Astronomers
We can compare language researchers to astronomers. Astronomers use limited mind and limited machines in an attempt to understand the unlimited reaches of outer space. They will, at best, merely scratch its surface.
Language researchers, similarly, use limited mind to try to understand what is also unlimited – the infinitely complex neurological language system that exists in inner space. They, like the astronomers, will never do more than scratch the surface of something that I think is majestic and far beyond the capacity of humans.
Now I understand why I don’t put much stock in language research except anything which supports the idea that language systems are indeed too complex to break down by analysis (Krashen).
I never really understood words like “morpheme”. Somehow, that feels right. All I need to do is speak the language to my kids in ways that are interesting and meaningful to them, and, on good days, compelling. That’s all I need to do and they will learn.
I can be a good teacher without knowing what a morpheme is. Moreover, I would rather reach my students on the level of heart, where language is at it’s best, instead of on the level of mind. As Krashen says, “Robots don’t converse.”
Video Thoughts
I decided to videotape a few classes today. I notice that my mindset was much different because I was planning the videos. Thoughts like this came into my mind before the classes:
…I’m not good enough….
…What if I screw it up? I’m supposed to know what I’m doing….
…I don’t have releases on everybody….
…I don’t feel good today….
…I don’t want to set that camera up….
…Are the batteries charged?….
My point here is that when we know that we are going to be observed, things change. We might lose our sense of trust in the method. We might start to worry about what we look like, how good we are, if we have the right shirt on, if the story will get off the ground, etc. and so with observations and videos the doorway is opened for self-doubt.
In spite of that, and in spite of the fact that it snowed this morning and when it snows at Lincoln half the students are gone, I decided to video the classes anyway. I wanted to see what would happen when I absolutely didn’t feel like teaching.
Everybody should videotape themselves when they are “off” at least once. Why? Because teaching is a profession in which we have to be happy every day in spite of whether we are happy or not. We have to place a provisional ego in front of our kids and make that work no matter what is going on inside our hearts and minds. This method requires it. Teaching requires this provisional ego. So I got the video and I will publish it here after I get a chance to add subtitles and do a commentary on it to share with the group. Warts and all.
If you are like me, when you are being observed/videotaped, you can be sure that you will be in a different “space” with your kids than when you are not. That “not good enough” thing, that thing about being judged, will surely come up and affect how you teach. If you are like me.
Spin Class
I went to a spinning class this morning. I watched the instructor. She started out with, “This workout is for you.” She also said, “What are your goals for this workout? ” I thought of my students. I wondered what their goals for my class were going to be today. I would say that for 20% of them they would want to learn some French. For another percentage, maybe 50%, I would say that their goal would be to keep their grade at a certain level. Another 30% might have a goal of not being there.
Those motivated adults who attended the spin class this morning all had what I would call real goals. I can’t say that for all of my students. The fact that they don’t all want to be there and learn French changes the equation. It makes our jobs very difficult. Can it be done? Oh yes. All we have to do is trick them into being focused on some bizarre images and events that are about them that we create in front of them using the target language. Luckily, we have a method that easily overcomes their lack of motivation.