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"You call yourself a teacher?" Contrasting conversations to explore our
beliefs and teaching practices with John F. Fanselow
Live online sessions will be held in the iTDi virtual classroom on 4 Sundays in May.
Live sessions (registered participants only)
- May 4th – course participants only (60 minutes)
- May 11th – course participants only (60 minutes)
- May 18th – course participants only (60 minutes)
- May 25rd – course participants only (60 minutes)
Time: 14:00 - 15:00 GMT
Enroll in the entire course for only US $49
Course + Evaluation + Certificate of Accomplishment US $75
Questions? Contact firstname.lastname@example.org
In John's course on analyzing what we do, you will jointly explore ways to...
- "Do the opposite" in your teaching to help you understand your teaching style
- See, not just react.
- Sharpen classroom observation, transcription and analysis skills.
- Make very, very small changes that have a very, very large impact.
- Tap your natural curiosity and that of your students.
When we call the bank, cable company, doctor, or credit card company, we hear
messages like these: "This call might be recorded so that we can better
understand your needs and train ourselves to serve you better." or ""We're
taking a fresh look at everything we do, to serve your better." Coaches
regularly have videos made of games that they analyze with their players.
One of the reasons that this normal practice in business is rarely if ever
done in education is that the usual purpose of an observation is to evaluate
teachers. If we have in our mind a history of visits from supervisors who
criticized what we were doing --symbolized by the "You call yourself a teacher?"
title of the course -- you are not likely to want to record your lessons.
Yet, the easiest and most powerful way to understand what we are really doing
in our classrooms—identify the rules we follow—is to record, transcribe and
analyze what we and our students say and do. If we do so with as few
pre-conceived notions about good or bad teaching as possible, then we can see
the data as children might look at something for the first time. By doing this,
we can constantly demystify and gain new insights into our teaching.
John became involved in ESOL by becoming a U.S. Peace Corps Volunteer in
Africa. Upon completion of Ph.D. at Columbia University, Teachers College, he
joined the faculty. At Teachers College, his main interest was observation and
analysis of interactions, both inside and outside of classrooms. "Beyond
Rashomon" and "Let's see", two of his seminal articles in the TESOL Quarterly,
have been reprinted in many anthologies. "Beyond Rashomon" was the basis of
Breaking Rules (Longman, 1987) and "Let's See" was the basis of Contrasting
Conversations (Longman, 1992, reprinted 2010). Try the Opposite (SIMUL, 1992,
reprinted 2010) grew out of his work with teachers in Japan. He was president of
International Pacific College in NZ for 8 years where he introduced recording
and analyzing classroom interaction that has not been done in a systematic way
in any other tertiary institution in the world.
He has been active professionally, serving as president of TESOL
International and president of New York TESOL. John is now an emeritus professor
at Columbia University Teacher College, and a visiting professor at The New
School in New York and at Kanda University of International Studies in Tokyo. In
2005, he was presented with the Distinguished Alumni Award from Columbia
University, Teachers College. Each year, Teachers College presents 3 to 5
Distinguished Alumni Awards who are selected from the more than 80,000 alumni of