This document discusses issues with contemporary language teaching and proposes alternatives. It argues that most teaching is "good enough" but not better, having settled into a safe routine. It advocates for teaching that is more demanding and challenging, taking risks and experimenting rather than always planning everything in advance. The document suggests teachers can learn more muscular classroom management, give targeted feedback rather than praise, and take risks with hands-on language work to get closer to the learning.

1. Jim
Scrivener
Adrian
Underhill

2. 8
suppositions

3. Much contemporary teaching is
“good-enough” … but not better

4. The
Communicative
Approach has
settled down into
a safe, peaceful,
dead-end

5. Most teaching is
demand-low
challenge-low
“fear of intervention”

6. We use our students as
our excuse
“humanistic”
= “being nice to students “
“facilitation”
= “being nice to students “

7. We no longer
know how to work
up-close, in-the-
moment,
with language
There is a taint of
guilt to doing any
demanding hands-
on language work

8. We teach at a distance from learning,
rather than getting up-close

9. We have created systems (in schools,
ministries, international bodies etc)
that encourage, validate, reward and
maintain unadventurous, low-awareness
teaching and learning

10. so …

11. It really is ok to “teach”

12. Skilful interventions
are a crucial teaching tool

13. Categories of Key Teacher Interventions
Classroom Management Techniques Jim Scrivener

15. Creating and exploiting all the opportunities for learning
Facilitation is an active, creative, shaping role
not an abdicating one

16. Teachers can
learn to use
much more
muscular
classroom
management

17. Teachers can
learn to use
much more
muscular
classroom
management
Break out of the chase for right answers

18. Look for learning .. not right answers
We can …
challenge more
demand more

19. Learn to give feedback rather than unearned praise
Learn to say “No” or “Not good enough yet”

20. Encourage teachers to take the risk of
hands-on language work

21. What was the mistake?
Which words have the most stress in the sentence?
What other words could you put instead of “will”?
Say it in another different way!

22. Wordpool
test week I
about think willwill
think a a
teacher give
what ournext
our next
be us that
us that

23. Encourage teachers to take the risk of
hands-on language work
… learning to open up questions
rather than “closing down”

24. We can study learning ourselves,
find ways to get up-close to the learning
Move from activities done ritualistically
… to ones done with attention to the purpose
and the learning

25. Our ways of training, inspecting & support must change.
We must once again permit and encourage risk, false
steps, experimentation, creativity …
… ease the culture of “everything planned and written
down in advance”, coursebook targets and checklists …
and observations that “look for” rather than “look at”.
We all have a role in re-inventing our profession.

26. We can assert that teaching
is more art than science
We can enjoy the mystery
Experts cannot tell us how to teach
We can make our own suppositions
… then go into class and work as if they are
true … just to see what happens.
You do not need to know the answer before
you begin.

27. The argument for …
Demand-High Teaching