I am delighted to present an educator from Indonesia in an interview she has given me: Ika Wibowo from Indonesia! I connected to Ika on Facebook from my first days there, about a year ago and I admire her for her passion to teach, connect and share! Over to Ika.
Vicky: Ika, thank you so much for accepting my invitation for an interview on my blog!
Ika: It is a great honor to be invited for an interview on your blog, Vicky.
Vicky: For those of our readers who meet you for the first time, can you introduce yourself?
Ika: My name is Ika Sari Lestiyani Wibowo. But, please call me Ika. I am an English Language Teacher at one of the English Schools and also at my own English School in Depok, Indonesia.
Vicky: That is great, Ika – you teach and run your own school! How did you make the decision to become an educator?
Ika: I think it will be very long story if I tell you all about myself. So I will you my short one. I’m being honest that after I graduated from University I did not want to be a teacher or an educator, as most of my family members are teachers. I tried to work at the office as a Public Relation Staff. But, after a few months I felt my heart was not there. Then, I decided to apply a job as a teacher at an English School, New Concept English Education Centre. In NC I feel like I am home. I enjoy every moment with my students. Until now, I’ve been teaching here at NC for about 8 years. “Don’t only teach your students but also educate them”; that is what my father always reminds me of. Here I am. I am proud of being a teacher and an educator.
Vicky: And we are all happy you became an educator! What do you like the most about your work? What are the challenges you sometimes face?
Ika: Being a teacher make me always feel young, as I have to always light my effort to share new knowledge and experience to my students. By sharing I will always be cleverer. Those are two things I like about my work. Indonesia is not an English-speaking Country, that’s why there are still many people who think that English is not important. So, most of students feel that they shouldn’t learn English seriously. This is a big challenge for me as an ELT. I have to always support my students to be willing to learn English then they will love it. Never give up.
Vicky: Let’s move on to social media. You use Facebook and other platforms to connect with teachers all around the world, and you are very active as well, sharing a lot of information and links. How did you become involved in this way of connecting in the first place?
Ika: The first time I knew about learning and sharing through social media was from the iTDi Workshop in February 2013. I met some great English teachers from other countries such as Barbara Hoskins Sakamoto, Chuck Sandy, Eric Kane, Yitzha Sheila Sarwono, Adi Cerman and Karl Millsom. Yitzha is the first person who introduced me to the PLN; then I met you, Vicky Loras. I learned a lot from you. Then, I fell in love with social media and I made more new friends after that.
Vicky: Thank you so much, Ika – I really appreciate your kind words and I am very happy we have connected! Moving on to conferences now. You are presenting at a conference in Indonesia very soon. Would you like to tell us what your talk will be about and what you are looking forward to?
Ika: You are right, Vicky. At the end of this month I am having a group presentation at The TEFLIN Conference at University of Indonesia with Nina Septina and Budi Azhari Lubis (both of them are ELTs and my friends in the iTDi Community). We will be guided by Barbara Hoskins Sakamoto. It’s my first time for me to join this kind of conference. It’s challenging for me. My short talk will be about my personal development as an English teacher after I joined iTDi Community.
Vicky: Where do you get your inspiration for your teaching and your talks?
Ika: All of my ELT friends at iTDi Community, my ELT friends from the social media and also all of my students in my school and my students at the social media are my big inspiration for my teaching and my talks.
Vicky: What is your dream for the future?
Ika: In the future, I have some dreams which I have to pursue. The first, I want to learn more seriously about teaching – learning in order to be a better teacher. The second, I want to join seminars in other countries and meet all of my ELT friends in this social media. The last, I want to build a Free English School in my home village.
Vicky: They all sound amazing plans, and your last plan sounds wonderful too. I hope they all come true! And to close this interview, what would you like to tell all the educators reading your interview?
Ika: To all the educators who reading my interview, I just want to tell you something:
“ Teach with your heart and soul.”
Vicky: Thank you so much, Ika! I hope we meet each other in person soon.
Ika: You are always welcome dear Vicky. I hope so. I am looking forward to meeting you in person, too. Thank you for all the readers.
It is an honour to host once again on my blog: Dimitris Primalis. A huge thank you to Dimitris!
Dimitris Primalis has been teaching EFL for 20 years. His experience covers a wide range of groups including young learners, teenagers, adults and exam prep classes. He has written 5 test books for Macmillan and works at Doukas, a Microsoft Mentor School in Athens, Greece. Dimitris and Chryssanthe Sotiriou won the 2013 IATEFL Learning Technologies SIG scholarship.
Teachers by definition are asked to bridge social, racial and cognitive gaps. Yet, creating gap activities can help students bridge communication gaps and develop their speaking and writing skills primarily as well as listening and reading (depending on the activity). Technology can revive this old technique whilst developing 21st century skills like the “C”s (creativity, collaboration, critical thinking and communication). In the context of flipped classroom and using a Learning Management System (LMS), such activities can be used even more efficiently by assigning watching, reading or listening at home. Thus, classroom time can be exploited for more language production as you will read below.
What exactly are information gap activities?
According to wikipedia: “An information gap task is a technique in language teaching where students are missing information necessary to complete a task or solve a problem, and must communicate with their classmates to fill in the gaps.It is often used in communicative language teaching and task-based language learning. Information gap tasks are contrasted with opinion gap tasks, in which all information is shared at the start of the activity, and learners give their own opinions on the information given.”
Why try them in class?
1. motivate learners to use language meaningfully by sharing info in order to solve a problem
2. require collaboration through pair or groupwork
3. are open ended and there is no correct or incorrect answer
4. encourage creativity by stimulating students’ imagination
5. involve students and urge them to communicate with peers in L2 so that they can bridge the gap
6. integrate skills (a combination of speaking, writing, reading and/or listening depending on the task)
1. Split viewing/listening for speaking/writing activity
Choose a video that narrates a story. Divide the class into two groups: the viewers and listeners. Ensure that the latter are your audio type learners or the ones whose listening skills are developed. In the former group include the visual types as well as the weakest students.
Give viewers a couple of key words. Ask them to leave the classroom and try to anticipate what the story is about.
Listeners listen to the narration/dialogue and the sounds (unplug the IWB so that there is no picture) and take notes.
Then listeners go outside, share notes and exchange ideas on what the story is about.
Viewers come into the classroom and watch (sound off) taking notes. Allow them a couple of minutes to exchange notes and ideas.
Invite listeners into the class and ask them to form pairs or groups with viewers. Each pair or group should have at least one listener and one viewer. Ask them to join forces, compare notes and try to come up with the story. The only rule is that they will have to use L2 throughout the activity. This can be a speaking activity or depending on the time available, it can be a group writing activity.
Each group reports to class their version. As follow-up students have to write the rest of the story.
I have tried it with an old black and white film “Rebecca” ( 01:34-03:56) has stimulated students interest and inspired them to produce interesting stories. The viewers saw the man ready to jump but the listener heard the woman’s voice shouting “No…Stop!!!”
1. Let the director of studies know beforehand that student groups will be outside the classroom for brief periods of time. Alternatively, do the activity with another colleague so you can have listeners in your classroom and she can have viewers in hers or vice versa.
2. Stop viewing or listening when suspense heightens. It does not have to be at the same point.
3. If the film or video is based on literature, ask students to read the next chapter of the book/reader to find out what happened next.
Flipped classroom: if there is a LMS or a wiki, you can upload the mute version of the video and the audio version in mp3 form and ask students to do watch/listen (depending on the group they are in) and take notes. This saves time for more communication and interaction in class.
In the second part of the post you can read about jigsaw reading.
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!
It was around four years ago when I first moved here to Switzerland and I was full of dreams for my new life. I had found a job before I came – or so I thought. The crisis arrived in Europe and then Swiss employers decided to stop employing people for a period of time. The school that had promised to take me on informed me they could not anymore. I was suddenly without a job.
One day, when I was feeling sorry for myself, I decided to Google ELT materials and look at things I like to feel better. Ken Wilson’s blog came up and I started to read it. I then got in touch with him and he told me not only to start my own blog, but to make a Twitter account to connect to more teachers. Up until then, I didn’t have any contact with technology apart from emailing and googling. Twitter?I thought.A social media platform where people share details of their lives…to connect with teachers? I did it, not without hesitation though. I wasn’t sure how it would help me – not at all doubting Ken, but I wasn’t sure if I’d have anything to say. I started connecting to other teachers and seeing what they posted: useful links, their blog posts and posts of others too, new tools in technology to use in class…I loved it so much! And I haven’t looked back ever since.
If you are an educator and are not on Twitter, I strongly suggest you do it. It will help you in more ways than can be mentioned. How to do it?
– Join the weekly miracle of a chat called ELTChat. It is a weekly double chat which started in September 2010, when a group of educators began to use Twitter to discuss various topics related to ELT. It is one of the greatest tools for professional development. Every Wednesday at 12pm and 21.00pm, ELT teachers from everywhere in the world join in on Twitter to discuss topics that have been voted for.
– Here is a video made by a super educator in Australia, Selena Woodward, called Getting Started with Twitter – For Educators. Many thanks to Tina Photakis, another super teacher in Australia, who posted it on Twitter and to Selena for creating it!
We are all there to help you out! Make an account and join literally thousands of educators out there.
I would never have met all these lovely people mentioned and many more, if it weren’t for Twitter.
Dimitris has been teaching EFL for 20 years. His experience covers a wide range of groups including young learners, teenagers, adults, exam prep classes and Business English. He has also written 5 test booklets for Macmillan and is a freelance materials designer. He also served as TESOL Chair and very successfully ran this year’s TESOL Greece Convention.
Chryssanthe has obtained a BA in English Literature from the English Department of the National and Kapodistrian University of Athens and a postgraduate diploma with distinction in Translation from the University of Mons-Hainaut in Belgium, being a scholar of the ‘Alexander Onassis’ Foundation.
They will also be presenting Literature strikes back! The return of a vanishing art or how to teach literature with technology at IATEFL Conference on Wednesday , 10th April at 15:05 (Hall 11b).
Thought that literature is dead with the advent of technology? Shouldn’t books be permanently exhibited in history museums next to dinosaurs and other fossils? Can a computer whiz kid be persuaded to read a romantic novel written by Daphne du Maurier?
For those of us who thought that literature had been wiped out by the invasion of technology in our daily teaching, the answer is : literature is too hard to die!!!
Web 2.0 tools, YouTube clips and social media/collaborative platforms seem to have become powerful allies of books in teachers’ efforts to stimulate learners ‘ interest and initiate them in the magical world of words.
Brought up in a world that gadgets are deified, teenagers only find it natural to spend more time tapping or clicking; browsing webpages rather than reading the masterpieces their parents and parents once loved. Is mere exposure to genres found on the internet enough to help our learners enrich their vocabulary and use proficiently a wide range of linguistic features that will need later on in their personal and professional life? Let’s compare a typical story on Facebook and one in a book. They may both narrate a similar story but they employ different means of illustrating the story line. The former may feature videos or photos, emoticons and chunks of language whereas the latter uses a wide range of words to convey feelings, describe actions and background and convey messages. Students can benefit from both worlds provided that teachers adopt a clearly structured methodology. It is pedagogy that makes the difference and technology is its most powerful ally.
Apart from enriching lexis, literature can also serve as a stimulus for discussing ideas and morals while provoking heated debates on eternal dilemmas. Love, friendship, struggle for wealth and power, leadership, corruption, ethics are only a few of the issues that are raised through literary texts and our students cannot afford to miss them.
Literature empowers, enlightens and broadens horizons … it simply allows you to dream and use your critical thinking instead of reacting mechanically.
I was asked to do the first webinar for BELTA, which I accepted with great joy and honour. The topic was Professional Development for Now and the Future: A Guide to 2013 and you can watch the slideshow below:
I have also created a PDF file with the most useful links.
Here is the link with the recording of the webinar, which will also be published on the BELTA blog, Facebook and Twitter.
A huge thank you to BELTA and everyone who was there (including my parents!), in the Adobe Connect room and to my sister, Eugenia, who was there in the same room as I was, cheering us all on (and also helped me find a title to this blog post)!
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!