On growing older, becoming bolder and teaching on
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This was the opening pleanry at the Cone Sur TESOL conference in Curitiba 2019.
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On growing older, becoming bolder and teaching on
- 1. On growing older, becoming bolder & teaching on
- 3. Much human experience, when one comes to think about it, is a matter of layering. We understand the present by comparing it with the past - layer upon layer – then we think about it afterwards, adding more and more layers. As we do, our angle of vision changes. Martin Gayford
- 5. Definingageing “[...] time-related deterioration of the physiological functions necessary for survival and fertility [...]” Gilbert, 2000 “[...] decline or loss (a “de-tunning”) of adaptation with increasing age [...]” Flatt, 2012
- 6. “de-tunning”
- 8. solid academic knowledge technical know-how experience
- 9. faster technological change longer working hours faster adaptability
- 13. UN Political Declaration & Madrid International Plan on Ageing 2002 Article 12 The expectations of older persons and the economic needs of society demand that older persons be able to participate in the economic, political, social and cultural life of their societies. Older persons should have the opportunity to work for as long as they wish and are able to, in satisfying and productive work, continuing to have access to education and training programmes.
- 14. UN Political Declaration & Madrid International Plan on Ageing 2002 Article 16 We recognize the need to strengthen solidarity among generations and intergenerational partnerships, keeping in mind the particular needs of both older and younger ones, and to encourage mutually responsive relationships between generations.
- 15. “…lifelong learning is based on integrating learning and life. It includes learning activities for people of every age, in all contexts (family, school, community, workplace, etc.) and using different modalities (formal and informal education), which together respond to a wide range of learning-related needs and demands.” global goal 4
- 17. employers 1. Foster a school/company culture in which an ethical and respectful environment is created, allowing for different generations to work collaboratively. 2. Adopt a positive hiring policy. 3. Encourage upskilling and reskilling. 1. Foster a school/company culture in which an ethical and respectful environment is created, allowing for different generations to work collaboratively. 2. Adopt a positive hiring policy. 3. Encourage upskilling and reskilling.
- 18. employers 5. Foster a positive critical thinking environment in the school/company. 6. Allow for flexible working hours or even part- time hours. 4. Encourage shared projects between different generations, allow for innovative pedagogical practices to be experimented with within a safe, collaborative learning space. 4. Encourage shared projects between different generations, allow for innovative pedagogical practices to be experimented with within a safe, collaborative learning space. 5. Foster a positive critical thinking environment in the school/company. 6. Allow for flexible working hours or even part- time hours.
- 19. individuals 2. Broaden my own understanding of the different skills and knowledge sets which each generational group has and actively participate in learning opportunities between the different age groups. 3. Choose to work alongside a millennial. 1. Adopt a far more pro-active attitude towards lifelong learning. 1. Adopt a far more pro-active attitude towards lifelong learning. 2. Broaden my own understanding of the different skills and knowledge sets which each generational group has and actively participate in learning opportunities between the different age groups. 3. Choose to work alongside a millennial.
- 20. individuals 5. Ensure my curriculum and professional skills are up to date, so that I am ready at any time to face new opportunities and challenges. 6. Understand that leadership is not directly associated with hierarchical company structure. 4. Continue being an active member of communities of knowledge and associations, such as ELT& teacher associations. 4. Continue being an active member of communities of knowledge and associations, such as ELT& teacher associations. 5. Ensure my curriculum and professional skills are up to date, so that I am ready at any time to face new opportunities and challenges. 6. Understand that leadership is not directly associated with hierarchical company structure.
- 21. References Byatt, A.S. (1996) The Matisse Stories, New York: Vintage Books Centre for Ageing Better (2018) Becoming an age-friendly employer, Available from: www.ageing-better.org.uk/sites/default/files/2018-09/Becoming-age-friendly-employer.pdf Flatt T. (2012). A new definition of aging?. Frontiers in genetics, 3, 148. doi:10.3389/fgene.2012.00148 Gayford, M. (2011) A bigger message: conversations with David Hockney, London: Thames & Hudson Gilbert SF. (2000) Developmental Biology. 6th edition. Sunderland (MA): Sinauer Associates. Aging: The Biology of Senescence. Available from: https://www.ncbi.nlm.nih.gov/books/NBK10041/ Knowledge@Wharton (2018, April 17) Can Baby Boomers Succeed in a Millennial World?. Retrieved from http://knowledge.wharton.upenn.edu/article/can-baby-boomers-survive-rise- millennials/ United Nations (2002) Political Declaration and Madrid International Plan of Action on Ageing, Available from: https://www.un.org/esa/socdev/documents/ageing/MIPAA/political- declaration-en.pdf United Nations (2019) World Population Prospects 2019 Data Booklet, Available from: https://population.un.org/wpp/Publications/Files/WPP2019_DataBooklet.pdf World Health Organization (2018, February 5) Ageing and Health Fact Sheet, Available from: https://www.who.int/news-room/fact-sheets/detail/ageing-and-health
Editor's Notes
- Headway story – empowerment – how we feel about ourselves Warning When I am an old woman, I shall wear purple With a red hat which doesn't go, and doesn't suit me. And I shall spend my pension on brandy and summer gloves And satin sandals, and say we've no money for butter. I shall sit down on the pavement when I'm tired And gobble up samples in shops and press alarm bells And run my stick along the public railings And make up for the sobriety of my youth. I shall go out in my slippers in the rain And pick the flowers in other peoples' gardens And learn to spit. You can wear terrible shirts and grow more fat And eat three pounds of sausages at a go Or only bread and pickle for a week And hoard pens and pencils and beermats and things in boxes. But now we must have clothes that keep us dry And pay our rent and not swear in the street And set a good example for the children. We must have friends to dinner and read the papers. But maybe I ought to practise a little now? So people who know me are not too shocked and surprised When suddenly I am old, and start to wear purple.
- I am who I am - my personal history – has layers Martin Gifford – talk with painter Dvid Hockney – the difference between photography and paintings. For Hockney photography never goes beyond the moment and only capture a single perspective Painting allows for the multiple perspectives – for depth But for there to be depth – you need time I began thinking about myself – my own depths – my personal and professional depths My CV is a chronological construction of my career – but it does not translate the emotiona growth and learning by collaboration that has happened. I am constituted by multiple layers.
- I am constituted by multiple layers. And to undertsand me you need to look close And to talk about these layers I need to accept them. There is a psychological and social implication to ageing. Colour of hair Way people address you Expectations for you and what you expect – how you see yourself as middle aged
- World Population Prospects – 2019 For each region, estimates for the period 1950-2020 are shown as thin coloured lines, and the medium-variant projections for the period 2020-2100 are in bold. The uncertainty of these projections is expressed using prediction intervals around the medium variant: in darker shades for 80 per cent intervals and lighter shades for 95 per cent intervals. Lower levels of fertility combined with increased longevity ensure that, over time, virtually all populations are growing older. Between 2019 and 2050, the number of persons aged 65 years or over globally is projected to more than double, while the number under age 25 is projected to reach a peak and then to decline slightly. It is expected that by 2050 or soon thereafter, the number of persons aged 65 or over will outnumber those under age 25 in Eastern and South-Eastern Asia, Latin America and the Caribbean, and Europe and Northern America
- GOAL 4 WILL BE REVIEWED IN-DEPTH AT THE HIGH-LEVEL POLITICAL FORUM OF 2019 Goal for 2030 “These data constitute a critical piece of the evidence base needed for monitoring global progress toward achievement of the Sustainable Development Goals by 2030”, says John Wilmoth, Director of the Population Division of the United Nations Department of Economic and Social Affairs. “More than one third of the indicators approved for use as part of the global monitoring of the SDGs rely on data from World Population Prospects,” he added As its name suggests, lifelong learning is based on integrating learning and life. It includes learning activities for people of every age, in all contexts (family, school, community, workplace, etc.) and using different modalities (formal and informal education), which together respond to a wide range of learning-related needs and demands. Today, lifelong learning is at the center of international debate, since it is part of the Agenda 2030 Sustainable Development Goal 4, which urges countries to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” This form of learning has been named as a priority at the regional level. In the Buenos Aires Declaration (2017), emanating from the Regional Meeting of Education Ministers of Latin America and the Caribbean, the ministers recognized the importance of the educational targets of SDG 4, which address education and lifelong learning. At the same time, the road map for monitoring the commitments made at that meeting established lifelong learning as one of four priority themes for Latin America and the Caribbean.
- Reskilling – the process of learning new skills so you can do a different job, or of training people to do adifferent job. ... Unlike reskilling that requires to earn a completely new certification, upskilling will require an employee to enhance their value to his/her organisation by improving their current skill set
- Reskilling – the process of learning new skills so you can do a different job, or of training people to do adifferent job. ... Unlike reskilling that requires to earn a completely new certification, upskilling will require an employee to enhance their value to his/her organisation by improving their current skill set
- Reskilling – the process of learning new skills so you can do a different job, or of training people to do adifferent job. ... Unlike reskilling that requires to earn a completely new certification, upskilling will require an employee to enhance their value to his/her organisation by improving their current skill set
- Reskilling – the process of learning new skills so you can do a different job, or of training people to do adifferent job. ... Unlike reskilling that requires to earn a completely new certification, upskilling will require an employee to enhance their value to his/her organisation by improving their current skill set