#ELTchat Summary: Revisiting Dogme – Thoughts After IATEFL & the DOGME Symposium

New to ELTchat?

If you have never participated in an #ELTchat discussion, these take place twice a day every Wednesday on Twitter at 12pm GMT and 9pm GMT. Over 400 ELT educators participate in this discussion by just adding #eltchat to their tweets. For tips on participating in the discussion, please check out this video, Using Tweetdeck for Hashtag Discussions!

Ever since the term was first appropriated by Scott Thornbury back in 2000, the subject of Dogme teaching never fails to provoke strong and healthy debate in the ELT community. The ELTchat on Wednesday 27th of April was no exception, especially since we were lucky enough to be joined by Luke Meddings, co-author of Teaching Unplugged. Also participating was Jeremy Harmer, who I think it’s fair to say is perhaps more sceptical about the Dogme approach, as well as an interesting mix of unplugged acolytes, Dogme doubters and those who just wanted to know what the fuss is all about.
Continue reading “#ELTchat Summary: Revisiting Dogme – Thoughts After IATEFL & the DOGME Symposium”

Teaching like Mike Leigh?

Watching acclaimed British film director Mike Leigh being interviewed last week, I couldn’t help but pontificate on his unique directorial style.

from Wikipedia:
Leigh uses lengthy improvisations developed over a period of weeks to build characters and storylines for his films. He starts with some sketch ideas of how he thinks things might develop, but does not reveal all his intentions with the cast who discover their fate and act out their responses as their destinies are gradually revealed.

Leigh’s vision is to depict ordinary life, “real life,” unfolding under extenuating circumstances. He makes courageous decisions to document reality.The critical scenes in the eventual story are performed and recorded in full-costumed, real-time improvisations where the actors encounter for the first time new characters, events or information which may dramatically affect their characters’ lives.

Final filming is more traditional as definite sense of story, action and dialogue is then in place. The director reminds the cast of material from the improvisations that he hopes to capture on film.

With all this discussion about the relative merits of another film inspired EFL teqnique (teaching unplugged aka Dogme), I wondered if and how Leigh’s unique method might be translatable to the EFL world. Continue reading “Teaching like Mike Leigh?”

How I accidentally started my teaching career unplugged

If you are not familiar with the term ‘teaching unplugged’, you should read this, Scott Thornbury’s excellent article from 2001.

I arrived in Brazil in May 2006, and after some time waiting for my work visa, I started looking for teaching work. I was lucky enough to be introduced to Sara Walker (have a look at her CV and you see what I mean by lucky), who kindly made a couple of phone calls to help push me in the right direction. One of those phone calls led to my first contracted teaching job, which I’ll write about at some point in the future, and the second, to the boss of a language school, led more immediately to my first lesson. Continue reading “How I accidentally started my teaching career unplugged”