Finding myself between jobs, I have lately gone back to the Primary classroom as a casual substitute teacher... Working as a ‘sub’ can be very instructive to understanding what it’s like to be a stranger in a foreign land, without the tiresome plane trip. In processing the experience I've realised there is value in considering: could there be applications here for the Languages classroom? It’s your first day in a new school. You have the key to the classroom and an outline of the daily lesson plan in your slightly clammy hand. You have studiously read the school handbook and may have some familiarity with the subjects to be taught. But here you are, as the students file in to the first bell and notice the presence of a ‘stranger’ in their midst, feeling suddenly quite unprepared and exposed in the land of another teacher’s classroom.
For you have entered a space where someone else has determined the rules and established a unique culture. You are unfamiliar with terms that everyone else in the room seems to understand – it’s another language. You either do not recognise or misinterpret important cultural cues. (Oh, so that frequent 'T' hand sign is not a request for time-out.....) And yet, because you are the teacher, and this foreign land is inhabited by 24 bright-eyed and expectant students of as yet undetermined disposition, you are required to act on your feet and quickly find ways to not only adapt but to operate and interact effectively. It can be stressful. There are many guides to be found on how to survive as a substitute teacher. This is not one of them (though I have thus far survived and so have the resident chickens - but that's another story). Rather, it’s a reflection on the lessons I am learning from being the ‘stranger’ in a ‘foreign’ classroom; lessons that I hope to apply to my pedagogy as a language teacher, when once more at home in the relative security of my own classroom. 1. Practising attentiveness As a ‘sub’, I have to listen and observe carefully in order to understand and fit in. I need to develop skills in picking up language and social cues to respond appropriately. I probably need to ask a lot of questions. This is attentiveness at one level, the skills of necessity that we teach our language students. However, if I am seeking to be a blessing as the stranger in this place, my agenda to meet my requirements may have to take second place to practising attentiveness of another kind: becoming attuned to the needs of those around me, in this case the students temporarily in my care. Do I have ears to hear? Am I willing to pause, tune in and really listen? Application: How could I foster awareness of this kind of attentiveness in my Language classroom? 2. Humility to learn Working in another teacher’s space presents an opportunity to learn. But casting a critical eye from a position of self-elevated superiority will not enable me to be open to learn. I need instead to practise humility. How has this classroom culture been nurtured and how is it expressed in the relationships between the students? What do I find that is praiseworthy? What does it reveal about my own classroom cultural practices? Did I enter this space with certain assumptions and have those assumptions been challenged? Application: What methods could I employ to help my Language students be open to learn from, not just about, cultural and linguistic others? 3. Keeping it light There’s nothing like being out of your comfort zone to make you feel awkward. As the 'stranger', it’s easy to make mistakes or to be misunderstood. After years of feeling confident in your skills as a teacher in your own space, when tested and found wanting in a 'foreign' classroom, it can be quite demoralising. It’s easy to feel embarrassed. Inadequate. How will I choose to respond as the stranger? Can I learn to laugh at myself and let others know it’s safe to laugh with me? Will I embrace this as an opportunity to learn new skills? Application: How will I infuse lightness and a sense of delight and anticipation in my language classes? How can I ensure my students feel safe to fail and try again? I am happy to report that as a stranger in this context, I have also been the recipient of hospitality: a kind word, willing helping hands and welcoming, forgiving smiles. And I will be forever grateful to the teacher who assumed the role of personal barista, inducting me into the mysteries of the staff-room coffee machine while expertly producing a much appreciated cappuccino. There are lessons here as well. Application: In what ways will I show generous hospitality to the next ‘stranger’? Libby Colla Reference: Hospitality, Language Pedagogy and Communities of Practice by David I. Smith, linked here Photo credit: Elisa Colla
2 Comments
Anna Kowalik
2/4/2017 07:19:00 pm
What an inspiring reflection Libby. I am working at the moment on the" growth mindset' of my students and I can clearly apply some of your suggestions in my teaching practice.
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Libby
2/4/2017 09:01:08 pm
Thanks Anna! I'm so glad it's given you some inspiration. I'll be really interested to hear about the ideas you're developing for your students.
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