive impact on learning,teachers should see the ‘meaning’ of what they are doing or told to do,and they have in turn to share that ‘meaningfulness’ with their learners.

I hope this blog is not too long for you to read.Please feel free to put forward your ideas and comments.

How to be a bad teacher?

There has been a lot of things written about what makes a good teacher;I have personally read a lot of articles on the characteristics of a “good teacher”;and I think that,by implication,that’s also how a “bad teacher” should look like.So if you are interested in making yourself a very bad teacher,it’s not as difficult as becoming a “good teacher” is.

First of all,  a bad teacher is certainly living a volcanic class atmosphere.This is the result of ,and results in,bad relations with the kids he/she’s teaching.If you happen to have a bad image because of the way you treat your students,be sure that you are not “teaching” in the first place,and no “learning” is taking place because the filter and the students’ anxiety are high.Research has proved that students usually react to a teacher’s personality more than they do towards his/her knowledge of the subject he/she’s teaching.So,mind that grammar,vocabulary and all the staff that you might have in your head and you have learned at university is of no interest to your students if they react to your character in a negative way.If students keep thinking of the way you behave,they have no other memory space to think of their learning.

Mind that teachers usually create “bad images” for themselves in their students’ minds not because they are “bad people” but simply because with the first glance students react to you as an intruder to an already settled and formed group with its norms,rules,leaders…and so if you re-react(or you over-react),you get into conflicts and you fall into an endless circle of “bad teacher” images.

So,if you want to be a “bad teacher” by the end of the school year,leave a bad image in your students’ memory.

The same counts for your relations with the school staff.Bad teachers are usually in conflicts with the other teachers as well as with the school administration.Don’t mind,yet.There will always be some sort of “opinion” about you from this person or that,exactly the same as what happens in your real life.But,if that opinion becomes common sense for the whole group,then there is something you have to correct.Overlook negative opinions from individuals;they might be the result of your having great relations with your students and other people.So if you happen to go along with your students,don’t be amazed to suffer from some jealousy  on the part of those who have bad relations with the students.

Don’t be ashamed or punish yourself if you are in confrontation with the headteacher or the school administration in case you are right.But, do not try to escalate the conflict because you are right and they are wrong!Administration staff usually unit against the teacher (especially if he/she’s alone) no matter how right his/her opinion  is.Feel that your view is the right one,don’t give it up;and ,yet, you still have to be diplomatic and find  a way out.That’s the administration,and that’s what they are taught to do and that’s why they are there in the first place;to keep the administration’s face “clean”.So,keep yours cleaner!And remember that any sort of relations you have with the school staff,has a direct influence on your personality and on the way you behave in your classes;ultimately it affects on your students’ learning.So keep a good rapport with everyone in your school.

When is school a prison?

I was walking around in my classroom today and I was attracted to a recently written graffiti which on the wall .That graffiti is a multiple choice question in which the writer asked his/her mates the following question:

“What is this place? choose the correct answer: – Prison         -Hospital.”

The writer or another student seems to have chosen the first choice “prison”.

This writing has pushed me to think about what is that that makes our students see school as either a prison or a hospital.I asked some of my classes about why school is a prison for them and they answered in different ways.Some of them think that schools don’t offer what students really need in their life.Some of them have expressed their opinion in written form saying that they study English,maths,geography and all the other core subjects;while,there is no space for other extra-curricular activities.Some students have said that the absence of subjects that appeal to students’ interests really demotivates them and makes school a boring place.The word “boring” was repeated in the answers of many of them.

Other students have said that school is “prison” for them because of the behaviours that come from some of their mates.

So many other writings on the walls of our school reflect the degree of hate that students -not all students of course- have towards school.Among the other writings that you see on the walls of our school are “rubbish”,”Shit!” and the like!

What is important in all that is not the words as such;but, how we can make students love school.The “reflections” that students write on the walls of classrooms while the teacher is busy with an activity or writing on the board show that students have other interests that are not catered for by the lesson that is taking place at the time of their writing.

Schools have to move from top-down systems where everything is decided from the top to a system where students have more freedom of choice.Schools should move into the era where students and teachers have more power on the materials they use,the activities they deal with and how they teach.

You might say that teachers are free to do all that!It’s not the case in our situation.The syllabus comes in the form of ministry circulars,the text-book is agreed upon and authorised by the ministry.The exams and the tests (number,methods,duration….) is all decided by the teacher.The amount of time that is located to a huge text-book  -the syllabus- doesn’t match the huge content that has to be covered,which makes it impossible for a teacher to think of other things except when and how to finish a program in which students will be tested on the national and regional levels.All these constraints are a so heavy load on the teacher’s /the student’s back.

It’s high time for our educational authorities and school headmasters to see extra-curricular activities as a “paradise” for the school and the student.A huge amount of materials (grammar,reading,functions…) dealt with in a text-book doesn’t necessarily mean that those students have learned a lot.It means neither that the teacher has worked a lot or even better.Little is so enough and great when students see it as great.Too much materials leaves no room for the teacher’s and the student’s creativity and that’s exactly the job of old-times ‘ prisons.So,no wonder if students see school as prison.

Look,we shouldn’t forget  that in many parts of the globe,including my country,our children have got more freedom outside school these days than they have in schools.It’s so sarcastic and funny that we keep teaching about human rights,values and freedom of choice ;while, school is the place where that is to be expected less,at least in the present time.

High school students are around 18-20 years old.They are mature and old enough to make decisions and have their own choices.Teachers are there to cater for the students’ needs,and they should be given that ethical right with no reservation.Teachers are the only ones who know what,when and how to teach.They also know that there times where teaching grammar or any other language skill wouldn’t work.So,give them the freedom to skip grammar and do something else that will certainly be of great benifit for the student.I am not advocating an anti-syllabus or anti-textbook view.A road map is always necessary for the goals to be achieved.My view is the road map should be the teacher’s business.The road map can be altered or simply ignored when that is necessary.With the present status-quo of education,teachers and students are obliged to follow a map that might lead to no where.

School should match the kind of life that students are living outside, either at home or outside home; if it is really to be called “school”.

Another graffiti in our school saying "Live the prison"!

Are you a 21st century teacher?

I have been wondering about the thousands of complaints I get from my colleagues while I use technology in my classes or wheen I schedule an extra-curricular activity.Many of the complaints I get are about the “you excite the students too much,and they refuse to focus on the lesson”.I would agree that my colleagues’ complaints might be true to a great extent.I accept that the students get hyper-active and too enthusiastic to see what’s coming next even in my classes while using the computer.

I would ,however, redirect my colleagues’ questions and complaints to the following: Why do our students get too excited and active during or immediately after a tech-led lesson? Why do they lose focus in other classes, while they become totally engaged when they interact with technology? These are the questions we should ask ourselves instead of blaming technology for  causing unrest in our classes.

David Ausubel has long spoken about the zone of proximal devblopment within which our students learn,grow and get engaged. I tend to say that the “unrest” that takes place in our classes after a technology led lesson is due to the emotional and psychological unrest that has happened within the students’ inner selves.Being in a lesson that adheres to computers and web tools matches exactly the zone of the student ‘s growth;leaving that class into a chalk- led lesson retracts the student to stages well below his/her emotional,psychological and intellectual well-being.This is a reason already enough to shake the students’ state of the mind and to cause turbulance in our classes.

Our chalk’n lessons ,also,are a lot below Piaget’s stage of formal operations.I would go  further and say that today’s adolescent merits a stage special for his/her own age;they are not only able to operate “formally”, but they can also do operations a lot beyond what some teachers can do.I would’n expect a student that is totally familiar with web2 tools,video editting software,powerpoint slides and a lot more than that to focus on the stories of theMiddle Ages undertaken with “yellow” books and blackboards.If you want today”s student to get involved and engaged in your lessons,don’t blame computers or extra-curricular activities.Blame yourself,blame the chalk and find  a way out! That’s one of  the new teacher’s roles.Embrace technology;embrace your kids.

You would seem too old for those kids looking at you and never relating your lessons,your ideas,to their world.Their world is not  the one where you lived while at their age nor is it the one wheere you are now if you are techno-phobic.Most kids love fiction but not in the way they were told by their grand mothers around fire. Don’t forget that all of them have satellite dishes,and they watch most of their loved stories coming on air.So to make them engaged, do it in the same way.Teach them fiction,teach them critical thinking and analysis not the way you learnt it 10  years ago, but the way they live it today.

All the same,most of us think that extra-curricular activites are “extra”.It’s unfortunate that they are named so! Have you ever asked yourself why do students leave your class and join the “extra-curricular” activities room? Have you ever wondered why do they prefer the guitar,acting and singing to our regular lessons?

I suppose that these are the questions we should ask.We have to make our lessons more or less similar to the extra-curricular activites.Look at the things that you can bring in from those activities into your classes.There are so many things that attracts students to extra-curricular activities that you might use in your classes to make them loved by those you teach.Make your lessons a lot of fun;fun is not the opposite of serious work.Laughter shouldn’t be absent in your classes;if it does, then something serious is happening.Let students use technology,let them see a computer even for a while.

Students love to touch today’s gadgets.So why should you be scared of the mobile phone? Think of how you can use it to the best of your learners.There are plenty ways in which the mobile can be exploited in the classroom.The simplest is to use mobile dictionaries.Think about using the mobile video camera in projects.Give your kids the opportunity to see that the mobile is not bad in itself;what makes the difference is how you use it.Allow your students to see that the camera of their mobile can be used in taking pictures outside school and talk aboutthem in class.Give the students the opportunity to explore the audio recorder of their phones.It can be used to interview their peers and,and to record the teacher’s instructions….

Can you accept the label of “learner”?That’s what 21 st century teachers hould be. In the light of the huge techno-gap that exists between us and those whom we consider learners, an exchange of roles is nowadays cruciel.We have to listen to them and learn from them.There are plenty of things they can teach us every day,especially in relation to technology tricks.So why do you keep saying that you know every thing,and resist to assume the fact that they might teach us so many things?

So let’s make our life similar to theirs;technology rich.Let’s be global citizens the way they are! The job of the 21 st century teacher will not be that easy at all levels. We will face more misbehaviour if our teaching doesn’t match the students’ expectations. We will bee looked at down if we keep struggling with chalk;while those we teach are many steps ahead! They will abuse us with facebook and mobiles as soon as they know that they scare us.

The leaders we need for the 21st century Moroccan schools.

I have seen a story today in my school,and it has kept me wondering about the future of our schools considering the type of leaders we have in the present time.

The story of today has pushed my thinking to write a post on what I think are the most important qualities that a school leader should have for our schools to endorse some of the 21st Century leadership skills.

Our leaders have to understand that it’s high time for them to consider themselves as hosts in their schools and not as supreme leaders.When leaders understand that school belongs to all those who are withing its walls,and to some of those outside as well,the community,only then can they take into consideration the others when they want to take any decision.

This leads us to another quality that is needed in our current educational leaders.Decisions have to be taken in a sharing and collaborative way within the school boards and bodies.Leadership is sharing and collaborating not  taking unidirectional and bureaucratic decisions despite the rest of the school community.Students are there,and they are directly affected by any decision that is taken by their leaders.That’s why it’s necessary to take their existence and role into the utmost priority.Many  wrong decisions are taken in their absence and they just accept them because they trust us.The leaders should know that they are responsible for those kids,and they really have to care for them.

Leadership,we should assume,comes from the bottom not from the top.Our leaders should understand that what gives them power is those whom they “administer” and not those who have appointed them.This means that decisions should be taken with respect to the needs, the conditions and the environment of those who are to be affected.School leaders don’t have to execute non-practical and unsuitable  plans and decisions.This would be possible only if we take the children in our schools as ours,not as means to make money or to be promoted.

Today,we also need leaders who know how to motivate and boost their partners’ self-esteem and motivation.A lot of things inhibit a teacher’s and a student’s work in and outside school,and the school leader shouldn’t add more burden to the school stakeholders.In our schools,there should be leaders who know how to make differences between the different people who are under their supervision.These differences should stop being on “friendship” and personal relations.They should be made on professional performance and efficacy.

Linked to this is that our leaders should stop evaluating the performance of the teacher in a half in hour observation or depending on what they get from other people within or outside school.Evaluating a teachers’ efficacy has to be on  a long term process.It should be made depending on the teacher’s overall performance,on the students’ results,on the teacher-student relations, not on the teacher-administration relations.

ooooh,it’s in the end but so heavy I think.Today’s leaders have to be “literate”.They have to be equipped with some of the 21st century skills.It’s still so sad to find out that our leaders in schools are ICT illiterate.It makes me so desperate to find out that leaders think of the computer as a waste of time,and see the internet as a tool that instills bad behavior into our school life.It’s so killing to find out leaders who are scared of the student’s mobile camera and of facebook or twitter.Most of them know nothing about social networking sites except what they heard during the Lybian and the Egyptian uprisings.Leaders of today should have access to web tools that should be of great benefit to everyone in school.The leaders of today should know that a mobile phone is not bad in itself.It’s just the way we use or see it.They have to know that a mobile can be used to take photos,photos can be used in projects,projects develop speaking,listening ,reading…if this is what they -leaders-assume to be learning.

ah,again,our leaders should know that learning is not only within the walls of an enclosed classroom.They should be taught that learning takes place every where within and outside school.They should learn that extra-curricular activities are vital to an adolescent’s life,just the same as play is for a four year old child.Leaders of our present schools have to know that presentations,drama,singing,drawing…build different things.At least they make school loved and enjoyable.

For all these qualities to be in our leaders,they have to read,research,communicate and above all they have to listen to what the school says.

The death of an EFL teacher- part2

In my part one of the things that really kill an EFL teacher,I talked about certain issues that are related to technology integration and the ICT illiteracy among some head-teachers.I then concluded that to prepare our schools and students for the future,we have to allow more money to stream into professional development both for teachers and school principals as well;otherwise,we will be bypassed by the new generation of internet children who are already better than their head-teachers in this domain.

In this part,I will be dealing with the so many other things that hinder the teaching of English as a foreign language in our schools,and maybe in so many other parts of the world.In the coming paragraphs I will be dealing with things that strip the language teacher and learners of their freedom to take control of their classroom processes.

Most of the modern teaching theories and approaches such as the competency-based language teaching,the standards approach and the dogme ELT stress teaching towards a competency or excellency level.These theories adhere mostly to the view that teaching should be driven by learning and not the opposite.In other words,the proponents of these approaches see that our teaching has to focus on what the student has attained in his/her learning process.Teaching can only move into another skill or competency level if the previous goal(s) of the previous level is/are attained.

Many of the official documents and directives that are adopted in our school system urges using the competency-based approach to achieve the standrads that are outlined by the educational authorities.There is no problem with setting certain standrads that might lead our schools to common and clear goals.

The biggest puzzle lies in the contradiction between setting standards and goals that every student “must” achieve before the end of a certain level,and fixing the number of curriculum units that have to be covered,maybe before that student attains those goals.It’s a big irony to adhere to a competency-based approach that aims to “produce” competent learners,and,at the same time, forcing those learners and their powerless teachers to finish an overloaded syllabus.

As there is always a hidden syllabus behind the texts and the lines every student faces,there are also hidden policies and ideologies that do what they don’t say.The teaching of EFL in our country is producing  no more than short-term parrots  — short-term they are because what they can regurgitate lasts no more than a few days.This is the automatic result of forcing the teacher and the student to deal with certain isolated and mechanical linguistic items by the end of a specified period of time.We are by consequence of these time guidelines coerced to turn our classroom into an Olympics stadium where every learner is struggling with his/her prefered sport to reach a gold medal;and yet,in our stadium almost  none of them gets to that end because the distance they have to run is much longer than the time set for it.

Other factors that make us teaching in a vacuum ,and which are related to the aforementioned ones are the focus on exams and testing.We have instilled in our kids an “exam and grade”only culture.They  no longer consider their existence in school as a preparation for the present and the future as well.The exams-focused syllabus has made them exam-oriented machines.This has made them and their parents as well unaware of the other valuable things that are among the school’s mission including the instillation of values, critical thinking,independent and life-long learning and every thing else that builds a strong and resourceful citizen.Testing at the end of every unit,at the end of every linguistic chunk,at the end of every term and at the end of every year has created  generations  who  learn-if there is any learning- only for the test.

Our students now no longer recognize that language is part of their life.They fail to see that communication and dialog is at the heart of human existence solely because they are tested on discrete parts of language.I suppose that language teaching has to be taken as part of the student’s life in all its processes :from teaching to testing to practicing.To achieve this, teaching language has to be done in a “conversational” manner where learners choose what they will talk about and study.This learner-initiated conversation should be the corner stone of any teaching/lesson as it shows clearly the level the students have attained in their own learning.Today,we teach following what others have supposed our kids know,which is a kind of false prophesy.I suppose that the availability of technology should make us,teachers and learners,free from commercial text-books that pre-suppose what our learners know and what they should know in a fallaciuos way.The dogme ELT is so far the only approach that touches such a point.Freeing teachers of heavy materials deosn’t make their responsibility easier.Yet,it’s only then that we assume complete burden of the student we make!

Social networking sites and web2.0 tools should be available for every student and evey teacher within the walls of the language classroom,not somewhere else in school.Only in this  way can the teacher at the spot decide about where his/her students are and where he/she should take them.I suppose that the primary purpose of teaching is exactly this;it’s to know where our kids are and how they are there and where we should lead them later.In schools,however,that’s not the case.It’s clearly obvious now that teaching is driving testing and not vice versa.We are even supposed to do a certain number of tests/quizes before the end of a certain time,and this makes it clear that the primary purpose of assessment in various schools is no more than to assign a grade to a student.

All this has produced no more than dead teachers and dying students.All this has produced no more than train-like teachers and students;they know only one direction.It’s going through the exam.Our EFL has to stop producing machines.We have to take the humans as they are made first.We have to make them creative and able to think.Our students should be  critical thinkers enabled with the highest order skills that are necessary for a globally competing citizen.

Unfortunately,our schools so far have produced no more than people who accept every thing they are given.Focus on exams,constraining us to a certain time and a number of units that have to be covered during the year leaves no place for creativity in schools.There has to be times where everyone,students and teachers, think and ask questions.There must be circumstances in which I wouldn’t be obliged to stop my student from discussing a personal problem in class while this is why language is created in the first place.Our students must feel that the language class is different from other classes.If the mission of EFL teaching is to teach “the passive”,”conditionals”…and the rules,that’s no longer language.It’s some other subject.Speaking;voicing our inner selves,conversing,and talking with each other is the prime mission of any language,and EFL teaching has to make that clear within the schools. Our students have different talents,skills and dreams.They have the right to be provided with the “time” and materials that allow them to be themselves.We don’t have to teach English 24 hours a day seven days a week to produce fluent learners.Less than that will be needed if that learner is taken as a human being not as a machine.And for a learner to be taken as a human ,language should be seen as a means for conversing ,and not as a set of grammatical rules that must be mastered and tested.

What do children value most in school?

I had been shaking my head for a long time before I finally decided to start putting my ideas,my thoughts,the things that puzzle me ,that make me angry or happy in my teaching days into this site.You cannot imagine that this space was created a year ago but I have never been able to write any word till I have finally come to an agreement with myself as to where and when to start.

There are,absolutely,so many stories that happen in our everyday lives ,and that we want to share with others.And since I have no one to share with in my real life,I cannot make the nights of my wife so sad by the things that happen in my school.I will,therefore,throw them online lest they find a reader or two!

As to the story of today,it’s not really something new in my professional life;but,as I was following my great friends on twitter today (@abouaimran) I  had to reply to a question put there by @SimpleK12 about what is important most for children in school.I really thought that children forget the teacher’s knowledge of the  skills as well as technology tips or any other matter as soon as they feel that they are ignored ,abused or marginalised.Hence,my answer to @Simplek12 ‘s question on twitter was “democracy”.

Today,as I was heading towards the door of my classroom in the end of the session I found out that one of my students left a handwritten note on my bag.The note says exactly ” Please teacher stop racism,please!”. I cannot decide about the definition of “racism” for an adolescent.But,I am absolutely sure that someone in my class was feeling down today.I was really sad as I felt that I might have said or done something that was not appropriate.I am sure that I was monitoring homework tasks on modals and my words might have hurted one of those who didn’t do the homework.

I remember I didn’t say any of those bad words or insults that might be considered racist.I remember that I was dealing with my students all in the same way.And I thought that I was behaving according to the interests of secondary school students who are taking their baccalaureat exam in the end of the year.

This lesson has taught me,though;that students are very sensitive and that they give more attention to our words and our feelings towards them that our methods or garmmar lessons.I have learnt that I have to take greatest caution lest I offend on of those I value most in my school,students.I know now in real-not from theory-that students care more about relations with teachers and less about what the teacher is saying about the syllabus.

I-or we?-have therefore to stop thinking that to be a good teacher,it’s enough to master the topic ,and it’s enough to make it clear to the students.There so many unnoticed things in our classes.They are unnoticed because there so many absurd parts in the human beings.The teacher trainings ,therefore,have to focus more on those unseen parts of the student and less on the things that can be reached from a google click such as how to make a lesson plan fgor a reading text.

Our teaching has to take the whole child into consideration for it to be successful and here’ s where the dogme might have some strenghts.Were I using this approach and not forced to follow a prescribed syllabus that has to be finished,my students would have voiced his/her feeling out.The humanitarian theorists were absolutely right in saying that the child’s inner fellings determine how much learning takes place in the classroom.

But,don’t you see that the teachers’ inner feelings have to be taken into consideration first.We are bieng treated as machines that have to perfoprm certain tasks-finish the program by the end of the year- regardless of what happens in our schools or classes.How  would a teacher-machine then have enough time to look for the unnoticed things that pass by in his/her class?It’s completely impossible I think unless the student is brave enough to stand and say what he/she feels.That’s another story because our educational system is not building such a oerson fornexactly the same reason.We are focusing on how much that has to be covered and we ignore that in this “how much” almost ,nothing is learned because so many things happen at once in our classes and they are left unresolved.

I have to deal with this situation tomorrow.I should know what happened exactly and I have to understand the meaning that is used for “racism” in the mentioned note.I am sure that “racism” should have gained a new meaning in my class today since I am teaching students who are culturally,linguistically…of the same race.

Our teaching has to stop  being machine-like.There must be times to stand up and reflect on what’s going on in our classes.The hidden things that we don’t see have to be uncovered if the filter(Krashen’s) is to be lowered.

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