I had my share of language learning experience as a child. This is the time when you don’t question the grammar rules or their exceptions, when it’s perfectly okay to make mistakes, be corrected or a tad embarrassed in front of a whole class because you don’t really care.
Then you grow up… All of a sudden, you are conscious of making mistakes, you want to understand the logic behind every grammar rule and yes, and you will be mortified when making mistakes. Why? Because you are an adult, an educated person expressing yourself at a level of a young child and that is just disturbing: you have your ego protesting and screaming: hey, I am not stupid!
I have been learning Chinese and that is not an easy task. Set aside the tones – it’s like learning to sing – the wide variety of dialects, not to mention the many words that sound alike, with different meanings, of course. So while you are trying to say I am a teacher you might be actually saying I am an old rat…
So naturally, most the time when I am mingling with the locals, trying to get the right breakfast on the street, I do feel like a small child – however, and not a smart one…
It all ended when Frank, a well-educated engineer started taking English classes, at a beginners level.
I sensed his frustration, because he really wanted to express himself but couldn’t. How could he? He had just started his journey of learning English at the age of 38.
And last week, after failing to get his message across, he just burst out: “I am stupid! I like 5-year-old!” And that’s when it hit me: I did understand his frustration because I have been feeling the same way.
So I told him: “Yes, you are right: you do sound like a 5-year-old. But that’s okay! Because you are learning! It will get better, I promise. Then I told him: “I also am a 5-year-old… “– in Chinese…
He smiled and was grateful. I assured him: nobody thinks he is stupid, it’s only the beginning.
Frank also helped me, inadvertently. I no longer care if a local gives me that weird look, or even laughs at my fragile attempt to express myself in Chinese. I just gently remind myself: “It’s okay. It will only get better!”
One thing I love about teaching is that we can change the way we teach whenever we feel the need to and we can always get new ideas, which we can then implement in our classes!
I love teaching specialised English, or ESP (English for Specific Purposes) – for instance, English for Accounting, English for Hair Salons, Aviation English, anything! I also learn along with the students.
On to our story now: for the past few months I have been teaching a wonderful lady I was very fortunate to meet about a month after I came to Switzerland 6 years ago – I started teaching her son (who is still my student and is a brilliant young man). She really supported me in the beginning and still does – and now I am very lucky to teach her! I love her enthusiasm for learning.
A couple of weeks ago, during our lesson, we were talking about the food from our countries and in general what we like to cook – when we reached the topic of Thanksgiving, she asked me what some typical dishes are for that day and I mentioned my apple pie. Now, my apple pie is a funny story, because my family loves it, but I am the only one who cannot eat – I am allergic to apples! However, I still make it and everyone enjoys it.
Anyway, a week later, my student came back and asked whether I could teach her how to make apple pie. As an exception, we would have the lesson at her house and we would cook together! She was so kind as to drive me to and from her house back to my school, and she bought all the ingredients as soon as I gave her the recipe.
So the week after we were at her lovely home, baking! We learned so much new vocabulary together and she practised her speaking skills in a different environment from the classroom. She really enjoyed it and so did I! She was very happy to tell me about the cuisine in her country, experiences she has had in other countries…all in English!
I really loved this experience, as it was something completely new for me and I am happy we did it! It actually gave me ideas for other lessons as well…let’s see how they go!
I have mentioned in previous blog posts that ever since I came to Switzerland, I have been learning German – I love languages, and I think that being able to communicate in the language of the country you live in is great, makes your life easier, and opens new doors for reading more and understanding films, taking part in discussions and so on. Plus, it is respectful to the country and people who have welcomed us.
After my very first visit to Istanbul in late 2012, I totally fell in love with the people, the country and the language so I thought about starting to learn Turkish as well. I must admit, it is one of the most difficult languages I have undertaken, but I love the sound, the poetic meanings words and expressions can take, so I am going to continue and I really want to learn!
I would never have done it without the help of my good friend and teacher, Dinçer Demir, who very patiently teaches me on Skype once a week. I also try to listen to songs on YouTube, make out the words and sounds that the language has. Sometimes, it gets really hard and I think of the usual I-don’t-live-in-the-country-so-my-exposure-is-low excuse. I have decided to stop that, and get as much exposure as possible.
Last Sunday, I was listening to a beautiful Turkish song a good friend, Esra Aydın, had posted on Facebook, and now YouTube has a new (at least I have just discovered it) function called AutoPlay, which immediately starts a new song of the same genre you were listening to before. So, another song came up, a beautiful one, and I saw that is was part of the soundtrack of a film, called Evim Sensin (You Are My Home). I thought, hey great idea, why don’t I try to watch this film and see what I get from it language-wise? It is the typical girl-meets-boy storyline, so it cannot be so difficult to start with. Oh my, I had so many difficulties but I am happy I watched it for various reasons.
I realised that I understand much more than I thought – even though my speaking still needs a lot of work, but that is the last stage of a language that we can reach proficiency in, I believe and I always see it in my students as well.
The typical girl-meets-boy storyline proved to be even harder than I thought, because the story was so complicated and had ups and downs. Of course, the actors’ body language helps a lot, but very often I found myself wondering, what they had just said and the man was deep in thought, while the girl was still happy and smiling, or why the girl had gone to the hotel – was that her husband’s mother she was going to find there?
It really helped that the movie did not have subtitles, as I was under pressure, let’s say, to comprehend on my own. I guess if I do this often, I will improve. This first time, though, was very difficult – but I learned a lot of new words, connecting them to the looks on their faces, gestures or if they were pointing at something or holding it.
I learned a lot of new things about the culture, like a great singer called Sezen Aksu, who sings one of the songs in the soundtrack. She is a living legend in Turkey and it was great to get to know more about her and her work! Dinçer also does that in our lessons – he teaches me a lot about the culture as well, and I really appreciate that, as I believe culture is an integral part of language learning and I do the same with my own students, whether I am teaching them English, or Greek.
I will be blogging about German and Turkish language learning throughout the year, different methods I will be trying out, the successes (I hope) and the problems I will be facing along the way. Are you learning a language? Feel free to share your experiences and ideas with me and our community of educators and students!
Here is the beautiful song that led me to the film, which in turn led me to a new part of language learning! A great film by the way, produced, written, music composed for and sung by another new to me Turkish actor/singer, Özcan Deniz.
Like many educators I interact with, I really love TED Talks. Some of them are really very good, some inspiring – and some can be used in class too! I love that we can not only watch (parts of the) videos with students, but each video has an interactive transcript (in many languages as well!).
I first found out about Dan Ariely three years ago, when a student of mine at a bank was raving about Ariely’s book, Predictably Irrational. He told me what it was about – I read it and loved it. He inspired me especially when I found out he had been a burn patient and all the things he did to keep himself motivated in such a truly difficult situation.
Needless to say, I have watched almost all of his talks and read lots of his material. In today’s class, we watched the first 6-7 minutes of Ariely’s talk.
Before that though, we talked about what motivates us either to work or study or both (they work in full-time jobs and study full-time too – I share their agony as I am doing a MA too!). I made a wordweb on the blackboard and we write down all factors around the central idea of motivation and feeling good about what we do.
We then watched the video fragment, talked about it and we especially liked the experiment with the Lego. It was a great idea! They gave people Lego pieces to build Bionicles for three dollars. They gradually reduced the amount, while secretly destroying the creations and giving them back the same pieces to build a ‘different’ Bionicle.
I then gave them part of the transcript, from which I had removed words that they had to fill in, and also removed words that had to be made into derivatives of other words (they will be examined on Reading Comprehension in October, but I believe it is equally important for them to read and comprehend in their work and studies as well, and learn new vocabulary and enhance the words they already know. I like them to be able to expand their skills into their everyday lives as well and not only to concentrate on the exam). Here is the document with the gaps and the answer key.
We discussed any problems they had with the text and also did some speaking about motivation that came up on the spot.
As a final task in class, I gave them a topic to write a proposal on (it is at the end of the gap-fill document).
Here is Dan in action:
Feel free to leave a comment, how you would use or have used TED talks, or any other ideas you come up with and wish to share!
I would like to introduce you to a group of 9 talented young ladies : )
Some Saturdays a month I teach them at our local college, the KBZ. They attend a seven-hour course in English (and other subjects, such as Finance, Correspondence in German, Computing and others), in order to be qualified PAs (Personal Assistants) in companies, to CEOs, chairpeople and directors. I truly admire them because apart from three days a week of courses, homework and studying, they also work, do a lot of activities, have families, personal lives, hobbies and even so, they are always full of energy! Our course starts at 07:35 am and finishes at 13:45 pm.
This course will go on for two years, and they will sit an exam. Their English exam includes a lot of parts, such as reading comprehension, translation (German into English and vice versa) and they will also be asked to make a presentation. Today, we prepared our first presentation! I chose a very broad, general, simple topic, as their first. I wanted to give them almost no directions apart from the topic, which was: Who is the ideal employee? They gave me so many ideas for other classes as well. I love when the students take ownership of the learning process! This is all theirs, and I would love to share their work with you all (having obtained permission first).
The only other thing apart from the topic that I did was provide them with materials, so they could present any way they liked.
I split them in pairs and a small group (unfortunately two were absent today and hope they feel better soon!) and gave them about 25-30 minutes to prepare for an 8-minute presentation. As they were preparing, I went around with a notepad writing down all the amazing language they were using, making small corrections and helping out if needed. I cannot even begin to describe their enthusiasm as they came up with ideas, what materials to use and who would say what. So in the end, we had three amazing and varied presentations. Let’s have a look in the order that they were presented:
These ladies took blank sheets of A4 paper and made a flow chart, which they attached to the wall with magnets. I loved how they followed their own way of presentation – via the use of questions. They tried to find the ideal employee by asking us questions, and made it clear that the answers would come from us – which I thought was a great way of approaching such a broad subject.
Here is their flowchart:
The Board Display
This group of three ladies chose the chalkboard to write down bullet points, which they then analysed (each one took a bullet point in order, explained why they had chosen it and also gave us examples!). I loved this way of presenting as well.
Here is their presentation:
The Poster Presentation
These two ladies used the poster paper. They brainstormed any words or phrases they could think of when taking the ideal employee into consideration, and wrote them in different colours, which made the points stand out. It was colourful and a great visual aid for their presentation! Then they stuck the poster to the wall with magnets and explained each point, which they also illustrated with examples.
I can’t wait to explore many more topics with them and other types of presentations as well. I am so grateful because they are so motivated and willing to learn, that is absolutely contagious for me too! I will be sharing more on the blog.
A little message for them – and for all my students:
As an educator and as many also uphold, learning is key to our careers and development in the field. I have been learning various things during my teaching career so far: new skills, tools to use, methods and so on, but until I moved to Switzerland four years ago, I had never tried to learn another language. I never had to, because English and Greek was enough for me before. This was a completely wrong perception I had, as learning languages are not only about the place you live, or just asking for something in another language. I have come to understand it is much more than that.
When I first came here, I started learning German but then I had to stop, with the excuse (it was true back then) that I was getting more and more work and I had no time. Then, Zug is a very international city, so even when I start to speak German with people, they immediately pick up on my English accent and most of them immediately switch to English. Even when I insist they switch back to German, they keep speaking in English – that is how polite they are!
Last year, in the college that I teach twice a week, we had to attend two obligatory courses on pedagogy and methodology…in German. The night before the first course I hardly slept. Why am I doing this? I thought. I will never manage to do it. I will disappoint my director (special thanks to Philipp Hediger, who has believed in me and supported me since day one – we are very lucky to have him, as he has supported our professional development to a great extent) and myself. I can’t speak or write in German and never will.
I did attend both courses, and I should say, that neither was a walk in the park – we had homework, which my classmates could do in half an hour – I needed seven or eight hours for the same amount. The course lasted eight hours each time, the other was for three hours at a time – for me, it was not only learning about methodology and pedagogy, I was literally being immersed into the language. I learned a great deal in those three months! I could not believe it. I pressured myself, pushed myself to the limits, had great classmates who would explain to me (in German) when I didn’t understand something and great teachers (another huge thank you to Max Woodtli, my instructor).
This year I have decided, along with my sister, to start proper German lessons. Even though we speak quite well now and understand more than we think sometimes, we have started everything from the beginning and we are immensely enjoying it! Our teacher is supporting us every step of the way and is so passionate, we truly expect every lesson to come and learn from her. I have decided to step out of my comfort zone in English and tackle German. And you know what? I am also going to restart my Turkish lessons! I feel like my eyes are open and I can see my new home in a different light – I can talk to people, I can write and I can pick up German books in the bookstore and read! Above all, I feel that I can understand my students – how they feel, how they approach learning languages, the challenges they face in English and how they can overcome them.
I am very honoured to have this blog post by two amazing young ladies, Deniz Aryay & Şehnaz Ceren Cessur, who are student tutors in the ELT Department of Yeditepe University. I was introduced to them by their outstanding professor, Ece Sevgi – and was delighted to meet them in person at the ISTEK ELT Conference in Istanbul, last April. Here, Deniz and Ceren write about the Writing Center they have in their university, an amazing programme! Over to Deniz and Ceren, who will surely become great educators.
Yeditepe University in Istanbul is one of the most prestigious universities that tries its best to help its students prepare for their professional lives. It is an English-medium university. This has its own downsides and difficulties since some of the students enter the university with no or little knowledge of English. Even if they spend a few semesters in preparatory classes trying to master English as a foreign language, they may not become proficient enough to cope with the language level in their classes.
This is the reason why some universities here in Turkey have followed the lead of their counterparts in other countries and established Writing Centers in the aim of fostering the students’ language ability in one of the productive skills, writing. Writing Center at Yeditepe University is a unit which helps students by editing their written work, giving feedback, and guiding them to correct their language mistakes. The use of error code, multiple drafts, and progress tracking system aims to develop learner autonomy and raise awareness about the points to consider in the students’ written work.
Yeditepe University Writing Center does not only help students but also supports academicians at the university. It offers a free edit service to support and encourage academic publications in any field. It is the only unit at the university that organizes Creative Writing Contests. We now have a brand new website (http://writingcenter.yeditepe.edu.tr/) where you can find information about the Writing Center, and a wiki space (http://yuwritingcenter.wikispaces.com/) where we post written tutorials about academic writing. To us, having a Writing Center is more than a luxury; it is an essential unit at a university teaching in English in a non-English speaking community.
While opening a Writing Center is not an original idea, Yeditepe University Writing Center has done something for the first time by allowing its students to become members of this family during the course of their studies. The Student-Tutor Program is a pioneer programme in this field, and has significant benefits for the chosen students. These selected student tutors, who are students of English Language Teaching, and Translation and Interpreting Studies Departments work voluntarily at the Writing Center Office to help prep and undergraduate students with their written assignments. They are chosen meticulously with a suggestion from their Academic Writing instructor, and then receive training on how to give written feedback before they start offering this service at the Writing Center.
Under the supervision of experienced tutors working for the Writing Center, student tutors also prepare and present academic writing workshops for the university students and faculty. You can meet many of our student tutors at ELT conferences held in Istanbul. Four of our student tutors, for example, were concurrent keynote speakers at ISTEK ELT 2013 Conference with their talk Mirror Mirror on the Wall…, and shared the stage with Ken Wilson, Herbert Puchta, Teresa Doğuelli, and Jamie Keddie.
On June 1st, the 1st BELTA Day took place. BELTA, the Belgian English Language Teachers’ Association, was formed in January 2013 by James Taylor, Mieke Kenis and Guido van Landeghem and since then many people have joined the board: Jurgen Basstanie, Ellen de Preter, Krishnan Coenen and myself as Editorial Officer of the blog. I was therefore honoured and moved to present at the 1st BELTA Day, which was an amazing experience. I saw fantastic sessions, learned a great deal and met amazing educators, from Belgium but also worldwide!
Thousands and thousands of educators around the world use Facebook to connect with others around the world. Some have two Facebook accounts – one for personal use and one for professional. Some can balance the two in one account.
To be honest, I had had a Twitter account for three years and flatly refused to open a Facebook account. It was not that I found anything intimidating about it – I just thought of it as just another distraction. Why open a Facebook account when I can already connect to educators via Twitter? [Now, this isn’t a comparison post between the two. One works for some, the other works for others, some educators (like myself now) use both in different ways.]
Until my Facebook mentor, James Taylor (as I like to call him!) explained it to me in detail – the advantages and disadvantages of it, the uses and so on. What did I find great about it in the end?
First of all, if it works for you (like it eventually did for me), it can be a super tool for professional development. It allows you to connect with educators all around the world – you can read their profiles, see who they are connected to and adjust your saftey settings, if you do not want just anyone friend you/ You can approve all the people though.
What I really like about Facebook is that it is very visual. You can see photos right away, add links and anything you like. It is very colourful and pleasant to read, most of the times.
There is no word or character limit (the character limit on Twitter can be a bit of an issue) – however, I find you can write as much as you like, but again, being laconic (as much as possible) can be an asset.
I absolutely love the fact that you can join groups related to topics that interest you. You can hold chats there, post relative links and photos, they can become great communities to share and learn!
Another thing I like are pages. I have pages related to my new business, where I can post information, new events and developments and the people who have ‘liked’ my page can always get updates. Similarly, I can get updates on the pages of others I have also ‘liked’.
There are surely so many other uses for Facebook for teachers and I am still learning – feel free to link any posts you have written or leave more ideas in the comments below.
Note (23.08.2015): As of two weeks ago, I no longer use Facebook – no issue with it, but I realised that with work and studies getting busier and busier, something needed to go. It is up to each educator, to choose which one(s) they will be using and for how long! It is enough even on one social medium, or five minutes on one selectively – we can always learn anywhere!
I am extremely happy to present you with an interview I have been thinking about for a very long time with one of the people I admire tremendously. Mike Griffin! I connected with Mike in December 2011 on Twitter initially – he stood out for being one of those educators who has great opinions and ideas on education. He also has an amazing sense of humour! I was so happy that he started his own blog, which contains super pieces of writing. Mike blogs at ELT Rants, Reviews and Reflections. Heeeeere’s Mike!
Vicky: First of all, a huge thank you for accepting to do this interview – as you know, you are one of my favourite people on Twitter and Facebook, so this is a huge honour for me!
Mike: The pleasure and honour is all mine! #Whoop! Thanks so much for having me. It has been such fun getting to know you on those channels.
Vicky: You teach in South Korea as a lot of us know, as you are one of the most well-known people in the PLN and offer lots to educators on a daily basis. However, can you tell us where and what kind of classes you have, for the people who meet you for the first time?
Mike: I live and work in Seoul. My “day job” is teaching in the graduate school of a university here. I guess it is easiest to say that I have two different jobs within that job. In the first, I teach Business English, Academic English, or Discussion-focused classes for grad students in the International Studies major. In the second I run weekly seminars in simultaneous interpretation for students doing an MA in interpretation and translation. Students come into class with a Korean speech that they read while others interpret simultaneously and I frantically listen to as many interpretations as I can. After that students give each other feedback on what they heard and then I do my best to answer questions and give feedback on what I heard. Everyone always wonders if my Korean ability is good enough for this. It’s not. I actually just listen to the English anyway.
Additionally, I have been (co-)teaching Curriculum Development on the New School MATESOL program for a few terms. I also work on a trainer/mentor training course for public school teachers. I feel pretty busy after writing that.
As for being well-known, that is news to me!
Vicky: Well, it’s the truth! Was teaching your first choice as a profession?
Mike: Not really. Kind of. I am not sure. I actually entered university as an Education major but switched to History shortly thereafter. I thought I might like to be a history teacher for a while but then the allure of living in other cultures was too much.
Vicky: How did you get to Korea in the first place and what do you like the most about living there? Was there anything that surprised you in your first few months there?
Mike: I decided in my final term during my undergrad I wanted to teach and travel. Korea jumped out at me for a few reasons. It was far away and seemed different. At that time (12+ years ago now) not a lot of people knew about Korea, especially as compared to Japan. I was interested in going to a place that was not so widely known. I was also interested in how Korea was changing so rapidly and had undergone such dramatic changes in the past 50 years. I was lucky enough to get in contact online with a Canadian guy that was leaving his job and I appreciated how honest he was about the good and not-so-good things about the position.
The most surprising thing for me in my first few months in South Korea is the thing that still surprises me the most. Buildings go up so quickly! It is amazing. You might go somewhere you haven’t been in a month and see 3-4 new buildings. Even after all this time it still surprises me.
Vicky: You are a huge proponent of Reflective Practice in Teaching and one of the founders of the first RPSIG (Reflective Practice Special Interest Group) in the world, based in Korea. How did you enter this area of interest? How did you start the SIG?
Mike: Wow, great question. I was lucky enough to see and get connected a bit with Dr. Thomas Farrell at a special day-long workshop in 2008. Reflection was also a big part of my MATESOL at the New School as well as my training to be a World Learning/SIT Teacher Trainer. I saw a lot of benefits when I started trying to see my teaching as it was and started talking and writing about it. I guess reflection and reflective practice appealed to me before I even know what they were or what they were called.
Vicky: You present a lot at conferences throughout the year and do a lot of workshops for teachers. What do you enjoy the most about them?
Mike:I absolutely love the sound of my own voice. Wait, no, that is not the right answer. For the past few years I have been averaging about 1 presentation a month, which is something I am looking forward to cutting back on in 2013. I truly enjoy presenting and giving workshops, though. I find it is great learning opportunity for me to discover my hidden beliefs on certain areas as well as to explore thoughts and ideas that I was not so familiar with. The other thing I enjoy is helping teachers see how their experiences and thoughts matter and how they can make their own decisions about their classes.
Vicky: What would you advise teachers who are a bit reluctant to present?
Mike:Just start by starting. Don’t worry about being perfect or blowing people’s minds. Audiences are generally very supportive (especially if you come off as a fellow explorer and not an expert telling people what they *should be doing). I think it can be pretty nerve-wracking at first but it gets easier. My other advice would be that you don’t need to start out with big huge presentations but can start with smaller sessions for your colleagues or friends or something along those lines. I’d also advise being patient and not taking it personally if and when rejections come.
Vicky: Let’s move on to your blog, which is one of my absolute favourites. If I have to choose the top 5, yours is definitely among them. How did you start it and what inspires you to write?
Mike: Thanks so much! It is always great to get positive feedback but even better to get positive feedback from someone that you respect (and someone that has an excellent blog themself!).
I love blogging. I can’t believe it took me so long to get into it. I did dabble with student blogs and blogs that I ran for students back in the olde days of 2007 but I never thought about having my own blog. The constant nagging encouragement of my dear friend Josette LeBlanc (@josetteLB) who has an amazing blog over at tokenteach(http://tokenteach.wordpress.com/)wasthe main push for me to blog. I joined Twitter in 2011 just after the KOTESOL International Conference after Chuck Sandy encouraged the audience in his fantastic presentation to do so. From there after engaging with the community having a blog seemed like a natural next step. I think Twitter is fantastic but the tyranny of 140 characters can be a bit strong at times so it is nice to have a space to share some thoughts.
As for my inspiration to blog, there are a few ideas and rants that I just needed to get out of my system and blogging has been great for that. I have noticed how the simple fact of just having a blog changes my thought process. For example, something interesting or strange might occur in class but now that I have a blog I sometimes think about these events under the lens of “How would I write about this in the blog?” and I think it tends to give me more/different insights than I would have otherwise. I guess I didn’t really answer your question about what inspires me to write but it is partially things I need to get off my chest, lessons I have learned that I want to share, questions I am working through, funny (in my opinion at least) stories I want to share, or other people’s ideas I want to share.
Vicky: You are very active on social media and share a great deal with educators all around the world. Can you give us some insight into how you use each medium and what you see as a benefit? Which downsides are there?
Mike:“Very active on social” media is a very nice way to put it. Haha. I am on the computer a lot for work and Facebook and Twitter are enticing breaks. I mostly use Twitter for professional things (though I am not afraid to be silly and whimsical) and Facebook for keeping in touch with friends and family and sharing random thoughts and links. In the past 6-10 months I have been adding more and more Twitter friends on Facebook and it has been interesting. I suppose “worlds colliding” could be a potential downside but I have been lucky enough (as far as I know) to not experience negative impact from merging my professional and personal digital selves. I think there are always risks inherent in any sort of communication but I have been very pleased with my social “networking for professional development experiment.” I guess I mostly share links and try to connect with people. I have been thrilled to discover amazing people who work in similar as well as drastically different contexts in Korea and around the world. Pooling knowledge and ideas with educators around the world has been an inspiring experience.
Vicky: Before our interview, I asked you which your favourite ELT book is and yours is Understanding Teaching Through Learning. Can you give us some details about it – why would you recommend it? By the way, I have already ordered it and thank you for that!
Mike:That is great news! That book was a great intro for me about many things related to teacher training and reflection. It is also a great source of ideas and material for running workshops. I think the authors did a great job of taking complicated ideas and making them accessible and engaging. Something I especially love about that book is how it offers something for teacher across all experience levels.
Vicky: Now let’s move on to Mike outside teaching. What do you enjoy doing when you have a spare moment?
Mike:I don’t have as many spare moments as I would like but traveling and reading are at the top of my list. Combining the two and reading on a beach in a new country is blissful for me.
Aside from my big interest in ELT am also interested in sports, movies, comedy, business, politics, and suddenly social networking.
Vicky: I asked you about your favourite movie before I interviewed you and it is The Big Lebowski – to be honest, I have never seen it, even though I have heard about it before. I had homework to do and learn more about it! Please tell us more about it and why you like it.
Mike: You have to see it! It’s hilarious. It is also one of those movies that gets better the more you see it. I don’t just recommend watching it once, I recommend watching it at least 5 times. Then things will make a bit more sense. I found it extremely witty and funny and I was especially impressed with the dialogue. I won’t say more because I don’t want to spoil the fun for you. I imagine when you (finally) see it you might recognize some of the lines because people have been saying them around you for years.
Vicky: Nerdy question coming up: have you ever taught with it?
Mike:That is a really #TESOLgeek –y question! It is also a great idea because I have never used it in class. Some of the dialogues would be great. I am imaging it now. I think you might be a bit out of your element if I start telling you what scenes would be good so I will wait for you to get back to me.
Vicky: Mike, a huge thank you for this interview, for your insight and your time. I really hope to meet you face to face soon!
Mike:Thank YOU. Thank you for having me. Thank you for all the support. Thanks for all the laughs and smiles. Thank you for all the sharing and community building that you do. And thank you for being you. Rock on!
(I am very much looking forward to meeting you face to face. I am willing to go on record that all the cake you can eat will be my treat!)
Vicky’s Notes: I would like to thank Mike very much for helping me find a title for his blog – wordplay on his blog title! And thank you – I never say no to cake!