Beyond the limits of the English Class

1. Beyond the limits of the English Class Maiza Fatureto

2. Objectives • Raise more awareness on how educators • see the general concept of ‘limits’ • Discuss about some of the common • challenges teachers face on a daily basis • Create a teaching/learning booklet as a • way of keeping track of what our beliefs are • 4. Draw conclusions on what is/isn’t obvious in the • teaching practice • 5. Draw an analogy between the circus and the • classroom – different contexts/similar lessons • 6. Let changes happen!

3. A LIMIT Concept • (Patch Adams – Love is Contagious - Chapter 02) A: How many do you see?     B: There are four fingers, Arthur. A: Look at me. You’re focusing on the problem. If you focus on the problem you can’t see the solution. Never focus on the problem. Look at me. Look beyond the fingers. How many do you see? B: I see eight. A: Eight is a good answer. See what no one else sees. See what everyone else chooses not to see out of fear or conformity or laziness. See the whole world anew each day.

4. Food for thought “Once we accept our limits, we go beyond them.” Albert Einstein Challenges

5. Common challenges teachers face 1. Classroom discipline 2. Lack of rapport with learners 3. Too much attention on form 4. Disbelief in what we do in the classroom 5. Heavy focus on the product rather than on the learning process 6. Lack of effective classroom management 7. Strong emphasis on content as opposed to how learners can manage their own learning process 8. Little work on raising learners’ self-esteem ...

6. Challenges are part of life so ... “Don’t go on automatic! Focus and awareness is everything.” A Passion for the Possible (1998) by Jean Houston HarperSanFrancisco

7. My booklet of teaching/learning experiences Tear

8. ...my booklet of teaching/learning experiences

9. Story Time Task: How does the elephant story relate to our teaching practice? Where’s the elephant? Source: Playway to English 3 – Stories Video Herbert Puchta and Gunter Gerngross Cambridge University Press

10. Another story to help us reflect on the limits we sometimes impose on ourselves The elephant limit story

11. In Thailand they tied a baby elephant to a post with a short rope.

12. The elephant was tied to that post for a year or so. There came …

13. At the end of the year they cut the rope.

14. The elephant never wandered further from the post than the length of the rope.

15. He had decided he could never move further than that, and never did, even though the reality was totally different. He could have walked off as far as he wanted…

16. In what ways are the stories we listened to relevant to teachers/learners? Use your booklets to answer the questions. 1. How do I see myself as an English teacher?2. What are my beliefs towards teaching and learning?3. Do I concentrate my efforts on any specific skills? Why?

17. 4. If you made a video of the last class you taught, and showed it to another teacher, what do you think they would say about you as a teacher ? 5. If you watched that video, do you think you would be able to identify parts of the lesson where you limited yourself ?

18. The Classroom and the Circus 1.The environment 2.The audience 3.The professionals 4.The process 5.The take-away value

19. The Classroom and the Circus • 1. What does this • correlation add to • our learning/teaching • experience ? • How can I bring • more of the circus • to my classroom?

20. The Classroom and the Circus Enjoyment Memorable moments Suspense Engagement Timing Captivation Roars and claps are heard Magic Hands-on experiences Cameras operating simultaneously at different angles

21. The Classroom and the Circus The old wise saying 'the show must go on' is important; no matter what events precede a performance, the smiles must come out, the lights must go on and the magic between the performers and the audience must be there.

22. To go beyond the limits of English Class ... “A teacher can and should advance in professional expertise and knowledge throughout his or her career, and such advances do not depend on formal courses or external input. You have within your own teaching routine the main tools for personal progress: your own experience and your reflections on it, interaction with other teachers in your institution. Teacher development takes place when teachers, working as individuals or in a group, consciously take advantage of such resources to forward their own professional learning.” (Penny UrinA Course in Language Teaching, Cambridge University Press)

23. Going beyond limits also means valuing every learner as a unique human being with a great learning potential. Patch Adams – Love is Contagious

24. Going beyond limits also means valuing ourselves as unique human beings You are more than you pretend to be You are more than what most eyes can see You are more than all your history Look inside and you will find There’s glory in your mind Come be the kind of person you would be! A Passion for the Possible (1998) by Jean Houston HarperSanFrancisco

25. You are more than cell and blood and bone You are more than just your name alone You are more than all that you may own Look around you everywhere There’s something that we share The magic in the air is you!

26. You are more than some statistic chart You are more than the sum of all your parts You are more inside your heart of hearts You know that it is true This being that is you Has miracles to do Believe ...

27. By reflecting on our teaching/learning practice we might let go of the ropes that prevent us from breaking away break away(ESCAPE)phrasal verbto leave or to escape from someone who is holding you: He grabbed her, but she managed to break away. FIGURATIVE One or two of the tourists broke away from the tour group. (Cambridge Advanced Learner’s Dictionary)

28. Break away by Kelly Clarkson Grew up in a small townAnd when the rain would fall downI'd just stare out my windowDreaming of what could beAnd if I'd end up happyI would pray

29. Trying hard to reach outBut when I tried to speak outFelt like no one could hear meWanted to belong hereBut something felt so wrong hereSo I prayed I could break away

30. I'll spread my wings and I'll learn how to flyI'll do what it takes till I touch the skyAnd I'll make a wishTake a chance, make a changeAnd break awayOut of the darkness and into the sunBut I won't forget all the ones that I loveI'll take a risk, take a chanceMake a changeAnd break away

31. Wanna feel the warm breezeSleep under a palm treeFeel the rush of the oceanGet on board a fast trainTravel on a jet plane, far away And break away

32. I'll spread my wings and I'll learn how to flyI'll do what it takes till I touch the skyAnd I'll make a wishTake a chance, make a changeAnd break awayOut of the darkness and into the sunBut I won't forget all the ones that I loveGotta take a risk, take a chanceMake a changeAnd break away

33. Buildings with a hundred floorsSwinging around revolving doorsMaybe I don't know where they'll take me butBut gotta keep moving on, moving onFly away, break away

34. I'll spread my wingsAnd I'll learn how to flyThough it's not easy to tell you goodbyeI gotta take a riskTake a chance, make a changeAnd break awayOut of the darkness and into the sunBut I won't forget the place I come fromGotta take a risk, take a chance, make a changeAnd break away, break away, break away

35. So, all in all ... Let us all here today see beyond our challenges in the classroom and what we believe our limits are. Let’s believe we can focus on possibilities, reach out for solutions and keep our minds open for change.

36. Last but not least, ‘ Make a wish Take a chance, Make a change And break away!’ See the whole educational context anew each day.

37. Thank you! Keep in touch! mfatureto@cambridge.org.br (11) 9406 8888 Maiza Fatureto