What you will learn

In this workshop, we’ll be looking at the difference between ‘helping’ students and having them help themselves. We’ll examine some of the tools teachers can use to place the emphasis on learner responsibility in the learning process rather than on the teacher needing to supply answers to questions. Motivation and the teaching context are important when discussing the topic of challenge and we’ll be working out what is essential and what negatives can be overcome by judicious and skilled use of challenge. The challenge to challenge is about cutting through the desire to feel good about helping and instead having the satisfaction of seeing how much learners can do.

Workshop Summary

Introduction and Teacher Motivations

Steve Hirschhorn begins his workshop, “The Challenge of Challenge,” by reflecting on the motivations of new teachers entering the profession. He notes that common reasons include a desire for career change, travel opportunities, and the altruistic wish to help others. While some cite financial motives, Steve points out that language teaching is not typically lucrative unless one has authored a successful coursebook. Career changers often come from diverse backgrounds, including banking, nursing, and the military. Steve explores the deeper implications of the desire to help, suggesting that it involves a shift from doing tasks for students to empowering them to learn independently.

Creating a Supportive Learning Environment

Steve emphasises the importance of creating a supportive and engaging learning environment. This involves considering various factors such as physical space, institutional support, and the teacher’s attitude. He highlights that even in less-than-ideal physical settings, a dedicated teacher can foster a conducive atmosphere for learning. Steve advocates for a shift from traditional, teacher-centred methods to approaches that encourage student autonomy and self-motivation. He cites modern educational theories, like Krashen’s affective filter hypothesis, which suggests that a comfortable and safe learning environment enhances learning.

Encouraging Independence and Problem-Solving

Steve discusses the significance of encouraging students to think independently and solve problems on their own. Instead of directly answering questions, he suggests that teachers should prompt students to find answers themselves or with peers. Techniques such as asking students to repeat questions, involving the whole group, or deferring to a knowledgeable peer can effectively promote self-reliance. This approach builds confidence and reinforces the idea that students can solve problems without immediate teacher intervention.

Effective Error Management

Error management is a crucial aspect of language learning, and Steve advocates for a challenging yet supportive approach. Instead of discouraging errors, teachers should view them as opportunities to understand students’ interlanguage. He advises against phrases like “We did this last week” as they can demotivate students. Steve discusses U-shaped learning, where language items are initially well-formed, then deteriorate before eventually stabilising. He recommends using errors to guide instruction, employing methods like finger correction or asking clarifying questions to help students self-correct and understand their mistakes.

Innovative Homework and Classroom Dynamics

Steve criticises traditional homework assignments that lack creativity and engagement. He suggests more imaginative tasks that encourage students to think creatively and use various language structures. For example, describing a scene from a unique perspective fosters creative thinking. When reviewing homework, Steve advises facilitating peer review and discussion rather than simply collecting and marking it. This approach promotes a collaborative learning environment and helps students learn from each other. Additionally, Steve discusses transforming classroom dynamics by allowing students to choose their partners and activities, fostering a sense of freedom and responsibility.

Conclusion and Teacher’s Role

Steve concludes by encouraging teachers to embrace the challenge of creating a supportive and engaging learning environment. He stresses the importance of flexibility, responsiveness, and maintaining a positive attitude. Steve advocates for a liberal, non-interventionist approach where the teacher facilitates rather than directs learning. By focusing on the process of language acquisition rather than formal testing, teachers can create a more dynamic and effective learning environment. 

Reflective Questions

Have a quick think about the reflective questions below in order to get the most out of the workshop:

1. Are you working FOR your students?
2. How much more could your students do?
3. How can you do less so they can do more?