Tuesday I had lunch with my Finnish friend, Matti, who is taking private English lessons and has done so for the last 2 years. His teacher is a freelance English teacher from the University of Eastern Finland. According to Matti, she is respected amongst her colleagues and is a very good teacher.
Anyways.
Three weeks ago, I corrected one of Matti's presentations (written presentation). I found quite a few mistakes, but based on different learning theories and instructions from my home university, I decided to correct only 2 sentences - which I btw, didn't correct myself, but had Matti correct them. Those two sentences were I felt we had a communication failure - the rest of the presentation was quite good, in my opinion.
Tuesday, Matti told me that his English teacher had corrected his presentation (this was after I had corrected it) and had found around 50 mistakes - and had corrected all 50 of them! I was very surprised and explained him why I didn't correct everything. I felt I had to explain it to him, because he seemed to be very confused. How come I wasn't good enough to locate all of his mistakes?
In addition to this he told me that this is the procedure every time they meet (app. 4 times a month). Based on some books (he chooses his own books), he writes a presentation and presents in orally. She doesn't correct him while he's presenting his work, but goes through every single mistake after the presentation.
I asked him if she encourages him by pointing-out positive things in his work?
And do you know what his answer was?
- Laughing.. "No! She never does that! Almost never. I'm an adult learner. I don't need to be encouraged in that way. If I was a kid, she would probable do it.."
...If he was a kid she might give him compliments for his English skills.. Well. From the observation I've done so far, it is very, very seldom I hear or see anything that could be a compliment. They usually speak Finnish in the English classrooms, so I'm not 100% sure of this, though..
What do you think about this?
When should one compliment students for their English skills?
Where is the limit between too few and too many compliments?
..And what about correcting English?
I don't know which level Matti's English was at before he started his lessons, but now he's quite good. According to him his English skills have developed a lot since his first private lesson.
Something is working..
Thursday, March 24, 2011
Wednesday, March 23, 2011
ICT in Teaching and Learning
My final FAD concerning "culture" has to do with young learners and how to prevent misconceptions and the development of prejudice through TEFL.
My project for the course, ICT in Teaching and Learning, will be the milestone of my FAD as it will be the practical relevance based on relevant learning theories. The project is due next week and will be published on my blog.
My project for the course, ICT in Teaching and Learning, will be the milestone of my FAD as it will be the practical relevance based on relevant learning theories. The project is due next week and will be published on my blog.
Tuesday, March 22, 2011
Model-based Learning (Copy from my ICT blog)
ICT in Teaching and Learning
- Model-based Learning in the context of simulations
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This Webquest tries to introduce the theory of Model-based learning in context of simulations. The topic in this case will be learning of greenhouse effect. You are asked to externalize your own conception or mental model of the issue, and after that you are asked to study and model again the topic with a simulation. The purpose of this is to
a) introduce the model-based learning theory/approach of science teaching
b) introduce computer based simulation as a learning tool
c) Introduce the Webquest as instructional design model
d) consider possibilities of information and communication technology (ICT) as collaborative learning environment
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The following model is taken from an online journal concerning Science Education and Technology and it represents hypothesis testing on a metacognitive level
- View model on page 24 in the journal
The role of models in learning
- Learners are active in their own learning processes and they are incouraged to constantly develop and seek more information – you could actually say that when the models are implemented successfully the pupils are going towards becoming expert learners (McKeugh, Anne et al.: Teaching Transfer).
- They are transferring knowledge, constantly hypothysis testing and through guidance and corrections their hypothysis are developed, preventing fossilization of incorrect hypothysis. By constantly assimilating new knowledge to former knowledge (in form of a model) they gradually accommodate more ”truths” and end up with a some what final hypothysis – although the whole point is that there is never a ”final hypothysis” as they will always develop as the scope of knowledge increases.
- Self-assessment is naturally incorperated in the process where the pupils are very much left to themselves with the necessary info about useful learning tools and access to guided help from teachers
- A well planned webquest can do all of the above
An experiment using models and webquest
1. Individual work: roughly sketch (5 min) on a paper your model of the greenhouse effect, the role of the globe, atmosphere, light, radiation, gases etc.2. Work in pairs: Run the simulation of greenhouse effect http://phet.colorado.edu/en/simulation/greenhouse and make a report about these:
a. make general overview of the issue (corrections to your sketch?)
Based on the information I got from my partner and the greenhouse simulation I did some changes to my model which made me go a bit more in to debt with the principles of global warming. My first hypothysis was not wrong but was quite superficial and this resulted in me not knowing enough about the topic/issue. I basically discovered things about my hypothysis on my own with the main help coming from being forced to transfer former knowledge, cooperating with my partner and using IT based tools such as the simulater and webquest.
b. Do you know enough about the about the atmosphere?
I discovered that the knowledge one has about the atmosphere, the layers, and different gasses in the atmosphere are crucial to one’s understanding of the subject or topic of the greenhouse effect. In the role of the teacher, I would say that making sure the students know something about the different functions of the atmosphere is important at some point in the process of this project. This can be done through various ways such as the sources mentioned in the model above, simulations, diagrams, tables, graphs, webquests etc.
c. What are the main things affecting to phenomena:
The simulation allows the user to run different experiements that can add to his or her current hypothysis concerning the subject. An example is the amount of greenhouse gasses in the atmosphere. The amount of greenhouse gasses follows the temperature – are there few greenhouse gasses the temperature will be low. This experiment can be built out by adding layers of greenhouse planes (glass) where the pupil can see that the infrared solarbeams can go through the glass when hitting the Earth, but can not leave the earth again. This will allow them to make modifications to their hypothysis and draw on former knowledge i.e. transfer of knowledge.
c. run the simulations at least when there are: gas concentration is none and lots, 1750, Today, report your observations
And again. Running the above mentioned simulations will allow the learner to discover more about the hypothysis of the greenhouse effect. They will see which effect the gas concentration has on the temperature as well as seeing the temperatures and gas concentrations in the 18th century (where they might notice that there are no factories).
4 Try to make short text about: Our experience of Model-based learning in the context of simulation of the greenhouse effect. (one comment about webquest).
See the beginning of this paper for the learning taking place in this particular simulation and webquest.
ICT in Teaching and Learning
For the next 8 days my blog will work as a homework diary for my ICT course where the first assignment is to create a blog. I already have one - and I don't mind if "unknown" people read it - quite the opposite, actually. This is an opportunity for me to get more international readers who are in teacher education..
Untill next time..
Untill next time..
Monday, March 21, 2011
Cultural Difference?
Today I did a 10 min teaching activity in a grade 6 about about comparative adjectives - and I have to admit, I didn't do a very good job taking in to consideration what I would like to call "student prerequisites" or maybe even "cultural differences".
The activity didn't go at all as I had hoped or planned for - and I should have known seeing as I've observed a few lessons in that class before - and in that English classroom in general (that's why I say "cultural differences").
So to the problem I encountered. They don't speak! They don't even speak Finnish! Out of 10 pupils (yes, only ½ class once a week) only 2-3 of them seemed to be ok with speaking English and the rest of them were very difficult to get to say anything (I still managed to get a few sentences from all of them, but it really took some effort from my side and it didn't feel very comfortable).
I wanted them to to their shoulder partner before saying anything to me or the rest of the class, but they didn't seem to know how to work together and most of them were afraid of getting too close to each other - even when they said something, their partner couldn't what was being said, because they sat too far away apart.
Today, as well as all the other times I've been in that classroom, I sensed a "stiff" atmosphere where things are very much controlled by the teacher. The pupils are always quiet and obedient - so in that sense there is no challenge in classroom management, but I discovered how much more difficult it is for me the handled the kind of "classroom management" I experienced today. It seemed as if the pupils were afraid of showing their personalities (or is that their true colours?) and didn't want me to come too close or challenge them in speaking activities. Let me be!
I know 10 minutes isn't much time - an unknown teacher in an unknown classroom with unknown teenage-pupils - but still, there must have been something I could have done differently to make the activity run more smoothly!
And indeed there is..
Exactly what would have worked is impossible for me to know, because I have to try it out in the class before I can know, but it's still worth it to give it a few thoughts of possible modifications.. First of all, I'd like to do a warm-up activity where they pupils got closer to each other and could laugh (but would they dear to laugh?). I would have then tried to make them sit closer to each other (or maybe even sit on the floor or stand or whatever) while they were doing the speaking activity. Hm. Maybe they should even have done a very different speaking activity. An information-gap activity of some sort... Something that could have given more purpose to what was being said..
I didn't get any negative feed-back from the teacher, but that is not really of any importance to me, because I didn't like how the activity went at all - for many different reasons, reasons that have to do with the - in my opinion - poor learning outcomes of the activity.
Well, this whole thing has made me wonder how Finns actually learn the speak English? The pupils don't speak English (at school, that is), the classroom language is Finnish, they learn speech by the "listen and repeat" principle and produce little or no speech themselves.
The above are my generalisations from observations at the University's practice placement schools - and not Finland. I've met quite a few Finns who speak very good English and other who don't speak any English at all - even teacher trainees at my age. I know Finnish EFL teachers generally use coursebooks and that they use more or less the same book series throughout the whole country so I find it very interesting to get to know more about these books and the learning theories behind the books. This week I will send out questionnaires to teacher trainees, teachers and one of the co-others of some of the course books, and I hope to have the answers back sometimes next week, which should hopefully give me time enough to analyse the answers properly for my "Action Research" and a couple of other courses where I use the same topic.
So, to go back to my teaching experience this morning I have come-up with a new challenge for myself for my next practice placement - or other places where I might encounter this particular challenge. I have to be me despite of such awkward and uncomfortable situations - and in stead of giving in to my surroundings, fight them!
PS Don't get me wrong, I do respect the teacher's way of teaching, she has her reasons, theoretically and practically well documented reasons, and I'm not of the opinion that classrooms in general have to be "open, relaxed, friendly, personal" and all that, but I also have my reasons for saying that the challenge of foreign language learning is made even bigger when the classroom atmosphere - or classroom culture - doesn't welcome and encourage the pupils to experiment with the language! And believe me, I can argue my opinion if I have to... But I'm not going to do so here. If I were to stay here for a long time, I probable would, but now.. no.
Oh! And I finally have a video! And tomorrow morning I'll get a second video - this time from the "International morning assembly".
The activity didn't go at all as I had hoped or planned for - and I should have known seeing as I've observed a few lessons in that class before - and in that English classroom in general (that's why I say "cultural differences").
So to the problem I encountered. They don't speak! They don't even speak Finnish! Out of 10 pupils (yes, only ½ class once a week) only 2-3 of them seemed to be ok with speaking English and the rest of them were very difficult to get to say anything (I still managed to get a few sentences from all of them, but it really took some effort from my side and it didn't feel very comfortable).
I wanted them to to their shoulder partner before saying anything to me or the rest of the class, but they didn't seem to know how to work together and most of them were afraid of getting too close to each other - even when they said something, their partner couldn't what was being said, because they sat too far away apart.
Today, as well as all the other times I've been in that classroom, I sensed a "stiff" atmosphere where things are very much controlled by the teacher. The pupils are always quiet and obedient - so in that sense there is no challenge in classroom management, but I discovered how much more difficult it is for me the handled the kind of "classroom management" I experienced today. It seemed as if the pupils were afraid of showing their personalities (or is that their true colours?) and didn't want me to come too close or challenge them in speaking activities. Let me be!
I know 10 minutes isn't much time - an unknown teacher in an unknown classroom with unknown teenage-pupils - but still, there must have been something I could have done differently to make the activity run more smoothly!
And indeed there is..
Exactly what would have worked is impossible for me to know, because I have to try it out in the class before I can know, but it's still worth it to give it a few thoughts of possible modifications.. First of all, I'd like to do a warm-up activity where they pupils got closer to each other and could laugh (but would they dear to laugh?). I would have then tried to make them sit closer to each other (or maybe even sit on the floor or stand or whatever) while they were doing the speaking activity. Hm. Maybe they should even have done a very different speaking activity. An information-gap activity of some sort... Something that could have given more purpose to what was being said..
I didn't get any negative feed-back from the teacher, but that is not really of any importance to me, because I didn't like how the activity went at all - for many different reasons, reasons that have to do with the - in my opinion - poor learning outcomes of the activity.
Well, this whole thing has made me wonder how Finns actually learn the speak English? The pupils don't speak English (at school, that is), the classroom language is Finnish, they learn speech by the "listen and repeat" principle and produce little or no speech themselves.
The above are my generalisations from observations at the University's practice placement schools - and not Finland. I've met quite a few Finns who speak very good English and other who don't speak any English at all - even teacher trainees at my age. I know Finnish EFL teachers generally use coursebooks and that they use more or less the same book series throughout the whole country so I find it very interesting to get to know more about these books and the learning theories behind the books. This week I will send out questionnaires to teacher trainees, teachers and one of the co-others of some of the course books, and I hope to have the answers back sometimes next week, which should hopefully give me time enough to analyse the answers properly for my "Action Research" and a couple of other courses where I use the same topic.
So, to go back to my teaching experience this morning I have come-up with a new challenge for myself for my next practice placement - or other places where I might encounter this particular challenge. I have to be me despite of such awkward and uncomfortable situations - and in stead of giving in to my surroundings, fight them!
PS Don't get me wrong, I do respect the teacher's way of teaching, she has her reasons, theoretically and practically well documented reasons, and I'm not of the opinion that classrooms in general have to be "open, relaxed, friendly, personal" and all that, but I also have my reasons for saying that the challenge of foreign language learning is made even bigger when the classroom atmosphere - or classroom culture - doesn't welcome and encourage the pupils to experiment with the language! And believe me, I can argue my opinion if I have to... But I'm not going to do so here. If I were to stay here for a long time, I probable would, but now.. no.
Oh! And I finally have a video! And tomorrow morning I'll get a second video - this time from the "International morning assembly".
Sunday, March 20, 2011
Responsible Learners?
The role of the teacher in acts of learning is not to inform their students of this or that piece of information, but to help them to discover it, to perform a conscious act to become aware of it.
As I was working on my newest assignment I stumbled across an approach to foreign language teaching that I haven't heard about before, Silent way, created by Caleb Gattegno. I felt I had to investigate it further - and I'm glad I did. Not only is the "Silent way" interesting and relevant for me (who can be a bit too talkative sometimes), but Gettagno has many other interesting approaches to learning in general (and for specific subjects) and it seems as if he was somehow ahead of his time (born in 1911 in Egypt).
I have copied the following from Wikipedia:
Gattegno suggests that learning takes place in four stages which can be described in terms of awareness.
The first stage consists in a single act of awareness: the realisation that there is something new to be explored. As long as I am unaware that there is something to be known, I cannot start to learn.
The second stage: As soon as I start to learn, I have to explore the situation in order to understand it. As I am not yet an expert in the field, I make many mistakes. These mistakes enable me to progress because by observing what happens and becoming aware of it I can adapt my attempts in relation to the feedback given by the environment. This stage ends when I know what I have to do, but I only succeed when I am wholly present in what I am doing.
The third stage is a transitional stage. At the beginning, I am able to do what I want if I pay attention at each instant. At the end of this stage I no longer need to pay attention: the new skill has become completely automatic and because it is automatic, I am free to give my attention to learning other things.
The fourth stage is that of transfer. For the rest of my life, what I have learnt can be used for all the new skills I may wish to acquire. When I learnt to run, I used the know-how I had acquired from learning to walk. Both of these, walking and running, were useful to me when I decided to learn cross-country skiing. Each skill remains available, except in the rare cases of accident or injury, for a lifetime.
Caleb Gettagno
As I was working on my newest assignment I stumbled across an approach to foreign language teaching that I haven't heard about before, Silent way, created by Caleb Gattegno. I felt I had to investigate it further - and I'm glad I did. Not only is the "Silent way" interesting and relevant for me (who can be a bit too talkative sometimes), but Gettagno has many other interesting approaches to learning in general (and for specific subjects) and it seems as if he was somehow ahead of his time (born in 1911 in Egypt).
I have copied the following from Wikipedia:
Gattegno suggests that learning takes place in four stages which can be described in terms of awareness.
The first stage consists in a single act of awareness: the realisation that there is something new to be explored. As long as I am unaware that there is something to be known, I cannot start to learn.
The second stage: As soon as I start to learn, I have to explore the situation in order to understand it. As I am not yet an expert in the field, I make many mistakes. These mistakes enable me to progress because by observing what happens and becoming aware of it I can adapt my attempts in relation to the feedback given by the environment. This stage ends when I know what I have to do, but I only succeed when I am wholly present in what I am doing.
The third stage is a transitional stage. At the beginning, I am able to do what I want if I pay attention at each instant. At the end of this stage I no longer need to pay attention: the new skill has become completely automatic and because it is automatic, I am free to give my attention to learning other things.
The fourth stage is that of transfer. For the rest of my life, what I have learnt can be used for all the new skills I may wish to acquire. When I learnt to run, I used the know-how I had acquired from learning to walk. Both of these, walking and running, were useful to me when I decided to learn cross-country skiing. Each skill remains available, except in the rare cases of accident or injury, for a lifetime.
A beautiful experience..
Yes, today I witnessed a truly beautiful thing this morning - and it was all because of random reasons. Everything happens for a cause, a good cause, they say. I believe the reason part to be true. One happening opens up for the possibility of another - but if it's always for a good reason, a good thing to happen. Hm. I don't know...
Well, to get you into the beginning of this whole story, I have to go back one month in time when international students in Joensuu could book a sea-cruise trip from Helsinki to St. Petersburg for the weekend 17th -21st March. At that time I had just paid for my Lapland trip and the Copenhagen visit, so I was running short of money and decided that I had to save a St. Petersburg visit for the future. Not a difficult decision for me to make, because I knew that a weekend off would give me time to pay a visit to my Finnish Friend Family.
But no. Thursday I got a phone call from my Finnish friend who told me they would be busy this weekend, so no visit to Kettamo this weekend.
So, here we are. It's Sunday 20th March and I am in Joensuu, "alone" in Lansikatu 18. I'm not really alone, because my Polish friend, Gosia, is here as well - both of us for the same reason. No money. What to do with no money? In Joensuu you can do almost everything with no - or very little - money. This is somehow paradise for students. Yesterday we went to two museums (I'll tell you more about that later) and today: church!
Since I moved to Joensuu I've wanted to go to church, but there has always been something in the way, so this weekend I had to try it, a "normal" service in a Finnish Lutheran church. Gosia has been to church quite a few times, but to a different church, it's Lutheran as well, but slightly more carasmatic. Well, after sauna last night, Gosia sent me a link to some Finnish homepage with the timetables for service in different Lutheran churches. With my very limited proficiency in Finnish I still managed to make some sense out of the timetables and descriptions of the service-opportunities and I limited it down to the nearest Lutheran church where I saw this headline:
Konfirmaatiomessu
I flew out of my chair in excitement! A "confirmation"! A Finnish confirmation! How much more lucky can I get? The first time I go to church and I witness a confirmation!
I called Gosia who didn't think this was such a big deal - and I just couldn't understand why. For me, this was a huge deal! So why didn't she think this was a big deal?
Let me tell you why.
In polish, the word "confirmation" means "communion" (altergang, altargongd). A normal communion. While in Danish and Faroese it is a very different communion where kids become young adults and personally confess their belief in God.So what does it mean in Finnish?
Now I wasn't as excited as I was before, but instead I was very curious. Finland is a Scandinavian country, but Finland doesn't really have all that much in common with the other Scandinavian and Nordic countries - and especially, the language is very, very different.
We decided to have breakfast in my room before going to church Sunday morning at 10am.
Okey. So here I am - again. Today is Sunday 20th March and I just experienced something beautiful! When we entered the church, the first thing we see are around 20 teenagers wearing white gowns, the same kind of white gowns, and a cross around their neck. The one in the front of the line is carrying an additional cross, a huge, golden cross. I notice that many people (not the teenagers) have red roses and tiny, little, white flowers in their hands. Me? I have nothing. Other than my notebook and a little pocket money I have nothing.
Me and Gosia went inside and asked a man who looked like a church service-man if we could take a seat in one of the empty benches in the side of the church, facing towards the isle. It is funny how communication works just fine without words, using only body language. Well, we sat down in front of 3 "young men", probable around our age. They seemed to know exactly what to do, how to behave, so we imitated them to our best ability when it came to all the "normal church routines".
Stand-up! Sit down! Answer the priest! Don't answer the priest! Sing! Don't sing!
So no we're back to the beginning of the service. The church bell just rang for the last time and the organ tunes start. Everyone stands up, facing the Isle, where 20 teenagers - soon to become young adults - walk slowly towards the front of the church. The first person in the line is the girl holding the big, golden cross and behind her are the other teenagers who are also wearing white gowns. In the back of the line is the priest together with his 4 helpers. The young people take a seat in the two front rows of the church. Here, there is no division between the genders, as I know it from home, but they seem to sit in a random mix in the two front rows.
When they sit down, the rest of the crowd does so as well, including me.
And now the service begins.
To my surprise, I actually understood far more than I thought I would. At the same time as things were very different, I still felt at home. It was very familiar to church in my hometown on the Faroe Islands. At this time of year (the church year, that is) everything is purple. The priest is wearing purple, her main helper is wearing purple and the same goes for decorations. Today, everything is purple.
I knew the songs and various "answers to the priest", so I just sang along - but in Faroese, of course.
I'll have to make this short, because no one wants to read my extremely long blog entries. So I'll mention the most beautiful moment of this Konfirmaatiomessu, the one I will never forget.
10 minutes in to the service, the "confirmants" walk up to the round circle around the alter. For those of you who don't know what that is. It is basically a soft bench where you bow down to get God's blessing. See the picture
When the confirmants are gathered around the circle, the priest says something, and one adult pr. confirmant walks up and takes place right behind each and every one of the confirmants. The confirmants bow down on their knees and the priest gives something (I can't see what it is, but it looks like wine) to the adults, who then hand this on to their "young adult".
-I was told by the men sitting behind me that the adults are the godfathers and godmothers who in a symbolic gesture give away the responsibility they took, when the teenagers were baptised as babies.
As this whole thing was going on, I couldn't hold back my emotions, and for a little while, my eyes turned a little wet. This was a truly beautiful and sentimental moment. Not just for me. No. I noticed that one of godmothers was crying as she walked down the isle, after giving away her responsibility for one of these young adults. I noticed that she was pregnant and I wondered which thoughts were running through her mind as she left the alter..
I could tell you about many, many more things from the confirmaatiomessu, but I'll rather just end here and hope that my blog entry will leave you with some reflective thoughts on a Sunday like this one..
Everything happens for a reason..
Well, to get you into the beginning of this whole story, I have to go back one month in time when international students in Joensuu could book a sea-cruise trip from Helsinki to St. Petersburg for the weekend 17th -21st March. At that time I had just paid for my Lapland trip and the Copenhagen visit, so I was running short of money and decided that I had to save a St. Petersburg visit for the future. Not a difficult decision for me to make, because I knew that a weekend off would give me time to pay a visit to my Finnish Friend Family.
But no. Thursday I got a phone call from my Finnish friend who told me they would be busy this weekend, so no visit to Kettamo this weekend.
So, here we are. It's Sunday 20th March and I am in Joensuu, "alone" in Lansikatu 18. I'm not really alone, because my Polish friend, Gosia, is here as well - both of us for the same reason. No money. What to do with no money? In Joensuu you can do almost everything with no - or very little - money. This is somehow paradise for students. Yesterday we went to two museums (I'll tell you more about that later) and today: church!
 |
| Joensuun Kirkko |
Konfirmaatiomessu
I flew out of my chair in excitement! A "confirmation"! A Finnish confirmation! How much more lucky can I get? The first time I go to church and I witness a confirmation!
I called Gosia who didn't think this was such a big deal - and I just couldn't understand why. For me, this was a huge deal! So why didn't she think this was a big deal?
Let me tell you why.
In polish, the word "confirmation" means "communion" (altergang, altargongd). A normal communion. While in Danish and Faroese it is a very different communion where kids become young adults and personally confess their belief in God.So what does it mean in Finnish?
Now I wasn't as excited as I was before, but instead I was very curious. Finland is a Scandinavian country, but Finland doesn't really have all that much in common with the other Scandinavian and Nordic countries - and especially, the language is very, very different.
We decided to have breakfast in my room before going to church Sunday morning at 10am.
Me and Gosia went inside and asked a man who looked like a church service-man if we could take a seat in one of the empty benches in the side of the church, facing towards the isle. It is funny how communication works just fine without words, using only body language. Well, we sat down in front of 3 "young men", probable around our age. They seemed to know exactly what to do, how to behave, so we imitated them to our best ability when it came to all the "normal church routines".
Stand-up! Sit down! Answer the priest! Don't answer the priest! Sing! Don't sing!
So no we're back to the beginning of the service. The church bell just rang for the last time and the organ tunes start. Everyone stands up, facing the Isle, where 20 teenagers - soon to become young adults - walk slowly towards the front of the church. The first person in the line is the girl holding the big, golden cross and behind her are the other teenagers who are also wearing white gowns. In the back of the line is the priest together with his 4 helpers. The young people take a seat in the two front rows of the church. Here, there is no division between the genders, as I know it from home, but they seem to sit in a random mix in the two front rows.
When they sit down, the rest of the crowd does so as well, including me.
And now the service begins.
To my surprise, I actually understood far more than I thought I would. At the same time as things were very different, I still felt at home. It was very familiar to church in my hometown on the Faroe Islands. At this time of year (the church year, that is) everything is purple. The priest is wearing purple, her main helper is wearing purple and the same goes for decorations. Today, everything is purple.
I knew the songs and various "answers to the priest", so I just sang along - but in Faroese, of course.
I'll have to make this short, because no one wants to read my extremely long blog entries. So I'll mention the most beautiful moment of this Konfirmaatiomessu, the one I will never forget.
When the confirmants are gathered around the circle, the priest says something, and one adult pr. confirmant walks up and takes place right behind each and every one of the confirmants. The confirmants bow down on their knees and the priest gives something (I can't see what it is, but it looks like wine) to the adults, who then hand this on to their "young adult".
-I was told by the men sitting behind me that the adults are the godfathers and godmothers who in a symbolic gesture give away the responsibility they took, when the teenagers were baptised as babies.
As this whole thing was going on, I couldn't hold back my emotions, and for a little while, my eyes turned a little wet. This was a truly beautiful and sentimental moment. Not just for me. No. I noticed that one of godmothers was crying as she walked down the isle, after giving away her responsibility for one of these young adults. I noticed that she was pregnant and I wondered which thoughts were running through her mind as she left the alter..
I could tell you about many, many more things from the confirmaatiomessu, but I'll rather just end here and hope that my blog entry will leave you with some reflective thoughts on a Sunday like this one..
Everything happens for a reason..
Saturday, March 19, 2011
Death...
Everywhere I go I see, hear and feel life! No death!
As the temperature rises, birds are singing, sun is shining, blue sky, smiling, chatty people in the streets, trees are slowly turning colourful - green, yellow, brown. Every time I go outside, the scenery has changed. I see things I've never seen before. I see what is underneath all the white snow I've stepped on every day for the last 68 days. Grey, black, sand, stones. And what about that red thing over there? Hm. Maybe a child forgot it there, 120 days ago - when everything turned white - ? Everything lost will be found. Birds are singing. It is time to find a mate and soon there'll be baby-birds on the way.
Nope! No death. Thank God, no death.
But here I am, doing an art project about death - it has to be about death and I have to find the inspiration in death. I have to, but I don't want to.
Yesterday I finally managed to come-up with an idea and produce something. Btw, this is a really interesting way of working. We don't write essays, only short reflections (diary) from the lessons and art exhibitions. And while working in pairs/groups, we don't talk about the art we produce, instead, we send things to each other in a "silent dialog" and are not allowed to discuss the art objects untill the penultimate lesson when we'll prepare a short presentation for the last session. Oh, and back to my idea: Death of Winter
Here are a few of the pictures I used for my project and a link to a song I felt could go well together with it..
http://www.youtube.com/watch?v=LpiFmZLICgM
This one can do as well..http://www.youtube.com/watch?v=6UF6mLsjCYg&NR=1&feature=fvwp
As the temperature rises, birds are singing, sun is shining, blue sky, smiling, chatty people in the streets, trees are slowly turning colourful - green, yellow, brown. Every time I go outside, the scenery has changed. I see things I've never seen before. I see what is underneath all the white snow I've stepped on every day for the last 68 days. Grey, black, sand, stones. And what about that red thing over there? Hm. Maybe a child forgot it there, 120 days ago - when everything turned white - ? Everything lost will be found. Birds are singing. It is time to find a mate and soon there'll be baby-birds on the way.
Nope! No death. Thank God, no death.
But here I am, doing an art project about death - it has to be about death and I have to find the inspiration in death. I have to, but I don't want to.
Yesterday I finally managed to come-up with an idea and produce something. Btw, this is a really interesting way of working. We don't write essays, only short reflections (diary) from the lessons and art exhibitions. And while working in pairs/groups, we don't talk about the art we produce, instead, we send things to each other in a "silent dialog" and are not allowed to discuss the art objects untill the penultimate lesson when we'll prepare a short presentation for the last session. Oh, and back to my idea: Death of Winter
Here are a few of the pictures I used for my project and a link to a song I felt could go well together with it..
http://www.youtube.com/watch?v=LpiFmZLICgM
This one can do as well..http://www.youtube.com/watch?v=6UF6mLsjCYg&NR=1&feature=fvwp
Friday, March 18, 2011
Kysymykset??? (Questions)
Someone wise once said that good teaching is asking the right questions, not providing the right answers..
To some extent this is probable true and I have thought about this - for one, because I am of the opinion that good teachers should be able to provide the right answers, AS WELL as the right questions and because I have experienced the importance of right questions quite a few times. One of my lessons today made me think about the importance of asking the right questions. But first to one of my own experiences with asking questions.
We did an exam project with 9th graders in December last year, including both oral tests and correcting essays (+ providing feedback in person). All the feedback was provided orally to the students (+ written to their teacher) and when I was going through one of the student's essay in person, I tried my best to ask questions and not provide answers. There was a sentence in the essay I wanted to change, but I didn't want to tell the student what to do - not just because it would decrease the learning potential, but because the student might feel it as a personal attack if I did.
I showed the student the sentence and the student read it.
I asked what could be changed in the sentence to make it more understandable. No answer.
I asked the student to listen carefully while I read the sentence. The student asked me about one part of the sentence - if that was what needed to be changed and I confirmed it. This was the bit that needed changes.
I asked the student for an example of how the sentence could be changed and got an acceptable answer, but this was a good student, so I wanted more, an even better answer.
Now I came up with one example, which was slightly "better" than the student's answer - and without really finishing my sentence, the student took over and corrected the sentence to a third and much better version of the sentence. Applaud!
I know that in real-life situations I will not have this opportunity very often, because time is so restricted, but as long as I have this in mind - not always providing answers, but sometimes questions as well, some what open questions - I have opened up for more learning opportunities than I would have had without this approach.
So, to go back to my experience at school today. I observed a lesson where a teacher trainee student was in charge. This particular exercise I'm going to mention happened in the middle of the lesson. The pupils formed pairs and wrote a few sentences where the task was to change adverbs in to adjectives. Some of them volunteered to write their sentences on the blackboard, and the teacher trainee then read the sentences out loud and asked if anyone had any proposals for possible changes. No answer. He then changed one of the sentences because of a grammatical error. I noticed a few students who used their rubbers and changed what they had written in their exercise books. The teacher trainee asked again for proposals for the next sentence, but still no answer - and the same thing happened. He ended up correcting all the sentences himself (one correct version pr. sentence) - without any help from the pupils and without pointing out other correct versions.
It was obvious that he had good intentions, but just didn't succeed and said after the lesson that it was difficult for him to "pull" proposals out of the students - probable a common problem when working with teenagers. Well, he did get some useful (I hope) feedback, soo.. Yes! I made a mistake!
And, yes! I have made many similar mistakes myself - and I will do more, many more, even though I know I shouldn't. Sometimes time runs away from me, sometimes I am out of patience and other times I'm just plain silly - but the point is as stated above..
Yes, I made a mistake - but when I do, I'll get back on my feet..
We did an exam project with 9th graders in December last year, including both oral tests and correcting essays (+ providing feedback in person). All the feedback was provided orally to the students (+ written to their teacher) and when I was going through one of the student's essay in person, I tried my best to ask questions and not provide answers. There was a sentence in the essay I wanted to change, but I didn't want to tell the student what to do - not just because it would decrease the learning potential, but because the student might feel it as a personal attack if I did.
I showed the student the sentence and the student read it.
I asked what could be changed in the sentence to make it more understandable. No answer.
I asked the student to listen carefully while I read the sentence. The student asked me about one part of the sentence - if that was what needed to be changed and I confirmed it. This was the bit that needed changes.
I asked the student for an example of how the sentence could be changed and got an acceptable answer, but this was a good student, so I wanted more, an even better answer.
Now I came up with one example, which was slightly "better" than the student's answer - and without really finishing my sentence, the student took over and corrected the sentence to a third and much better version of the sentence. Applaud!
I know that in real-life situations I will not have this opportunity very often, because time is so restricted, but as long as I have this in mind - not always providing answers, but sometimes questions as well, some what open questions - I have opened up for more learning opportunities than I would have had without this approach.
It was obvious that he had good intentions, but just didn't succeed and said after the lesson that it was difficult for him to "pull" proposals out of the students - probable a common problem when working with teenagers. Well, he did get some useful (I hope) feedback, soo.. Yes! I made a mistake!
And, yes! I have made many similar mistakes myself - and I will do more, many more, even though I know I shouldn't. Sometimes time runs away from me, sometimes I am out of patience and other times I'm just plain silly - but the point is as stated above..Yes, I made a mistake - but when I do, I'll get back on my feet..
What did you learn in school today...?
First of all, had a great day at school today - again!
I went to the secondary school to observe a few English lessons in lower secondary school.
Yesterday, I contacted two English teachers, so they were already informed of my presence today, I knew when to come and where to go.
So, to my first thoughts. When I got their email-reply yesterday (yes, everyone I've been in touch with so far in Finland answers on the same day) I was sure they (a man and a woman) were young teachers, around thirty, probable. Down to earth and friendly in their way of writing, so when I showed up for the first lesson this morning I was in for a surprise. BOTH of them are a "bit" older than I expected. I have to say "a bit" because I have no idea what their age is, but definitely older than 30! And don't get me wrong, I mean this as a compliment. Friendly, helpful, interested (and interesting), chatty, calm, wise, in contact with the students... And again.. Don't get me wrong, "old" people can have those qualities as well as "young" people not having them, but my meetings with the teachers at the primary school have made me generalize and think that Finnish teachers in general don't possess all of those qualities, some, but not all.
The teachers showed me around in the English teachers' office where I introduced myself to some other English teachers. Really nice people, all of them, and I'm already looking forward to going back there next week.
I have so much on my mind today, but I'll give you the first thing here and the rest in other blog entries.
For my action research I have decided to write about English coursebooks and how they help develop the pupils' speaking skills.
In case you don't know, Finnish schools almost solely use coursebooks for English. When I compare to Denmark, I have to say that this is a very different approach to English teaching - maybe even the "wrong" approach, but nevertheless, Finnish pupils (and people in general) seem to be quite good at English (spoken English is the only thing I've really observed). The more I get to know about the content and use of the coursebook, the more I fancy them and want to bring the ideas back with me to Denmark. Before I do so, I want to know as much as I can about the books - and that is what I'm going to spend the last 4 weeks of my stay doing.
I can't get more lucky than this.. Do you know who I met in the English teachers' office??? One of the coauthors of the most popular coursebooks in secondary school! She teaches English at the University's teacher training secondary school AND she told me that the first books in the new version of this series were published this year and another coauthor of those books works at the school as well.
So this weekend I have to finish writing my questions for the interviews- and next week, the battle will begin.
Wish me luck!
I went to the secondary school to observe a few English lessons in lower secondary school.
Yesterday, I contacted two English teachers, so they were already informed of my presence today, I knew when to come and where to go.
So, to my first thoughts. When I got their email-reply yesterday (yes, everyone I've been in touch with so far in Finland answers on the same day) I was sure they (a man and a woman) were young teachers, around thirty, probable. Down to earth and friendly in their way of writing, so when I showed up for the first lesson this morning I was in for a surprise. BOTH of them are a "bit" older than I expected. I have to say "a bit" because I have no idea what their age is, but definitely older than 30! And don't get me wrong, I mean this as a compliment. Friendly, helpful, interested (and interesting), chatty, calm, wise, in contact with the students... And again.. Don't get me wrong, "old" people can have those qualities as well as "young" people not having them, but my meetings with the teachers at the primary school have made me generalize and think that Finnish teachers in general don't possess all of those qualities, some, but not all.
The teachers showed me around in the English teachers' office where I introduced myself to some other English teachers. Really nice people, all of them, and I'm already looking forward to going back there next week.
I have so much on my mind today, but I'll give you the first thing here and the rest in other blog entries.
For my action research I have decided to write about English coursebooks and how they help develop the pupils' speaking skills.
In case you don't know, Finnish schools almost solely use coursebooks for English. When I compare to Denmark, I have to say that this is a very different approach to English teaching - maybe even the "wrong" approach, but nevertheless, Finnish pupils (and people in general) seem to be quite good at English (spoken English is the only thing I've really observed). The more I get to know about the content and use of the coursebook, the more I fancy them and want to bring the ideas back with me to Denmark. Before I do so, I want to know as much as I can about the books - and that is what I'm going to spend the last 4 weeks of my stay doing.I can't get more lucky than this.. Do you know who I met in the English teachers' office??? One of the coauthors of the most popular coursebooks in secondary school! She teaches English at the University's teacher training secondary school AND she told me that the first books in the new version of this series were published this year and another coauthor of those books works at the school as well.
So this weekend I have to finish writing my questions for the interviews- and next week, the battle will begin.
Wish me luck!
Thursday, March 17, 2011
Off task...
Sometimes it's good to be off-task, to have a good brain break. This video is really, really funny!!
http://www.youtube.com/watch?v=lYU-SeVofHs&feature=player_embedded
http://www.youtube.com/watch?v=lYU-SeVofHs&feature=player_embedded
The Faroe Islands and TEFL
At the bottom of my blog, you'll find useful/interesting links (work is still in progress, so there's not much about TEFL at the moment)..
If you want to hear some Faroese accent, check out the link called, "Interviews, cultural heritage"
If you want to hear some Faroese accent, check out the link called, "Interviews, cultural heritage"
L1, L2, L3, L4.....
How can I teach a foreign language when I don't know the students' native language - or some other language they understand in advance?
After reading the latest update on Mie's blog, this was the question stuck in my head. It's something I've wondered about a few times during my stay here in Finland. Unfortunately, I don't get to practice my ideas on pupils, because non of my courses include "real teaching", only very, very small assistant teaching activities. But even so, I still learn something from it..
So, back to the question. I know that body language, signs, pictures, movement, etc. all contribute to the pupil's understanding, especially when there is no "common language" teachers and pupils can communicate in and I know it can be done. For instance, when Waris Dirie moved from Somalia to London (Desert Flower), she managed to learn English from people who didn't speak or understand her native language - and their "common language" was more or less just body language to begin with, slowly developing into words, sentences and connected speech.
But. Yes, there is always a but - if not, I wouldn't ask the question in the first place.
And as always, comments are welcome..
After reading the latest update on Mie's blog, this was the question stuck in my head. It's something I've wondered about a few times during my stay here in Finland. Unfortunately, I don't get to practice my ideas on pupils, because non of my courses include "real teaching", only very, very small assistant teaching activities. But even so, I still learn something from it..So, back to the question. I know that body language, signs, pictures, movement, etc. all contribute to the pupil's understanding, especially when there is no "common language" teachers and pupils can communicate in and I know it can be done. For instance, when Waris Dirie moved from Somalia to London (Desert Flower), she managed to learn English from people who didn't speak or understand her native language - and their "common language" was more or less just body language to begin with, slowly developing into words, sentences and connected speech.
But. Yes, there is always a but - if not, I wouldn't ask the question in the first place.
- What is the most effective way of teaching a foreign language - which methods can give the best - and fastest - results?
- Is it encouraging or discouraging for a student's motivation when the teacher doesn't understand his/her native language (or another language they already know)?
- Does it benefit the student's learning if the teacher is able to point out similarities and differences between L1 and L+ (assimilation, accommodation..) Let's say the answer is yes based on e.g. that student's foreign language learning process is always (to begin with at least) going back and forth from L1 to L+. When they are learning a third language(L3) and the teacher knows their L1, the learning process will be something like this L1-L3-L1-L3 etc. While when the teacher doesn't know their L1, but maybe the L2, the process will be more complicated, frustrating and time consuming, L1-L2-L3-L2-L1 etc.
- Wouldn't foreign language teaching be more effective if the teacher knows the student's native language?
And as always, comments are welcome..
Tuesday, March 15, 2011
Copenhagen Energizer
Last night I returned from a 6-day visit in Copenhagen. It was great, just great, being back in Copenhagen with my friends, family and boyfriend! It is still worthwhile to notice that I was actually fine with the thought of going back to Joensuu to spend the remaining 4-5 weeks of my studies abroad. But why? Since I moved to Copenhagen I've visited the Faroe Islands a few times and I have never had this feeling by the thought of going back to Denmark. After my Faroe-visits I just know I have to go back, but I would actually rather spend a lot more time on The Faroe Islands..
There must be something special about Joensuu, something extraordinary, something better than in Copenhagen (and now I mean the Copenhagen I lived at when I was on my own when I first moved to CPH).
Let me tell you what it is...
When I returned to Joensuu last night I walked all the way from the train station carrying my slightly heavy luggage and felt tired and yeh, maybe even a bit sad for leaving my Copenhagen. I got in to my building at Lansikatu - and what do I see? The smiling, friendly, welcoming face of one of my erasmus friends. We both went to another erasmus friend's flat to get my key (which she had kept for me because another one of my erasmus friends wanted to stay in my room while I was away). Knock, knock. No answer. We tried again, but still.. no answer. We were just about to leave when my very good erasmus friend (the one who stayed in my room) came out the door - and of course welcomed me with a BIG hug:) She went inside to bring me my key - but not only did she bring my key, but clean bed sheets, blanket and towels! We went to my room, chatting and enjoying each other's company. I enter my room and I'm met with a lovely, homely scent of a clean room. New, beautiful, purple flowers remind me on spring and Eastern, the wall above my bed is created in to a Lappish sky with stars, the moon and the northern lights; candles are on the table and new, home-made bread is in my fridge, ready to jump in my hungry belly. Truly, a creative and thoughtful friend, a very good friend.
The above is just one story out of a whole lot I could tell you about, but I do think you get the point. Studying in Joensuu is great. No, more than great.. It's memorable, precious...
So what does all this have to do with my studies??? It's obvious that all these good experiences leave me with a pleasant feeling of being important to people, that who I am and what I do actually means something to others.. This big cocktail also gives me courage and energy, yah, it actually boosts-up my study-energy and I hope to go in to an effective study mode very soon (if it hasn't already happened)
More from me later
There must be something special about Joensuu, something extraordinary, something better than in Copenhagen (and now I mean the Copenhagen I lived at when I was on my own when I first moved to CPH).
Let me tell you what it is...
When I returned to Joensuu last night I walked all the way from the train station carrying my slightly heavy luggage and felt tired and yeh, maybe even a bit sad for leaving my Copenhagen. I got in to my building at Lansikatu - and what do I see? The smiling, friendly, welcoming face of one of my erasmus friends. We both went to another erasmus friend's flat to get my key (which she had kept for me because another one of my erasmus friends wanted to stay in my room while I was away). Knock, knock. No answer. We tried again, but still.. no answer. We were just about to leave when my very good erasmus friend (the one who stayed in my room) came out the door - and of course welcomed me with a BIG hug:) She went inside to bring me my key - but not only did she bring my key, but clean bed sheets, blanket and towels! We went to my room, chatting and enjoying each other's company. I enter my room and I'm met with a lovely, homely scent of a clean room. New, beautiful, purple flowers remind me on spring and Eastern, the wall above my bed is created in to a Lappish sky with stars, the moon and the northern lights; candles are on the table and new, home-made bread is in my fridge, ready to jump in my hungry belly. Truly, a creative and thoughtful friend, a very good friend.
The above is just one story out of a whole lot I could tell you about, but I do think you get the point. Studying in Joensuu is great. No, more than great.. It's memorable, precious...
So what does all this have to do with my studies??? It's obvious that all these good experiences leave me with a pleasant feeling of being important to people, that who I am and what I do actually means something to others.. This big cocktail also gives me courage and energy, yah, it actually boosts-up my study-energy and I hope to go in to an effective study mode very soon (if it hasn't already happened)
More from me later
Monday, March 7, 2011
Finnish and Norwegian Lapland
A picture says more than a thousand words...
Maybe they do - but they still don't say everything, things have to be experienced..
I had a very interesting, and some what deep conversation about memories, with one of my "international friends" last night . What do memories mean to us - how do we store memories and why? How to keep amazing memories of the past without loosing contact to the present and future? What role do souvineers play in memories - everyone keeping some sort of souvineers, but are we really aware of the role of souvineers... ?
Noone can take your memories away from you - and for as long as you live you get to make new memories, precious memories..
When you look back, you only regret things you didn't do.. not the things you did do..
I hereby leave you with a small window that can allow you to take a peek at symbols of some of my very precious memories from Lapland, moments of happiness, freedom and amazement...
Copy and past the following URL address to get a map-overview of my Lapland trip
http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=212385823972321067960.00049de03eb640f4cf37f&z=4>
Maybe they do - but they still don't say everything, things have to be experienced..
I had a very interesting, and some what deep conversation about memories, with one of my "international friends" last night . What do memories mean to us - how do we store memories and why? How to keep amazing memories of the past without loosing contact to the present and future? What role do souvineers play in memories - everyone keeping some sort of souvineers, but are we really aware of the role of souvineers... ?
Noone can take your memories away from you - and for as long as you live you get to make new memories, precious memories..
When you look back, you only regret things you didn't do.. not the things you did do..
I hereby leave you with a small window that can allow you to take a peek at symbols of some of my very precious memories from Lapland, moments of happiness, freedom and amazement...
http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=212385823972321067960.00049de03eb640f4cf37f&z=4>
Practice makes perfect....
Since I moved to Finland I've met many other students - some study education while others don't - although, we are all here (officially) for the same reason that is to study at The University of Eastern Finland where one of our main joining point is the English language. These last couple of months I've given Englishs as a second or additional language some thoughts - and some of my reflections have surely given me something to think about in my own teaching - and communication.
How much does the EAL/EFL teacher's English competences effect the pupil's competences? Can great "teaching competences" make up for a lack of English skills?
A lack of vocabulary really makes communication a challenge for those who participate in the communication. It is definetely essential to train vocabulary and to do it consistently and efficiently if the learners are to accommodate the new vocabulary.
Pronunciation or intonation? I think the wrong intonation creates a greater challenge for understanding than wrong pronunciation does - although, both are of course closely tied together and can not be completely separated from each other.
And to the discovery that has striked me the most.. Does practice make perfect? Can exposing EAL/EFL students to an English speaking environment improve their language skills? Yes, surely it can, but from what I have experienced here, it does definetely not equal improved and expanded English skills. It seems to me that the main reason that people can learn more and become better is to be found inside them selves - and this leads me back to my reflections about "expert learners". Becoming very good at something seems to demand an active learner - and not just exposioure to "good learning situations". The learners really has to develop some kind of intrinsic motivation for learning and become somewhat of an "expert learner" before extensive learning can take place.
Practice does not necessarily make perfect - when active learners practice they might become perfect but non-active learners only become better at what they already know, they do not seem to develop their skills even further, to expand their knowledge.
So to go back to what I started out with. Can "great teaching skills" make up for a lack of English skills? If the teacher can help the pupils to become active learners, or one might say, expert learners, the answer to the question above might be yes.
These are all just my personal reflections, so I don't have references for these matters, but I think it could be interesting to hear my readers' thoughts about my reflections... Especially about what teachers can do to "create" active learners?
PS to put some of my thoughts in a more practical connection.. If mistakes are not corrected they might never become correct! But.. there's always a but. Who, when, why, where and what should one correct? Sometimes I wonder if I should correct my "fellow students" here in Joensuu, but I always end-up not doing so, beacuse I don't want to be rude and seem arrogant.. Even so, I really see a big difference between the way people learn here.. It seems obvious to me that those who expand their English skills want to learn more - and they do so in every conversation. They don't only focus on "understanding" but on "learning"..
How much does the EAL/EFL teacher's English competences effect the pupil's competences? Can great "teaching competences" make up for a lack of English skills?
A lack of vocabulary really makes communication a challenge for those who participate in the communication. It is definetely essential to train vocabulary and to do it consistently and efficiently if the learners are to accommodate the new vocabulary.
Pronunciation or intonation? I think the wrong intonation creates a greater challenge for understanding than wrong pronunciation does - although, both are of course closely tied together and can not be completely separated from each other.
And to the discovery that has striked me the most.. Does practice make perfect? Can exposing EAL/EFL students to an English speaking environment improve their language skills? Yes, surely it can, but from what I have experienced here, it does definetely not equal improved and expanded English skills. It seems to me that the main reason that people can learn more and become better is to be found inside them selves - and this leads me back to my reflections about "expert learners". Becoming very good at something seems to demand an active learner - and not just exposioure to "good learning situations". The learners really has to develop some kind of intrinsic motivation for learning and become somewhat of an "expert learner" before extensive learning can take place.
Practice does not necessarily make perfect - when active learners practice they might become perfect but non-active learners only become better at what they already know, they do not seem to develop their skills even further, to expand their knowledge.
So to go back to what I started out with. Can "great teaching skills" make up for a lack of English skills? If the teacher can help the pupils to become active learners, or one might say, expert learners, the answer to the question above might be yes.
These are all just my personal reflections, so I don't have references for these matters, but I think it could be interesting to hear my readers' thoughts about my reflections... Especially about what teachers can do to "create" active learners?
PS to put some of my thoughts in a more practical connection.. If mistakes are not corrected they might never become correct! But.. there's always a but. Who, when, why, where and what should one correct? Sometimes I wonder if I should correct my "fellow students" here in Joensuu, but I always end-up not doing so, beacuse I don't want to be rude and seem arrogant.. Even so, I really see a big difference between the way people learn here.. It seems obvious to me that those who expand their English skills want to learn more - and they do so in every conversation. They don't only focus on "understanding" but on "learning"..
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