BTS Industriel -- Listening exercises & Discussion About Obligations

Last week's lesson went pretty well, so I thought I would give it a little share. Our subject of the day was obligation, so we focused mostly on the phrases, "you must + verb", "you have to" and "you mustn't" or "you can't".

My second-year BTS students here in France started out by listening to this text, between ESL-Lab's Randall and his daughter. I liked this text because it talks about possibility (can/can't) and obligation (you have to). I prepared this grid to help the students with the listening exercise:

Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday

The students were asked to listen to the script and write the daughter's obligations and activities in the grid with times, if possible. What is confusing is that the daughter starts off by asking if she can go see the movie on Wednesday so students immediately start to write "Go to the movies" on Wednesday, only to find out that her father says no. As the dad and the daughter discuss what needs to be done and negotiate the daughter's freedom, have your students write as many possibilities as they can hear. Then discuss it as a group, writing down the different obligations and explaining the ones they missed (maybe even listening to the tricky parts again) to give them something to visualize. I also took a moment to point out that they are American, and we know this because they talk about "movies" and "soccer", and not "cinema" and "football". 

Next, we continued with the theme of obligation by looking at some warning signs. 

I started out by asking the class where they could see these kinds of signs. Then, I had the students volunteer to make sentences. For example, where it says, "Danger: no smoking", a student would say something like, "you mustn't smoke at school," or "it's forbidden to smoke in public places." We continued onward practicing the "you mustn't" and "you can't" structures until all signs had been discussed.

Next, the students listened to this short text  about which rules you have to follow when you visit a national park. The woman talks about 4 rules which I had the students write down, and she ends the audio by talking about the consequences. Once students had identified the four rules and the consequences, we moved on to our speaking exercise. 

In groups of three, I gave the students one of the following places: 

The City Zoo

A Textile Factory

A Pharmacy

The Public Hospital

ABC Construction Site

GoodFoods Supermarket

A Hair Salon

A Shopping Mall 

I asked the groups to prepare ten rules that either employees, customers or visitors (depending on the place) have to follow, and then to think of appropriate consequences. They had about 20 minutes to brainstorm and write their ideas while I walked around and answered questions, and once everybody had finished they presented group by group, sharing their rules and consequences. 

A First-Lesson Lesson Plan

My go-to first lessons typically involve introductions. It's a useful skill for just about everybody and it gives the teacher the opportunity to get a feel for the class from the very first day. 

With my professional students, we'll usually start with formal introductions and introducing a partner, practicing structures like, "this is so-and-so. He's responsible for..." using key verbs for business people. With my BTS students though, I wanted to do something differently.

With all of my BTS students, 1st and 2nd years alike, I have them write their name and stick it on their desk to help me learn their names. Every week they automatically get them out, and every week I learn a few more names! (I have about a hundred students...) 

Another classroom management tip is that I'll choose the first volunteer, and once they have given their answer (or whatever I have asked for), I'll let them choose who goes next. This way, it's as if they are "rewarded" for participating, and it motivates more students to volunteer from the get-go because they want to be able to "choose their destiny" in a sense -- they'd rather go first then randomly be picked during the mix. 

Here are my ideas for successful first lessons! 

For my 2nd year students:

A fun start: Two truths and a lie! 

I had each student write a short introduction (hi, my name is, I'm X years old, I live in...) and then end their introduction with two truths and a lie. Then, the class had to react -- "I think X is a lie." When the class finds the lie, the student sits down. This is a nice way to get to know some facts about the class. 

Just because it's the first day doesn't mean we can't get straight to work, so then we did a listening exercise taken from the BBC: Entrepreneurs: BBC English Express. 

Because the text is only a minute long, we could listen to it a number of times before discussing, and then listen again when nobody in the class could answer my general questions. 

I had each student take notes about the four speakers (one narrator and three people being interviewed). Their goal was to be able to summarize what each person said: what do they want to do, and why? 

Then, once everybody had the answers and an overall understanding of the text, I asked them to brainstorm and to write their own response to this question:

An investor agrees to give you 100k€ to start a business. What is your plan? (Think about the who/what/when/where/why/how). 

After 15-20 minutes of writing, I let the students present following the tip given above -- I chose the first one, and then after that they choose whoever they want to go next. For this exercise, I had them stand up in front of the class. Most students only spoke for about 30 seconds, but that is a great start! 

For my 1st year students:

I had them start pretty much the same way: introductions and two truths and a lie. Then, I had them play the game "find somebody who", where they had to ask the right question using "be" or "do" as an auxiliary. When they finished the exercise, we went over it as a class, correcting their sentence structure and learning things about each other. I also took advantage of this opportunity to ask the students (as a group) other questions: When is your birthday? Do you have any brothers or sisters? Where were you born? What other languages can you speak? 

Find someone in the class who:

 Has a birthday in December   ________________________________

Was born in the same month as you ___________________________

Likes pizza   ______________________________________________

Has a pet ________________________________________________

Was born outside this country   ______________________________

Likes listening to rock music   ________________________________

Wants to travel to Australia   _________________________________

Has a sister   _____________________________________________

Has no brothers or sisters ___________________________________

Doesn’t like tomatos   ______________________________________

Plays basketball   _________________________________________

Favorite color is green   ____________________________________

Loves English   ___________________________________________

Speaks another language ___________________________________

New Lessons: BTS Industriel here in France

It may have been a long time since I've posted anything in this blog, but that certainly does not mean that I have stopped planning lessons -- au contraire! 

At the beginning of September and despite previous promises to myself, I decided to accept a teaching position in a BTS (post-high school, 2-year technical degree) school, training students to become Opticians. They will have to take the BTS Industriel which I found a bit silly, but it makes more sense than taking a commercial BTS degree when only a part of their responsibilities will be commercial and the rest will be quite technical. 

To sum up the program, I'm teaching four kinds of classes: One group of 2nd year students who are apprentices, two groups of 2nd year students who are full-time students, one group of "prepa" students who weren't accepted into the first year but after a year of catch-up courses should be admitted next year, and two groups of first-year, full-time students. 

I only have an hour with my apprentices and my prep-class kids per week. Otherwise my lessons are an hour and a half long. 

I've decided to structure my lessons as follows: 

1. Corrections of the previous week's quiz (graded every week -- yes this sucks, but I think it will be truly beneficial for them in the long run to see their mistakes on the board and to participate in mistake correction as a group). 

2. A quiz: use last week's vocabulary words in a sentence or correct the mistakes, and this week I'm going to try a listening quiz with multiple choice questions. Again, the idea is to correct the mistakes as a class & continually assess their needs and my methods.

3. Listening practice: For the BTS exam, students will have to listen to a text and be able to sum it up in French (I think). My goal is to have them summarizing texts in English so that when they have to do it in French, it'll be a breeze. I always try to over-prepare my students so that when it comes time for the exam, they'll be more than ready. 

4. A grammar or a vocabulary point. We've already covered vocabulary about school (trainee, apprentice, a graduate, a diploma, etc.) and we've covered adverbs of frequency (1st years) and modal verbs (2nd years). Either I ask them to write or discuss a topic that I give them, and then we do a class brainstorm. 

5. Reading or writing: This is either an article or an excerpt of an article, either followed by a presentation or group work. Normally there is some kind of writing or speaking preparation involved and I try to switch it up every week.

and finally:

6. Presenting. This is where they either individually or in pairs/small groups present whatever they have prepared in the previous step (or 2). 

By the time we've made it through all the steps, they've done a little bit of everything -- listening and speaking, reading and writing, and hopefully assimilated a number of new vocabulary words. This method requires a lot of work outside the classroom on their end, but I feel like our time in class is pretty well spent. 

As the semester progresses, I'll share some of my lesson plans (beyond just my structure) and the links I've found to various listening exercises and articles. My goal as a teacher is to be able to construct well-prepared lesson plans every week and to consistently keep up with my grading in order to have corrections to give them. I also like to take the time to write corrections on their homework rather than just giving them a grade and handing it back. I want them to be able to read over it, think about it, and ask questions if necessary. 

Infographic lesson plan: Modals, futures & probability

On Sunday night as I was browsing for topics for this week's lessons with my professional adult ESL students here in France, I found the following infographic on the BBC website.


Original can be found here

I absolutely love infographics. I love them even more when they present a topic that I can cover in English class. There are so many possibilities for using the one I've posted here but I'll share my lesson plan with you which reviews modals & futures for talking about probability, likelihood and chance.

I did a 30-second review of modal verbs and the near future/distant future with my groups because these are topics we previously covered. Then I handed out the infographic and a "cheat sheet" introducing some expressions that I wanted them to try to use during the lesson including degree of probability and chance when giving their opinion.

After a few seconds, my adults started laughing a little bit to themselves. After everybody had showed some sign of comprehension, I started asking questions.

"What do you find funnny?"
"What do you find scary?"
"Does anything seem possible/impossible?"
"Do you agree/disagree with ...?"

And then the discussion started.

My advantage here that others might not have is that my students are western, and we work at a web agency. These topics are right up their alleys -- a bit sci-fi, a bit nerdy, some inspiring a dream or provoking an emotional reaction -- it was very easy to get them talking about these subjects. If your students work in a different field, you might try a generic Google search for infographics and try to see if something could fit their interests and needs. This one is just a perfect mix of grammar revision, discussion, and new vocabulary -- I was so pleased to find it!

Here's the "cheat sheet" I handed out to help facilitate the conversation:

Expressions for talking about likelihood and probability:

In general:

It could happen/ It might happen

If it happens, then…

It’s possible that…

There’s a chance…

Most likely (use of adverbs):

It’s extremely likely that…

It’s very possible that…

Least likely (use of adverbs):

It is highly unlikely that…

It’s nearly impossible that…

It will never happen

It could never happen

It should never happen

Future tenses:

1.        The near future : Planned & programmed (Present continuous or “going to”)

a.       I’m going to dance class tomorrow night.

b.      I’m pitching a proposal to a client on Thursday afternoon.

2.       The distant future: Uncertain, unplanned (Will)

a.       Maybe I will go to Spain on vacation this summer, or maybe I won’t.

3.       A snap decision: no time to think (will)

a.       The phone is ringing! Can you help me? – I’ll get it.

b.      I’m going to drop these boxes. Can you give me a hand? – I’ll help you.

Business Topics: Pitches

One thing I've observed time and time again working with professionals in France is very often they are lacking the tone of voice communicating emotion and passion when giving presentations or speeches. I have sat through more presentations than I can count that droned on and on, with no accentuation or punctuation. Often these are sales presentations, presenting a bid for tender, pre-sales or answering a RFP, and putting myself in the potential client's shoes makes me want to take a long walk off of a short cliff! Alas, it is my job to push on through these presentations, fix the mistakes, and push them out the door -- in the short term, there isn't very much that I can do. Long-term though, we've got a plan of attack that has been in place since just before December that is very nicely progressing, and that plan is "perfecting the pitch".

The first step: we talked about the "bones" of a pitch -- what is is? I think the first thing you need to do when working on presentations in a foreign language (okay... and maybe in your native language too...) is to ask yourself why? Why am I taking the time to give this presentation or speech? What is my objective? So with a pitch, we always identify that the objective is to be convincing.

The second step: We brainstorm our jobs and our teams. While brainstorming, we look to answer these questions:

-- Who are we?
-- Why are we important?
-- How will we be successful?

The third step: We give three or four arguments supporting any of the strong, positive adjectives we have thrown around when answering the questions. If a student says that their team is amazing, I make them follow it up: because...?

We practice linking with "because", "thanks to", and regular relative pronouns like "which", "that", and "who" to show a direct path between their statement and the example supporting it.

The first lesson was spent talking about pitches, brainstorming and presenting their ideas.

The second lesson was more interactive and less "business-y" :
Students wrote everyday nouns (mostly objects but concepts/ideas are OK depending on how advanced the group was) on little pieces of paper. We mixed all the papers up and students each chose one piece of paper. They took 5-10 minutes to plan a pitch to convince the others in the group of the value of their object.
The audience played the role of an uninformed audience, as if they were hearing about the product for the first time in their lives.

This was a lot of fun and the exercise could be repeated multiple times over the hour. I like for the students to come up with the nouns on their own because it allows them to use vocabulary that they have learned in class or outside class, to learn words from each other that they might not know before, and to be creative with their ideas.

The third lesson steered back towards business. I prompted the students to present a new "best practice" to their company, and the other students in the group took the role of a hostile/uninterested or even aggressive audience. This was a lot of fun.

Here are the prompts I gave:

--You want a new desk.

--You need a new chair.

--You want to recruit an assistant for your department.

--You want to start a “nap time” policy from 2 to 4 pm.

--You think you deserve a raise.

--You think the work day should begin later in the morning.

--You think lunch time should be shorter.

--You think the bosses need to share more of the “wealth”.

--You think it’s more efficient to work from home.

--You think men and women should have separate open spaces.

--You want the company to open a child care center in the building. 

--You want the company to open a canteen in the building.

--You think the company should move to a “no email” policy. 

Again, they had about 5-10 minutes to prepare their argument and present to the class. After their pitches, they had to face their difficult audience. As a group we discussed with points in each pitch were strong and valid, and which ones needed to be more expressive, better linked to the argument, etc. I asked each student if they were convinced and if so, by which point? It made for an interesting debrief.

The fourth lesson on this theme was still about general business topics but dealt more with presenting in general rather than concentrating on a short pitch. Working in pairs, students were faced with a challenging business problem and had to brainstorm solutions. After finding a solution to the difficult subject, they had to practice presenting these by putting forward the most positive aspects possible and speaking optimistically. They were also asked to lead a discussion at the end of their presentation to gauge the degree to which their audience was following.

Here are the prompts from this lesson:

1) Your company has just merged with a company of equal size. All new employees from the merger will be transferred to your site. You have to present a plan to the existing staff to tell them how you are going to fit all the new workers in.

Things to think about:

What can you say to make this sound more positive?

What can you say to motivate people to get “on board” with your idea?

2) The current system for filtering incoming CVs is not working. Qualified potential employees are going unnoticed and the staff turnover is very high. Anybody can receive a CV and do with it as they please. Some departments make appointments to meet with applicants when they have no need to hire somebody. All departments are over budget.

Things to think about:

How can you stay positive?

What solutions can you pitch?

3) Your company currently has offices in New York City that manage administrative operations and not production. The Board of Directors has decided that they will be relocated to your country. There are 30 staff members and only 10 can be relocated. The ten that are relocated will require training and assistance in their new country and the other 20 staff members will need an unemployment (severance) package. The Board wants you to present a report on this idea.

Things to think about: 

How can you stay positive?

What solutions can you pitch? 

The fifth lesson hasn't taken place yet but I'm going to test it out next week and see how it goes. The objective of the lesson will be how to put forward a feature of a product. First we will practice the "five-second" pitch where I will give them words, concepts, ideas, places, and they will give me a one-sentence explanation that highlights the value of the given word. For example: Pizza: It's a delicious Italian meal that will fill the whole family's stomachs. Done. We'll do a few rounds of this exercise as a warm up and then move on.

Next, students will be given every day nouns (this time proposed by me, and not by their peers for simplicity's sake) where they will have to add a feature of their choice and pitch the advantages of their add-on to the group. I will also use a sand timer to make sure that their presentations are short and sweet, focusing on the timing of a pitch and the impact of each word they choose. As always, the goal is to speak positively and simply which isn't always easy when working with groups of experts!

The final lesson hasn't been outlined yet but it will more than likely be up to the students to pitch a professional subject of their choice to the audience of their choosing. They will have the time that it takes for an elevator to climb the building and the possibility of using whatever they have on them to make their pitch. We will incorporate all aspects of the lessons leading up to this moment and I'm really looking forward to seeing how they'll do.

My next unit will be about spontaneity and improvisation so stay tuned for more useful speaking exercises!

Adults and Second Conditional

Getting back into the swing of my normal life after my stressful Monday afternoons is always nice. This morning I had a group of my professional students that started out as "true beginners" who are now well on their way to being pre-intermediate learners. Because we had already talked about the simple past, the future, and modal verbs for giving advice/making suggestions, I thought it would be a good idea to head into the conditionals. We talked about the first conditional a few weeks ago and last week we started the second conditional by having the students ask each other what they would do in a variety of student-generated ridiculous situations.

To bring it back around to professional themes today, I created an exercise where they would have to use both first and second conditional structures for giving each other advice (and refusing advice) to deal with troublesome office situations.

Here are the scenarios I put together this morning. We only made it through discussing three of them before time was already up! They gave each other good advice and did a good job using the first conditional to reply with a "yes but if I do that, then...will happen" reply.

Without further ado, a professionals-oriented mash-up of 1st and 2nd conditional tenses for ESL learners in the Western world:

1)     My boss is blackmailing my colleague.  What would you do?
(But if I do that, then he will … )

      2)  I’m working with a client who is completely racist. What would you do?

(But if I do that, then he will …)

3) My client said he preferred to work with me “under the table”. What would you do?

(But if I do that, then he will …)

 4) Two co-workers are having an affair. His wife is a friend of mine. What would you do?

(But if I do that, then he will …)

 5) I suspect my deskmate is an alcoholic. What would you do?

(But if I do that, then he will …)

6)   I discovered bad business practices at my company. I should have a promotion next month. What would you do?

(But if I do that, then will …)

7) I haven’t had a raise (an increase in my salary) in three years but I have a lot of new responsibilities. What would you do?

(But if I do that, then…)

 8) My colleague is late to work every morning. He should have a promotion next month. Maybe if I tell my boss, I will have the promotion instead. What would you do?

(But if I do that, then …)

 9)  My manager and I don’t get along. I love my job and my team but it is very difficult to work with him. What would you do?

(But if I do that, then …)

 10) I think my colleague is secretly working for the competition. What would you do?

(But if I do that, then…) 

The Difficult Class: My (failed) Plan, la suite

I made it through nearly six slides of the presentation I prepared. It started off well until I got to the group speaking bits. They would turn and talk to each other, but when it came time to share what was said, no such luck and for a variety of different reasons.

1) "No".

Why? I asked. Why wouldn't you want to answer an easy question where the answers are written on the board just behind me? A number of replies: This is stupid and it's too easy (so then why aren't you doing it?) I don't feel like it. Yeah, I know how to conjugate that verb, but I can't think of anything. (please remember that the verb in question was "to be" and they had a minute to think about it before I started calling on people).

2) "I hate English". Well that's not an answer to my question either. Why? "Because I don't understand".

The students had decided before they had ever even seen my presentation that it was too difficult just because it was in English. My point was that even if everything was only in English, they could still understand because after studying English since 6th grade, they should all have a pretty good understanding of the present simple. They do, they are just painfully argumentative and uninterested in listening to me. Sigh.

3) "You insult me and I don't like you". Well tough shit, Girl-Who-Has-Never-Been-On-Time. I am the teacher. An answer to the question "why don't you have an example?" after having been given the time to come up with one is not as seen above. Don't blame me for your lack of will to participate.

After sending out my third offender, I myself decided it was time to leave. I found the director, told him I was through, and that was that. Done.
We had a "heart-to-heart" with the class where everybody aired their grievances.
A number of students (not the trouble-makers, of course) came to apologize to me.
Others came to make their point. "We want this". And I said, "Yes, but if you don't give me XYZ, how can you expect me to think you are capable of doing ABC?" to which they replied, "Okay so we have some soul-searching to do." To which I replied, "Yes, you do. I can't do this alone."

It's true. The teacher plays a role and the student plays a role. If one person in the equation decides to stop playing their role, then the lesson won't work. A teacher cannot do a student's job and vice versa. It takes two to do the "Learning Tango".

I'm more or less convinced to keep going with them. I figure we have already come so far and failed so hard that it can't possibly get much worse or more exhausting. There's just a few problems that remain:

The director wants me to "teach the test" just to "get through this"... meaning, do texts, translate them, look at the vocabulary and call it a day. I told him that was against my teaching principles. I told him there was no pedagogy or practical application of that exercise and that I'd rather give it a go my way. He told me to take the easy route and just do texts.

I reckon if I continue, I'll try to do a mix. How can we do texts but no speaking exercises? How can we learn vocabulary without learning how to use it?

So we'll see where this goes. For the moment, I have no inspiration, motivation or desire to carry on with these kids but just like last time, maybe a stroke of something will hit me and we can find a way to work together (and maybe it will be less of a fail). I don't know. I'm trying to rebuild the foundation of a building that is in ruin. I've done it before, but I was a different person... not entirely sure I can do it again.

Ever dealt with a really difficult class?
Was it cultural or just situational?
What did you do to meet the challenge?

The Difficult Class: My Plan (Part 1)

During my son's nap time today, I was struck with an idea: What if I did give the difficult class a second chance? And what if I did it on my terms? I started thinking about other advice I've given my "Padawan": assume they know nothing. When in doubt, teach it anyway. If I were to take my own advice, how would I start? 

First off, I'd start with the fact that they didn't give me anything to go off of last week. Nothing I saw was impressive, lacking effort and motivation. Therefore, if they want to pretend like they haven't been learning English for the last 13 years of their lives and hide behind the excuse "I don't like it" or "I can't", then fine. I'll remove any opportunity for excuses possible, and I'll do it by starting at square one: sentence structure. 

I decided that because they are chatty, I need to give them something to concentrate on. Although powerpoint presentations don't fit into the Direct Method, I figured it was a necessary evil and that there was a lot that could be done with one. I decided to open with an introduction about how to build a sentence, then moved into the verb "to be" in the present simple (affirmative/negative) and continued onward with regular verbs in the present simple. I decided it would be necessary to tell a little story and to give myself plenty of room to quiz the students, checking to see if they are listening or not. 

On one particular slide I set up something like 16 different animations, starting with "I" and the little man, moving on to "you", then "he/she/it" appear at the same time, then "we", and finally "they". This is the typical order that French people are used to learning things in except they tend to see "you" twice to understand that "you" serves as "tu" and as "vous". I figured that since they have been studying English for the last 13 years of their lives, they ought to know by now that "you" is the only 2nd person subject pronoun in the English language (unless somebody is up for bringing back "thou"? Any takers??)

On another one of my slides that I added really silly, exaggerated animation to get their attention. First a dog appears, and then the "it" sentences. Next, the woman appears, and the "she" sentences. Finally, the little man appears followed by the "he" sentences. I chose to highlight and underline the "s" at the end of each verb conjugated in the third person present simple because French speakers often drop this letter when speaking. If I emphasize it, I can maybe hope to correct a mistake that has been reinforced in their language since they were little kids. Aie aie aie!

Another slide lead up to  their "practical classroom work" -- a slide describing a man named "Bob" who lives a pretty simple life.
The animation on this slide starts with the title and the main character. Then, step by step, his schedule appears. His mother (a secondary character meant to keep their attention) appears with the text about "call mom" followed by Bob's reaction. Then his schedule carries on, task by task, before the slide is complete.

The slide that immediately follows this one asks the students to write sentences (affirmative/negative) about Bob's schedule and Bob's day using the present simple and reinforcing the third person.

So that's that. I spent all afternoon completing the powerpoint (roughly 16 slides with three exercises integrated + homework). And so now the question that all teachers should ask when lesson planning: So what? What is the point of this lesson? 

It's simple, really. This lesson is designed for the students to say "well,...duh!" Of course they already know this stuff. So why am I presenting it like this and going it over in such an obvious way?

A few reasons.

1) I'm hoping it will motivate them to make more effort -- to show me that they are better than that so that we can do things that are more interesting. (this is a long shot but stranger things have happened in my teaching experiences..)

2) I'm hoping to correct some of the silly little mistakes they make from the get-go without having to go back and do that later.

3) I'm hoping that this will show them that I mean business. I'm coming back and bringing an arsenal. I'm not going to accept students who chit chat or text all through class. I'm not going to simply "pass them on". They are going to have to work and we'll do it on my terms in a structured environment. If they choose to continue acting like babies, then I will teach them like babies. If they decide that we can do things that are more interesting and challenging, then I will give them that. I'll teach them just outside of the zone that they choose to show me. This is the zone that I have identified for the moment, so it's the perfect place to start building.

and finally 4) when you work on a powerpoint, you can simply stop on a slide to get the class back under control. You know how much time you have left if you need to draw an exercise out or skip over something a bit simpler (in the interest of time). You know exactly where to pick back up the next lesson if you don't make it through the entire presentation.

So there you have it. My plans for how to tackle the behavior problems and strategically address the language level issue at the same time.

Wish me luck -- we'll see how this goes!

(and in French, if you want to wish somebody luck, you say "merde", which literally meanst "shit"!) 

Who Am I?

ESL by Amber -- but who is this Amber character?

In short : American. Mother. Sister. Daughter. Friend. Teacher. Coach. Trainer. Instructor. Translater  Interpreter. 26 years old. Lives in Roubaix, France.

When my fifth year of teaching came to and end and I still had the desire to be a teacher, I realized that in short, I had "made it". The first five years are the make-it-or-break-it years for teachers, especially when you live in a foreign country. Lots of people fall into this job because it's something they can do in their foreign country while they are learning the language or while they are in transition. I am not one of those people. Teaching was a deliberate choice for me, even more so teaching language.
I can proudly say that in my sixth year of teaching, I am a "young veteran" of ESL in France, and that after six years in this country, a year of which I have been teaching independently, I still love teaching, but I love pedagogy even more.

So I'm a teacher. But who do I teach?

I teach babies. I teach toddlers and little kids. I teach big kids. I teach adults that think they are big kids but behave like little kids. I teach the serious, the laid-back, the old souls and the young at heart. It doesn't matter if you are rich or poor, smart or struggling... in short, I just teach.

I spent a year teaching primary school and a year teaching preschool. I spent four years teaching in a private business school parallel to teaching adults in companies. I've spent the last year specializing in English coaching and training for Web and IT professionals, from back/front end developers to designers, from SEO project managers to web analysts, from the big boss to the secretary -- I've taught them all. My clients at the moment are web agencies full of dynamic individuals who need to use English for their jobs... but that doesn't mean that's all. I go through life with my "teacher hat" on -- if people ask me questions, I answer them. If there's any opportunity to teach somebody something, I take it.

But how do I do it?

With a carefully planned schedule and an open heart and mind, that's how! More specifically though, I use the direct method. That means that my learners and I speak English, or the target language, 100% of the time that we are together from the first day of their classes to the last day, whether we are in the classroom or in front of the coffee machine. They learn through speaking, through making mistakes, and being corrected first by their peers, then by me. They learn through prompts which encourage them to speak on their level, about a variety of subjects that have meaning to the student. They speak within their learning zone by building on prior knowledge. We learn together by correcting eachother, asking questions, and motivating each other. 

For my students and I, confidence, trust and security are the key elements to creating a positive environment for fostering learning. 

Okay. Is that all?

No. I also teach teachers. I pride myself in my network of education professionals because just like our students, we can also learn from each other! I believe in sharing my experiences and explaining the difficulties I've come up against and how I managed. Most of all, I believe in learning from our mistakes, testing out new ideas and concepts, and encouragement, encouragement, encouragement.

The majority of the adults I work with come to me with excuses -- "sorry for my bad accent!" "Excuse me for my weak vocabulary!" "Oh, this would be easier in French!" -- afraid to make mistakes or be laughed at. In my lessons, we laugh with each other and we learn and grow together.

But what makes me different?

I like best practices. I like learning from the people I teach. I want to create a user-friendly, ergonomic method of education. I want to create social learning where different teachers share ideas and can adapt them to whatever audience they may have. I want to promote a method of learning that will encourage and foster open, positive communication.

So why the blog?

I'm doing this for two reasons:
1) Every year I meet new teachers. They always have the same issues -- classroom management, not enough direction, boring resources, difficult age levels, misunderstanding of cultural norms. If I can share and encourage others to share their experiences with these issues, then we can all be more efficient and reduce the time it takes to adapt to a new group and get the learning started faster.

2) Every year I see new (old) resources. The same books and the same lessons over... and over... and over. I haven't found a single textbook that is tailored to my students' needs. I make a lot of my own stuff and I'm sure other teachers do too. Why not share it, why not adapt it, and why not use it? After all, nobody ever said that they wanted to "get rich teaching". We can't make a fortune off of this stuff, so why not "get rich" in experience instead? How can we do that? Well, first of all... by sharing!

So that's why I'm here. I'm here to share, to exchange experiences, and to grow as a teacher, a learner, and a human being. I'm here to give, and maybe to take. To ask you questions, and to answer yours. I'm here to motivate you to find a passion for learning and teaching, and to hopefully contribute something to your life, no matter how small.

Happy learning, happy discovery, and most of all, happy teaching.

Amber