Great to see the great Phil Wade posting again on the blog. For anyone who doesn’t know the man, he’s an ELT Jack of all traits now teaching freelance in Rèunion in the Indian Ocean. This time, he’s going to talk about how even bending over backwards to make this personal and student centred, it can be like banging your head against the wall!
I remember having a short Twitter chat with Rob Haines who used to handle the Dogme discussion group about Dogme allegedly being the ‘golden bullet’ to cure all teaching woes. Well, it’s good and brings live to classes of students used to heads down work but it doesn’t always work.
This term I’ve had problems with discipline. Students have been chatting heavily in the L1, messing around and not participating by answering no questions or doing any pair work in
English. It’s been doing my head in as I enjoy ‘Dogme moments’, student choice for activities, working with their output and a general positive attitude.
Finally, I realised that some just don’t want to pass, it’s that simple. It sounds crazy to me but logical if they get to resit a class rather than do another either more difficult one. If they don’t get penalised for failing and graduate anyhow, well, I get it. It’s not the mentality that I wish for or expect but now I understand.
Thus, we’re talking zero student contributions except for turning up and sitting down.
I think we teachers beat ourselves up over getting students on track, keeping them so and pushing them. On the CELTA we learned to push them and to keep lessons snappy and were used to eager students with motivation. Take that away and it’s not the same ball game.
There has to be a point where we admit defeat and just let things go before they consume us. In my case, this may mean letting some L1 chat pass or cutting out pairwork. My official course objectives will still get met as they are for people to complete the course i.e. attend and do the exercises. They may pass the test but many may not and thus fail for the 2nd or 3rd time.
I say goodbye to Dogme hopes for this class and put aside my interesting ideas and student-based activities. Sad but the reality is that Dogme doesn’t work with everyone and in every situation. Sometimes it can be a real uphill struggle changing students attitudes and getting them to see the benefits, this can lead to complaints too and if your colleagues are sticklers for teacher-based lessons then you may even face a serious chat.
My Dogme approach will live to fight another day but as it’s now an integrated part of how I always teach, it means I must teach unnaturally. For me, doing all the interesting and responsive stuff is what I like and what teaching should be about.