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Reflection on an Article
Students learn (language) for various reasons from those who need English to study in university to those that just want to talk to more people from around the world. But what makes them achieve what they set out to do which is speaking English competently? You could say it is a goal, their intention, their aspiration to be this person who has no problems with language. The only difficulty is, do they really know what their targets are? These can be for a course of English language, for example, thirty hours or the end product over a longer period. I will try in this piece to explain some points regarding learning goals in relation to the article by Greta J Gorsuch.
First of all, I have to talk about the teacher and their role in the classroom with regard to student learning goals. What do the students think they are there for? Is the teacher there to do everything? Is the teacher there to spoon-feed the students so to make it easy for them? These are the sorts of questions that might be asked but is the teacher there to do everything? Greta’s article mentions that teachers are ‘traditionally the primary source of information and inspiration’. It is true that the students can be sat waiting for the teacher to speak, the idea that the students do not speak unless spoken to. They can actually feel afraid to ask further questions or just get the exercise done. This is where concrete learning objectives can try to make the students come away from relying on the teacher to create goals for themselves as students and as such putting more emphasis on themselves (students) and what they want to achieve. Greta says, ‘language students themselves are the best source of information’. To be a language learner does not just involve coming to class and listening to a teacher then going home. It involves being a language learner for life in and outside class.
It is here inside the class (not to mention outside) that the teacher if they want to create a learning environment they should encourage these learning goals for the students. Some teachers do not have ‘effective strategies’, Greta says. I agree with her as they can go into the class and teach a great lesson, but there could be more from the students. Greta mentions, ‘simple goal clarification activities’. This, I think, is the ‘use’ part of the lesson where the teacher actually gets the students to show that they have achieved their goal if only for that week by speaking and presenting what they have learned. This incentive, I think at least, gives students that pleasure of reaching a goal and then setting another one. The satisfaction to think that they set a target and have reached it must be beneficial in scaffolding their learning for future progress.
Greta’s ideas for future progress relate to giving cards out, getting the students to fill in their goals, making sure they are achievable and realistic ones at that. The only part, I think, that they must do is share these with other students. I think this honesty in class will get the students to realize what they are in class for. They must also be kept focused on these goals. Greta says, ‘ during the next few weeks, get students to look back at their card, and rewrite their responses’. Again, the teacher should never shy away from keeping the students focused on their goals. If one student does not feel they have reached their goals this is a great time to focus on why. It is true that a student may do, for example, thirty hours of study and then go up another level. In this student’s mind is that they are now a level higher, so their English language must be a level higher. This idea could be far off the mark, thus having students with achievable goals makes the students fully aware that they have reached that goal or not, and when this goal is relayed to the teacher he or she can give advice on what they can do next.
To conclude, it can be said teachers have to do their job but just as much the students have to do their job too. This does not mean forcing them; it means giving them that focus. Hopefully, the students will realize that a new foreign language is part of their life not just in the classroom for a few hours every week.
‘Manners maketh the man’ (William of Wykeham, 1350). Whether you are in the street, in a restaurant or for this case in an Asian university certain etiquette prevails. My observations were done to draw attention to the value of etiquette and also to show the extent of contradiction to normally accepted good manners there are in the university in question. The results showed that the philosophy lecture room in this seat of learning far from being a quiet room of studious individuals was, in fact, a myriad of factors void of study ethics. The conclusion is, that when it comes to study, there is not a universal ideal as the acceptable method.
Etiquette is not a new idea and is changing all the time, as we see nowadays with the development of the smart telephone, but propriety still holds to essential tenets. There are unspoken rules about daily etiquette such as talking loud, jumping queues and generally being aware of others. There certainly can be a lot of daily life that breaches social manners. In a recent survey, 90% of people thought it would be rude to receive a telephone call at a church which goes to say certain arenas are faux par for telephone use. It is a fact barriers are being crossed.
In a social minefield for new students to their university, one business has recognized what many would not think was needed for learning, and as such, CLM Business Etiquette Consulting in Austin Texas has advised how students should invest in their courses to get them through their time at university. CLM’s study courses highlight factors such as establishing meaningful relationships with your professors and other students to ascertain a co-operative experience.
My observations will show that new students in this certain Asian university need to be shown, taught, and given rules as to how to behave in a lecture room whilst having a clear understanding of other fellow peers’ feelings and education.
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