Coaching and Mentoring in ELT

This was the title of the sixth in a series of monthly CPD webinars hosted by the British Council.  You can read more about the programme here.

This webinar was presented by Loraine Kennedy and what follows is a summary of what she had to say.

Loraine began by giving us some definitions:

Coaching

'Coaching is a developmental process by which an individual gets support while learning to achieve a specific personal or professional result or goal.'

Mentoring

'Mentoring is a means of providing support, challenge and extension of the learning of one person through the guidance of another, who is more skilled, knowledgeable and experienced, particularly in relation to the context in which the learning is taking place.'
                                                          Andrew Pollard, Reflective Teaching

Distinction between coaching and mentoring

• Coaches use questioning and listening techniques to bring out the full potential of the individual, whereas mentors act as advisors, suggesting new paths for the individual to take.
• To mentor effectively, you must possess an in-depth appreciation and knowledge of the subject on which you are advising.
• Often the relational positions of mentor and individual being mentored are equivalent to that of teacher and student.
• In a coaching event, the positional relationship is on a par as the coach's role is to create an environment for the individual to learn for themselves.
• A mentor is often an expert working with a novice.
• A coach is more for experienced people - they explore ideas together, but the individual comes to a realisation themselves.

Spectrum of coaching styles

A mentor is more likely to be at the directive end of the coaching spectrum, but non-directive styles are much more powerful and the learning gained is much more likely to stick.

Questions to ask

• Does your organisational culture support coaching?
• Are you part of a learning organisation?
• To what extent does your organisation support the growth of individuals?
• Does your organisation believe in collaboration?
• Does your organisation allow enough time for coaching to take place?
• What needs to change to allow the process of coaching and mentoring to thrive?

If you have the right environment, then coaching and mentoring can happen.

Coaching and mentoring situations in ELT

• Professional development plans
• Giving feedback on an observation
• Resolving work problems - fostering team spirit and maintaining individual morale
• Managing change
• Enhancing team effectiveness
• Counselling students on their progress and learning objectives

Qualities of an effective coach

• Patience
• Enthusiasm
• Honesty and integrity, including confidentiality and trust
• Friendliness
• Genuine concern for others
• Self confidence
• Fairness
• Consistency
• Flexibility
• Resourcefulness

Skills and abilities

• Communicating, especially listening
• Questioning
• Analysing
• Summarising
• Setting goals and objectives
• Establishing appropriate priorities
• Giving and receiving feedback
• Relating to people at all levels
• Planning and organising

Underlying principles of being a coach

1. Ensure you fully understand what coaching is - What is coaching as opposed to mentoring?  What is coaching as opposed to managing?  Be clear about when and why you're coaching.
2. Check your perspective on people - you always have to see the potential in people.  If you're dwelling on their past mistakes, or thinking that they're 'no-hopers', then you're not in the right frame of mind to be that person's coach.  You have to always be thinking about the coachee's strengths and how best to move him or her forward.
3. Learn and practise an effective coaching model - start out with a coaching model, but don't feel restricted by it.
4. Engage your boss - everyone in the organisation has to have bought in to the coaching idea.
5. Understand and value personality differences - we know that everyone's different and has different motivations.  We know that everyone is at a different stage of their career development.  We must value this and take each coachee from their own starting point.
6. Prioritise your time and stay focussed - time allocated for a coaching situation needs to be used for coaching!
7. Stop putting out fires - don't do things for your coachee!  Create a consciousness about being responsible for yourself.  A coach helps, but doesn't do!
8. Seek regular feedback - feedback should be given and received!
9. Listen, listen, listen!
10. Keep growing and developing - when you are a coach, you need a coach!! You'll be a better coach when you are being coached.  Things are constantly changing.  You never reach the finish line.
11. Be fully prepared - you always need to know where you got to in the last coaching session and how you're going to move forward.
12. Focus on progression, not punishment - what about the ones who don't want to progress?  What about the ones who've lost motivation?  If handled well, coaching can appeal to everyone.  It's about moving forward, not looking back.
13. Use the right questions
14. Remember that the coachee knows the answer already - if you keep quiet or explore the options with the coachee, it's amazing how many times they will come up with the answers themselves.
15. Break down big goals into little steps
16. There is no right and wrong - there are many rights!  My right may be different to yours, but both are equally valid.
17. Maintain forward momentum - keep focussed on solving problems.
18. Be a good coachee!

Ground rules for being a coach within a coaching relationship

• Clarify the purpose of the coaching relationship from the start.
• Set and agree the objectives for each 'coaching conversation'.
• Be honest.
• Build your understanding of the coachee's world - what stage of their career are they at?  How is their home situation?
• Build your understanding of the coachee's relationships - how do they fit into the team?  Do they get support from their family/their friends/their colleagues?
• Insist on action.
• Insist on accountability.

Peer coaching

• Identify a partner you trust and who trusts you.
• Ensure that both of you want to learn.
• Set a schedule for conversations.
• Each identify their learning objectives.
• Divide the time between coaching and being coached equally.
• Strive for objectivity, not empathy - empathy is important, but you need to be frank and honest.
• Avoid moaning and grumbling.
• Focus on positive action.
• Agree to hold each other accountable.

Tools and models

1. ADKAR change management model

It is important that the steps are carried out in the order shown.

 

2. GROW model of coaching

 

This is a good model to start with.

 

3.  Achieve coaching model

 

4. Reflective practice

5. High level listening skills

• Intend to understand
• Pay close attention
• Defer judgement
• Explore for deeper meaning and understanding
• Concentrate
• Don't interrupt inappropriately
• Get inside the other person's frame of reference
• Listen with your eyes and mind, not just your ears
• Listen for meaning and feelings
• Beware of your body language signals

Avoid being patronising

• Find out what the other person knows and feels, don't presume.
• Understand the person's character and style of working and respond appropriately.
• Be careful with words and expressions that can be interpreted negatively and watch the tone of your voice.
• Don't insult someone's intelligence even if they don't know something you know - don't make them feel small.
• Avoid using suggestion questions - e.g. don't you think you should answer the phone?
• Withhold unsolicited advice - wait to be asked or ask if you can make a suggestion.

Courses

• Coaching Academy
• Centre for Coaching
• Coaching.com

Books

• 'Coaching Questions: a Coach's Guide to Powerful Asking Skills' by Tony Stoltzfus available here.
• '101 Coaching Strategies and Techniques' edited by Gladeana McMahon and Anne Archer (Routledge)
• 'The Manager's Coaching Toolkit' by David Allamby (Pearson Business)
• 'Coaching for Performance: Growing Human Potential and Purpose' by John Whitmore (Nicholas Brealey Publishing)
• 'Reflective Teaching' by Andrew Pollard

Websites

• National framework for mentoring and coaching 
• Excel group development

Oxford Big Read - an introduction to setting up a class library and using readers

This was the title of a recent webinar hosted by Oxford University Press and presented by Verissimo Toste.  He based his talk on his experience of setting up a class library for 25 - 30 teenage students.  The idea was that students chose the books they wanted to read and did so at their own pace. They were encouraged to use readers as a tool to learn the language; the scheme was supposed to appeal to them as language learners, not as readers.  What follows is a summary of what Verissimo had to say.

The importance of reading to learn English

• Remember to tell your students regularly how important reading is.
• If you go to the gym and do exercise, you will get fitter.  You don't need to know what the muscles are or what anatomy means.  In the same way, if you read, you will learn - you don't necessarily need to know how every grammatical structure works.

Reading needs to be:

• voluntary
• routine - i.e. 15 minutes a day, not one hour once a week.
• beyond the classroom

Comfort leads to routine

• Stories must interest students from the beginning - they must choose the book.
• Stories must be appropriate for the level - that is, knowledge minus one. No more than 2 or 3 words per page should be new or difficult.  The student shouldn't need to use a dictionary.
• Establish a reading routine of 15 minutes per day.

Selecting stories

• There is a huge amount of choice out there!
• A library needs about 1.5 books per student.
• Get catalogues from publishers and use them as a reading comprehension exercise.
• Allow the students to choose the books.  Tell them to:
• look at the cover
• consider the title
• read the back cover
• look through the illustrations
• sit and read a page comfortably
• Use the 'find your level' page of the OUP website.

Reading in class

• Create a social environment.
• Use reading as a five-minute activity at the beginning of a class whilst you're setting up the room.
• Encourage students to pick up their readers if they finish an activity early
• Have ten or fifteen minutes of reading at the end of every class.
• Build a habit where reading becomes a part of every class - this routine may take up to three months to establish.
• Encourage students to talk about their books and share ideas - because everyone is reading a different book, they will want to talk to each other about them.
• Make students aware that these books have been written for them.
• Talk to students about where and when they read outside of class.
• Focus on the students who are reading and build the numbers up month by month.

Enthusiasm leads to involvement

 

Here are some reading related activities aimed at generatingi students' enthusiasm which will get them involved and lead to more language learning.

 

1. Posters

 

This is a good first activity.  Students make a poster of the book they are reading, to include the title, an illustration and a sentence or some key words. The posters are displayed in the classroom in order to help other class members decide which book to read next.

 

The posters don't have to be done on paper - they could be digital (using Glogster, for example) or they could be powerpoint slides.

 

2. Make a film poster from the book

• Give the book a new title?
• Who would be the stars - celebrities? classmates?
• What images could be used to best illustrate the book?
• How about making a trailer?

This is a very engaging activity which allows students to use their imagination.

 

3. Wordle

 

Make a word cloud from a text from the book.

 

4. Snap

• Students choose ten sentences from the story and copy them into their notebooks.
• Students decide which is the keyword in each sentence and underline it.
• Students write each sentence on a card without the keyword (like a gapfill).
• They write the keywords on different coloured cards.
• They play the game of 'snap' in pairs.
• The games relating to each book can be kept and re-used.

5. Speaking and interviewing a character

• Students choose a character from the book they are reading.
• They write questions to ask that character.
• They role-play interviewer and interviewee with a partner who has read the same book.
• Students can make up answers if all the information they need is not in the book.

6. Write a postcard to a character in the book

• Students read and reply to each other's postcards.

These activities create enthusiasm.

To conclude

Why should students read a lot?

• To extend their contact with the language
• To reinforce classroom language
• To contextualise language
• To increase motivation
• To expose students to new experiences
• To give them a feeling of achievement

Corpora and the advanced level: problems and prospects

Michael McCarthy

This was the title of a recent Cambridge English Teacher webinar presented by Michael McCarthy. What follows is a summary of what he had to say.

Key issues at the advanced level

Beginner level English is easy.  Students need to know basic vocabulary and grammar.  Once you get up to upper-intermediate and advanced levels (B2 - C1 - C2), though, it gets difficult!  There really isn't much consensus about what we should teach at advanced level, but evidence from corpus can help us decide.

Once you get beyond the 2000 or so most common words, vocabulary becomes a vast catalogue of low-frequency items, so how do we know which words to teach?  Grammar loses its sense of progression and tends to be a rag-bag of difficult and arcane items.  How do we bring a sense of usefulness to the grammar at this level?

Assessment targets become more difficult to distinguish at higher levels.  For example, fluency:

• B2 - fluent
• C1 - very fluent
• C2 - extremely fluent

What does this mean?  How do we judge it?  Lower level learners get lots of opportunities to show their level in exams.  Higher level students perhaps don't.

Vocabulary

The English Profile programme uses corpora to answer questions about vocabulary and grammar.  It is available online here.

The main problem is, if we just teach and learn new words as they come up, we find that these words give back less and less.  The first words we learn give great text coverage, but as we learn more words, the return reduces as they are less common.

At more advanced levels, collocations and language chunks become much more prominent.  The same words appear in more and different combinations. Register, connotation and style become more important.  There is more specialised vocabulary and subtle, evaluative nuances of adjectives, for example, need to be explained.  There is also a growth in domain-specificity - vocabulary particular to specific disciplines.

There is evidence of possible slowdown and attrition at higher levels, too. The pace of learning slows and students may even reach a plateau and stop developing completely.

The English Vocabulary Profile gives labels for words and phrases and can be browsed by CEFR level or by the vocabulary item itself.  This helps teachers to know what vocabulary is most useful for students to learn at a particular level. It also gives students a progression if they focus on the words they need to know at each level.

Grammatical issues

At higher levels we can focus on:

• New or not typically taught functions for known forms.  For example, we can teach the uses of present perfect that we haven't had time to cover at lower levels.
• Low-frequency patterns - structures that are still used by native or proficient speakers, but not often.
• Patterns that underlie academic success - grammatical structures that help students to score well in exams.

Example - Future Perfect (Continuous)

The common usage which we teach at intermediate level is - At the end of this year, I will have been living in Vietnam for three years.  However, if we look at corpus, we can find another common use for this tense:

You'll have heard about the terrible earthquake.

You'll have been given a handout.

Here, future perfect is used to make assumptions about the present - things that have already happened!

Look at these examples from the corpus of present perfect continuous being used in the same way:

At higher levels, we should find and teach examples like this.  We need to show our students different functions of grammar which is already known. They will be able to use them in their speaking and writing, and recognise the meaning when they hear or read them.

Example - Subjunctive Patterns

Here, we are talking about instances where the verb is always in the base form.  For example,

They insist that he wear his uniform at all times.

......their insistence that he wear his uniform ......

......is important that he wear his uniform .......

verb/noun/adjective + that + subject + base form of the verb

We can look at a corpus and see how the subjunctive is used.  Although it's not so common, it's useful and students think they're making progress when they learn about it.

Look at these examples taken from English Profile:

We can teach these structures as a piece of grammar and link it with vocabulary by using English Profile.

The power of the corpus is that it can give coherence and purpose to syllabi at higher levels.

Example - Nominalisation

Here, we are talking about the process of turning a verb into a noun.  

We fly at seven.    >        Our flight is at seven. 

Mr X donated Y.    >        Mr X made a donation of Y.

It is seen as a sign of good academic writing.  This can be confirmed by looking at the Cambridge Learner Corpus which takes examples from students' work and researches what grammar structures and vocabulary attract the highest marks.

Example - Modality

Analysis of success at higher levels indicates that the use of adverbs after modal verbs is good!

Conclusion

The corpus is relevant and current - results from it can be put straight into teaching materials.

Ask:

• What is it that remains to be learned at higher levels?
• How can the corpus help us to decide what must be taught and how to teach it?

Students can't learn every word in the English language, so tell them to concentrate on the words that interest them.  By reading texts that interest them, their general vocabulary will improve and they will make progress - FACT!!

Integrating new teachers into an experienced staffroom

This was the title of the fifth in a series of monthly CPD webinars hosted by the British Council.  You can read more about the programme here.

This webinar was presented by Fiona Dunlop and what follows is a summary of what she had to say.

What are the reasons for hiring inexperienced teachers?

• they are generally enthusiastic and dynamic
• to bring new blood to a stale staffroom
• they often have new ideas
• to develop/invest in them
• they have no bad habits
• more experienced teachers may not be available
• they will often accept short-term contracts
• it's cost effective
• they are local
• for emergency cover

Challenges and drawbacks

• inexperienced teachers often have unrealistic time and preparation management
• they can be overwhelmed by a full timetable
• they may be unable to manage admin demands
• they could have a lack of language awareness
• you may be limited as to which courses they can teach
• the pace of their lessons is often too slow - they are thorough, but tend to pitch to the lower end of the group
• they may have a lack of cultural awareness
• they may not be comfortable with firm classroom management and have problems dealing with difficult students
• there may be a desire to be the students' friend
• they may be compared to previous teachers
• they may not gain the students' respect
• they don't have a bank of ideas at their fingertips which allows them to think on their feet
• they may not be accepted in the staffroom by more experienced teachers
• they may get stressed and be unwilling to say they are struggling

Things which are important to remember

• New teachers are clients of the school and first impressions count - from the first contact, the experience should be as positive and stress-free as possible.
• You should compare the new teacher's experience to the student's journey.
• Remember your own first day in a new school - remind yourself how it feels to be 'the new kid on the block'.
• Treat new teachers as 'internal customers'.  If you treat them well, then they will look after the school's 'external customers' - the students.
• The staffroom will be energised by the input of a new ideas.  This is the time for more experienced teachers to shine.
• Your students will benefit from having new staff and the school's reputation will be enhanced.
• Treating new teachers well also enhances the reputation of the industry.  ELT gets a lot of bad press - it is often seen as a 'stop-gap' before people move in to a 'proper' profession.

Induction for new teachers

A good induction process is vital.  It should be ongoing and it should be revisited.  Here are some of the induction ideas used by Fiona in her role as DoS of the Wimbledon School of English:

Before the contract starts:

• Arrange a meeting time with the new teacher.
• Prepare or e-mail induction documents and other necessary policies.  Include a copy of the student handbook and/or school brochure.
• Check all materials and class handover notes are ready.
• Arrange a mentor for the new teacher.
• Organise a desk and/or locker for him or her.

First day/week

• Have a copy of the induction checklist for you to talk through.
• Talk through each point on the checklist, allowing time for questions as you go.
• Take the new teacher on a tour of the school, including the classrooms where they will be teaching.  Remember to point out fire exits.
• Show them around the teachers' room and explain where to find everything.
• Introduce them to all staff members by name and job.
• Provide preparation time.
• Be available to help where needed.

First week or two of teaching

• Check lesson plans regularly - even experienced teachers take a while to settle into a new house style.
• Arrange an informal observation of the new teacher.
• Arrange for the new teacher to observe their peers.
• Give observation feedback and do post-induction - this might include a quiz about your institution.
• Go through the induction checklist again to check for any problems.
• Arrange the first formal observation to be done by the end of the third teaching week.

Ongoing

• Record stages on induction spreadsheet.
• Do formal observation and follow-up.
• Check plans of work and admin.
• Check with the new teacher's mentor.

Developmental opportunities for new teachers

• Don't overwhelm new teachers - give them small, practical pieces of information.
• Development should happen naturally when checking lesson plans and just by being around the office.
• Give short practical workshops and try to grade the training and development according to the teacher's level.
• Do observations and give constructive feedback.
• Use the British Council CPD handbook.

Developmental observation types

These need to be timetabled in to a new teacher's schedule.

• Unobserved/blind - plan a detailed lesson (time the planning to avoid over-planning), run through it with the manager, teach the lesson, have a follow-up meeting with the manager to encourage reflective practice.
• Filmed/recorded - these should be structured.  It's useful to record the students, not the teacher.  It gives a great insight into how a lesson is being received.  Recording is also the best way to make new teachers aware of their TTT.
• Peer
• 10 minute - these should be incorporated into the induction programme.
• Mentor feedback
• Short burst/repeated theme

You can find more detailed descriptions of observation types here.

Quality assurance observations

These are necessary to the successful running of any school/department and there should be clear, practical policies and procedures set out, including the name of the person who is going to carry them out.

It's important not to over-observe!!

What to look for when doing a QA observation:

• Preparation
• Presentation
• Pitch
• Pace
• Staging
• Achievement of aims
• Subject matter
• Error correction
• Variety
• Rapport
• Pronunciation work
• Use of aids
• Classroom management
• Flexibility
• Learner training

British Council CPD Framework

Use the website - englishagenda.britishcouncil.org

It has:

• a handbook for managers
• a handbook for teachers
• a framework for CPD
• a portal with advice, suggestions and video clips

Give a copy of the CPD handbook to new teachers during induction.  It can be used by mentors and teachers together.

Hints for the manager

• Make sure the induction process is ongoing.
• Induction should be for everyone regardless of why or for how long they are in the school.
• Use an induction checklist to make sure nothing gets forgotten.
• Provide clear guidelines for mentors.
• Compile FAQs and example scenarios to talk through at induction.
• Give hints on lesson preparation and provide sample plans - provide time limit guidelines and give teachers the opportunity to prepare together.
• Provide a bank of last minute lessons and ideas in the teachers' room.
• Run regular ideas swapshops - immediate and practical.
• Introduce everyone to each other!  Provide a board with teachers' profiles and photos and a 'come to me for.....' section.
• Don't assume anything!
• Provide a survival checklist of admin jobs for the first day/week/month.
• Arrange 10 minute meetings every Friday with the DoS if possible.

Conclusion

• Clear systems will set the foundations.
• Notice the positives new teachers can bring.
• Remember your first experiences.
• Retention of staff is good for your school!

Five Communicative Language Learning Activities

This was the title of a recent Cambridge English Teacher webinar given by Peter Lucantoni.  What follows is a summary of what he had to say including descriptions of his five suggested activities.

Communicative Language Learning (CLL)

• CLL seeks to bring students beyond grammatical competence.
• Students need to decode language and manipulate it in private dialogue.
• This leads to communicative competence.

 

We need to move from knowing the forms and structures to using them in practice.

 

Some activities:

 

1. From letters to grammar

Students must listen to a series of letters and then think of a meaningful phrase which uses each letter as the first letter of a word.  The order in which they use the letters is not important.

For example, given -  A D I F , students might produce:

• A day in France
• Fantastic dreams are incredible
• I ate David's fruit

Students think of the vocabulary first and then the grammar they need to make a phrase.  It becomes easier for students as they do more examples.

 

You can make this activity more challenging by telling the students that one of the words needs to be something specific - an adjective, an adverb, a pronoun or an irregular verb, if you are focusing on grammar, for example.  If the emphasis is on lexis, you could ask that one of the words be a colour or a family member, for example.

 

As an extension, you could put students in groups and allow them to choose four letters which they then exchange with another group to make phrases. This is a good warmer or filler activity to reinforce grammar or vocabulary.  It encourages creativity - students could make silly sentences, for example - as long as they are grammatically correct.  It can be used with all levels. Generally, students like the element of competition involved.

2.  Numbers and sizes ratios

(From 'Grammar Activity Book' published by CUP)

This activity focusses on general knowledge and guessing numbers and size.  Learners then have the chance to produce their own version of the activity.

• Put learners into groups of 2 or 3
• Learners look at comparisons on the board or in a handout and discuss how big the difference is between them
• They then match the comparison to a ratio
• Then they write a sentence expressing the ratio

For example:
The world's tallest man is 2.5m tall.
The world's shortest man is 0.5m tall.
The ratio is 1 : 5.
The world's tallest man is five times as tall as the world's shortest man.

or:

The age of the Egyptian pyramids v the age of the Aztec pyramids - 1 : 2.
Aztec pyramids are twice as old as Egyptian pyramids.

or:

Number of rows on a chess board v number of squares - 1 : 8.
There are eight times as many squares on a chessboard as rows.

Other examples you could give:

• Number of circles on the Olympic flag / number of circles on the Japanese flag
• Paris, distance from London / Athens, distance from London
• World's highest mountain / world's highest waterfall
• Population of London / population of Mexico City
• Number of countries bordering Spain / number of countries bordering the USA
• one mile / sixteen kilometres

Students will need to research the answers using websites in English.  They can also do further research and compile their own ratios which they then exchange with classmates to write further sentences.

The purpose of this activity is to get learners to think logically and critically, to use their general knowledge and to practise comparative forms.

3.  Question to question

Sometimes we answer one question with another question, rather than giving a direct answer.  Why do we do this?

• for clarification
• because we don't know the answer
• to show interest
• to stall

Common questions we might use:

• I'm sorry, what did you say?
• Really?
• What do you mean?
• Could you repeat that?
• Why do you ask?
• Don't you believe me?

Give students a jumbled dialogue like this:

and get them to put it into the correct order:

Then get students to create their own dialogues having given them the functional language they need.  First they need to think of a context or situation (for example, parent/child, husband/wife), then write the dialogue, then read it aloud or act it out for their classmates to guess the context or situation.



The purpose of this activity is to teach functional language, to practise intonation and question forms, as a confidence booster, and to have fun!

4.  Alphabet dialogue

Students create a paired dialogue so that each line begins with the next letter of the alphabet.  e.g.:

• Ahmed, how are you?
• Bad, really bad!
• Come on, it can't be that bad!
• Do you think I'm joking?
• Everyone knows you're a joker.

Stick to four or five line dialogues and start with random letters of the alphabet (perhaps drawn from a hat).

For higher level students, you could combine 'alphabet dialogue' with 'question to question'.

The purpose of this activity is as a warmer, a confidence booster, to practise real time speaking using colloquial language, and to practise sentence starters.

5.  Sloobie

In this activity, learners look at a text which contains nonsense words and try to make sense of it from a grammatical perspective.  It is good for helping students with their 'decoding' skills and gives great opportunities for creative language use.


An example of a nonsense text:

Students need to identify parts of speech by looking at the word order.  For example, 'brumpting' and 'ticfrous' must be adjectives.

 

You can ask students to speculate on meaning by asking questions such as:

• What is a sloobie?
• What does it do?

They can then discuss and justify their answers in groups.  Alternatively, for lower level students, you can give the students the words they have to substitute into the text:

You can get students to create their own 'sloobie' for their classmates to solve by writing real sentences and then substituting some of the words for nonsense words.

 

The purpose of this activity is to practise guessing meaning from context, to identify parts of speech and to be creative.





It's important to model all of these activities well and to give students the functional language they will need to complete them.

 

 

30 Goals Challenge - 3. Choose your personal theme song

Goal number three of Shelly Terrell's fourth cycle of her 30 Goals Challenge is to choose a personal theme song.  Shelly began her own blogpost on this  with a quote about music, and I'd like to do the same:

“Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” – Plato.

 

The type of music I enjoy would surely be unrecognisable to Plato, but the sentiment behind his words still resonates strongly with me. 

 

Music has always been a huge part of my life.  My Dad loved popular music and some of my earliest memories of my childhood involve him belting out his favourite tune of the moment while my Mum begged him to put an end to 'that racket'!! :-) 

 

Moving on from my Dad's choices (though I have to say some of them remain favourites of mine to this day!), my musical influences were those of my peers.  I was never one to want to stand out from the crowd, so, along with every other young girl in the UK in the seventies, I loved Donny Osmond, David Cassidy and the Bay City Rollers!!  Later, I did become a bit cooler, especially when I went to university in Manchester in the eighties and discovered great bands like The Cure, The Clash, The Smiths, The Housemartins, etc. etc.

 

So, there has always been a musical soundtrack to my life and, being an EFL teacher means that I can also bring my love of music into my work setting by using songs in the classroom - some of my best lessons over the years have involved music to some degree.  Choosing one personal theme song, then, has proved somewhat problematic, so I've cheated and chosen two!

 

The first is 'Something Inside So Strong' written by Labi Siffre, a British singer songwriter who was inspired to write after watching a documentary about apartheid in South Africa.  It became a hit in the UK in 1987, while I was at university, and was soon adopted as an anthem of the campaign to secure the release from prison of Nelson Mandela.  It has been used in other campaigns since, notably by Amnesty International.  It remains inspirational to me - I can't hear it without thinking back over all of those years to my political awakening.

 

 

 

My second choice is 'Proud' by Heather Small.  I've always loved Heather's voice and she has made a habit of recording inspirational songs.  When she was lead singer of M People in the nineties, she released 'Search for the Hero Inside Yourself' which includes these lyrics:

 



And that's why (why) you should keep on aiming high
Just seek yourself and you will shine
You've got to search for the hero inside yourself
Search for the secrets you hide
Search for the hero inside yourself
Until you find the key to your life
In this life, long and hard though it may seem
Live it as you'd live a dream
Aim so high
Just keep the flame of truth burning bright
The missing treasure you must find
Because you and only you alone
Can build a bridge across the stream

 

It's a great song, but not the one I've chosen!  As a solo artist, in the year 2000, Heather recorded 'Proud'.  I loved it from the first time I heard it.  The lyrics carry so much meaning.  The song was later adopted by Oprah Winfrey as the theme tune for one of her shows and, later still, by the Olympic Committee for London 2012.  These two facts would normally put me off a song, but, I can't help it, I still love it!!  The question, 'what have you done today to make you feel proud?' is great - it's not about other people - it's about you being proud of yourself!

 

 

I hope you like my choices!