THE TEN COMMANDMENTS OF THE CLASSROOM.

Federico Arteaga C.

When we talk about “Language Study” our mind wanders all the way back to the classrooms where we learnt the almighty “Subject – verb– object” formula, and quite rarely to the place or situation where or when we applied such knowledge. Therefore we can easily tell this knowledge was learnt rather than acquired.

THE CLASSROOM

When I was attending eighth grade of high school at a public institution in Bogotá, my algebra teacher used to preach the Baldor book, and I never grew to like algebra. In the other hand my English teacher was a very active lady who would take us outside the classroom and have us do little role-plays in the yard, we all had to impersonate different people in different situations. And the whole class’ best grades were the English ones. Then I learnt that the worst place to learn a foreign language is a classroom.

i. thou shalt recognize the space.

The first thing when a class period starts (before getting to know the level or the students) is to check the “campus” where the learning process and experience will take place. Why do we talk about campus? Because when teaching in non-target-language-speaking countries, specially Colombia, having the students carry out activities where they don’t feel concerned or contextualized is nothing but a waste of time. The teacher must set the classroom playing the hunter setting a trap (bait) in order to catch the students’ general attention towards a new world that reveals itself very appealing for any audience.When recognizing the classroom the teacher must take into account:- Acoustics: The setting of the students and the teacher in the

classroom. Remember, the teacher can set the students in the classroom the way he thinks will be helpful for the learning process.

- Sources of noise: such as doors, windows, damaged walls or roves and proximity to offices and/or streets. It is important that if these sources of noise will not help the process move forward it mustn’t pull it back. Since most sources of noise are joined to a visual element they can come in helpful by proposing them as conversation starters or topics.

ii. thou shalt recognize thy students.

Once you are familiar to the physical space where the class will be developed, the next step is to recognize: first, the class as a whole and second, the student as an individual.- The class as a whole . The group will be the immediate

amount of neighbors needed to establish an adequate environment to unfurl the language study. If the class has been together for some time, then it already has a well-defined personality. However, this group is formed by single individuals that may have different and well-divided learning strategies and styles.

- The student as an individual . These learning strategies and styles vary, mainly, depending on which of the brain’s multiple intelligences the student has grown to develop and master. We can divide these multiple intelligences into eight recognized fields.

1. Literature and linguistic intelligence: This type of individual has the ability to understand and handle the words whether written or orally (Structures). They often grow and their majors trend to written word handling (Writers, storytellers, orators, journalists, teachers).

2. Logical-Mathematical intelligence: They can, obviously, use numbers, statistics and have to organize information in a systematic way; you will frequently find them in class making charts in their notebooks and highlighting exceptions to rules. Their majors? Scientists, statisticians, mathematicians, computer programmers and most engineers.

3. Visual-Spatial intelligence: These people conceive a 3D image in their minds before visualize the written code of a lively object (Word). They can transform images into messages. They will use colors, lines, shapes and space

to locate the knowledge in their minds in a harmonic way (Artists, architects, photographers).

4. Bodily-Kinesthetic intelligence: These individuals first in-hand tool to express him/herself is not a book or a pencil, it’s their body. They will move and are gifted to it. The always trend to propose parties and integration activities where they can use all their stamina (Sports people).

5. Musical intelligence: This people depend on rhythm for living. You will easily find them tapping on the tables with their fingers, drawing zigzag lines on their notebooks and repeating your intonation after you finish speaking (Musicians, speakers).

6. Interpersonal intelligence: They perceive and care for the people around them. They are sensitive to gestures, intonation and the feeling people show, for this reason they may seem apart from the teacher or very fond of him/her (Counselor, teacher, spiritual leader…).

7. Intrapersonal intelligence: Contrary to the interpersonal kind of people, they would rather interact with themselves than with people; they know and are aware of their abilities and limitations. They will avoid working in groups, and if made, they will block.

8. Naturalist intelligence: They understand the vital relation between the Earth and humans, the environment as a part of oneself and feel very concerned about a proper space to learn (Biologists, ecologists).

These eight types of intelligences are also contained in four major categories named after colors. The left hemisphere processing contains the Blue color which represents an objective kind of thinking, a problem solving ability, numerical skills, awareness of the importance of money, fast calculation methods, a highly developed sense of logic a strong like for concrete operations. The Green color is also found in the left hemisphere of the brain and its main features are the need for thorough processes (from games to work), systematic, disciplined and technical thinking, they are somewhat picky for everything, they are routinists and, therefore, dislike changes.

So we see, the left hemisphere of the brain has linear or sequential process of thinking, an affinity for analysis and reasoning in a verbal and logic way.In the other hand the right hemisphere of the brain works by patterns and/or connections, processes information from space and movement in highly visual environments and feedbacks the world. It contains the Yellow color which dislikes routines, it’s an audacious and rebellious type of person, they are the rule- breakers, the revolutionaries and innovative for whom the fashion is very important. The last color is the Red that represents humane thinking, the value of social relations where feelings are always involved. This people is very kinesthetic and impulsive.The objective in recognizing our type of students is not only to target their specific kind of intelligence and learning strategies, but also to develop both sides of the brain at the same time.

iii. thou shalt reduce thy teaching.

A lot has been said about this but most of the idea is either a misconception or a misunderstanding. When it is said that the teacher should reduce his/her teaching time, the proper idea moves towards more preclass work than in-class language teaching. This preclass work means bearing in mind the two first commandments and then (after recognizing the space and the students), prepare activities that become meaningful in a communication-centered, tension- free environment. Once the students’ intelligences are recognized then we find specific activities for each type.

1. For Linguistic intelligences: These activities promote word-handling development. Remember: What an activity teaches is not as important as what it promotes or stimulates. So for LI lectures are delivered, discussions, storytelling sessions, journals, debates and word games (Scrabble, Boggle).

2. For Logical-Mathematical intelligences: Brain teasers, code breakers, mysteries, mental calculation problems, puzzles and number games.

3. For Visual-Spatial intelligences: Video projects, art activities, static spatial location, imagination games, collages.

4. For Bodily-kinesthetic intelligences: Role plays, drama, hands-on activities, miming, handcrafts.

5. For Musical intelligences: Songs, humming or whistling clue games, rapping, concept-music linking.

6. For Interpersonal intelligences: Cooperative learning, peer correction, group brainstorming, communication problems.

7. For Intrapersonal intelligences: Independent study, assessment projects, individualized instruction, goal setting sessions.

Iv. thou shalt provide.

Once the teacher’s preclass work is ready, then the reduced teaching time in class must become a quality providing time. The input we give our students become in their main way to interact with the language. Remember, the students’ input understanding is always one step beyond their productive skills. and since the teaching time will be reduced, the input we give must be meaningful and appealing that, even though is contained in the classroom micro cosmos, goes beyond the board and marker limits. The board and the marker are, essentially, the main restriction for students’ production.The classroom must be an input itself. It must be a meaningful, tension-free environment where language can be acquired and where the students will find the motivating context in which they are exposed and at the same time will have the opportunities to use target language and interact with it as a common code for all of them.And combining the reduced teaching time turned into providing time with the meaningful setting of the classroom, the students will have all the input they need (Controlled practice).

v. thou shalt promote students’ autonomy.

Let’s agree on what Autonomy is: A teacher can easily decide that an autonomous is that who studies entirely on his/her own. A student will say Autonomy is to do whatever in wants and the facing the consequences; they will say, as well, an autonomous learner is who will do OK without a teacher. In a consensus they both agree and are both wrong. Autonomy is to be gained so we cannot propose activities for autonomous learners, instead, we should give our students activities that will promote autonomous learning. That’s our role since Autonomy is a

set of activities that promote self-learning, promote detachment, critical reflection, decision making, independent action and language study awareness.These Autonomy promoting activities must be focused in student-student communication problems, in this way they develop their own communication strategies. The more complex these communication problems become, the more interdependence sense will the class develop among themselves (sharing information, peer correction). Then, when sharing he different solutions to the problems proposed, the teacher should encourage the fluency over accuracy, like this, the student won’t be so dependent on the teacher, on the contrary, will feel motivated to use his/her own amount of vocabulary and slowly create his/her independence and autonomous learning-communicative strategy. That is called “The Classroom Trick”: The teacher should provide learners with communication problems and strategies in the target language, then target language acquisition will take care of itself.

vi. thou shalt motivate thy students.

The first and most motivating thing a student can see in the classroom is a teacher who likes what he/she does, a person who constantly uses the target language to solve communication problems and situations. The next thing to motivate students is to let them know everyone has the ability to acquire a new knowledge. Remember, acquired knowledge is not as important as the capacity to acquire knowledge (Puzzle – drilling – song – video – stand-up activity).Controlled practice is another way to motivate our students: the drilling helps our weaker students feel more confident and committed towards learning, therefore they will feel motivated and open minded to a higher input (I+1). Then, when motivated, students can be challenged to produce a bit further from their abilities so we can go another step beyond in input so we go moving forward in the process.

vii. thou shalt allow the use of language.

All a person needs for learning (or better acquiring) a new language is exposure, motivations and opportunities for use. These opportunities for use must grow gradually in the classroom to the point it transcends the classroom itself. Since the main purpose of a student when studying a language is to use it, we must give our students activities that encourage and demand the use of the target language. We, as teachers in a non-target-language-speaking country cannot have our students carry out ESL classroom activities, making them do it is not only an illusion, it’s a discouraging utopia for students (Describing cultural differences in celebrating events, interviewing native speakers). The activities for language use must go from large groups communicating experiences (Debating, expressing opinions), then move to smaller-groups centered but more meaningful activities such as little presentations, role plays or discussing sessions on different topics for groups. Here it is seen how the students’ teacher dependence becomes group interdependence and finally becomes independence when the student has chosen his/her learning strategy from the ones presented by the teacher and will share it with the group.

viii. thou shalt provide assessment.

Once the student chose his/her appropriate learning style and strategy, the teacher will supervise his natural language acquisition process by natural exposure with an assessment system. This assessment is nothing more than a responsible, autonomous and periodic record of the student’s achievements in the target language study. These systems are well divided for the different kinds of intelligences: Portfolios, albums, videos, live presentations, authentic material development or let the student chose it, set their own goals and the criteria for evaluation.

ix. thou and they shalt rate the process.

We will say rating rather than evaluating. Remember, when the student takes a test only shows a student is good at taking tests. Rating is a statistical process that involves the use of charts and numbers as well as qualitative descriptions of the learning process(rating is closely linked to assessing). This creates a sense of responsibility from the student toward his/her acquisition process.Discuss with your students the best criteria: group or individual? Both?Peer? Periodic testing? Demonstrations of use? Free your mind, imagine and create with your students! Then, when the method is chosen and carried out, have your students do a show off of their progress in front of the class, get together with other teachers and organize sessions to share experiences and achievements, strategies and allow them have fun while doing it. Remember, Learning is the human activity which least manipulation needs from others.

x. thou shalt feedback.

Feedback is always important for your students, you have to correct your students but stress more on the positive use of the target language in the classroom: don’t punish them for not speaking English, award them for doing so. Encourage your students to do peer feedback, a positive comments from the classmates has a motivating reaction on shy or weak students. Have them feedback you in all ways, accept suggestions and pay all your attention when they are speaking, that is a visual feedback for them.

Remember what Goldilocks said in the English class: This language is too hard, this other bit is too easy, and only this bit is “just right”.

BIBLIOGRAPHY

- RAMIREZ, Luis Gerardo, Brain Dominance Multi-sensory Learning. MacMillan. 2001.

- LYNCH, Larry, Multiple Intelligences, 2001.- ARMSTRONG, Thomas, Multiple Intelligences, 1994.- SASTOQUE, William & GUTIERREZ Claudia, Empowering the

Use of Multiple Intelligences. CCA Cali. 2001.- ARTEAGA, Federico, Updating the Homo Ludens. CCA

Manizales. 2001.- REALES, Samuel & QUIROGA Jorge, Shifting from Teacher-

Centered-Learning to Student-Centered-Learning. CCA Bogotá, 2001.

- SASLOW, Joan, Real Language: The Vitamin for the Student Studying English Outside the English Speaking World, 2000.

- HARMER, Jeremy, What’s the Point of Language Study? ELT International, 2001.

- SILVA, Fernando, Testing Strategies for Autonomous Learners, Mr. Books, 2001