WHO WILL CHEAT THE CHEATERS?

In an industry like TESOL, particularly for expatriate teachers, one cannot survive without realising that many things are driven by local culture. No matter how dedicated, driven and diligent you are, no matter how much you care about educating your students and opening worlds for them, sometimes the local way of doing things simply overrides the foreigner’s judgement. Judging whether this is good or bad only leads to sleepless nights and white hair that I would rather devote to more worthy causes, like my students’ actual learning. At least, in theory.

The local way usually wins out, certainly wherever I have taught. In Oman it may involve more student collaboration than independent work, more guiding questions to ensure accurate reading of content, and of course the fact that people are always more important than facts, rules or information. This I have come to accept, and in some cases even adopt.

However, I am unwilling to accept the fact that when students cheat on exams, there are no consequences. This is absolutely unimaginable, particularly in a place where the great current drive is for “Quality Assurance” and accreditation. Apparently there is no understanding of the fact that accreditation will not be granted to institutions that do not control cheating.

During an invigilation yesterday I found a second year student copying from copious notes written on his left hand onto his exam paper. I alerted my co-invigilator to this, and we intercepted him. He immediately started wiping his hand clean, and moved it away when I tried to take a photograph with my phone, which was at the ready. Since there is no legal protection for teachers who intercept cheating, we had to allow him to finish his exam. When he finished, I confronted him, and he continued to deny everything, swearing profusely by God as is customary here.

When I returned the exam papers to the local course coordinator, he had already been to see her. She refused to even hear about the incident, and the cheater will go unpunished. This attitude makes me suspect that the majority of cheaters, in fact, even go uncaught, since local invigilators accept this practice. After all, that was how many of them got through college.

Although I will report this to the Quality Assurance committee, the local way is likely to win out once again. This hurts me more than I can even put into words. It is barely any consolation that accreditation will not be granted to an establishment where such incidents take place. It is also not much comfort that, ultimately, the nation is making decisions about the future of their own country in these seemingly insignificant actions. It appears that they really don’t understand the importance of academic integrity.

And much as I try to reason with myself that maybe honesty is a perverse form of cultural imperialism, I simply can’t swallow that one.

AN EMPIRE STUMBLES AND EDUCATION EVOLVES

I have a confession to make. My past weekend was devoted to professional development. Supposedly. I forked out the hefty eight hundred-odd UAE dirhams for the TESOL Arabia annual conference with a light heart, looking forward to a few renowned speakers, an enlightening exhibition and the chance to see what was happening in the profession regionally.

I attended the first hour of the conference. Couldn’t stay another minute.

The atmosphere in the plenary session was oppressive. The credit crunch and rising costs came up several times, even in that hour. It was as if the whole profession had the blues. (An it tends to be a rather blue profession in this region as is.)

Leaving the conference to head for the greener pastures of Dubai’s infamous malls, I found another transformation in the city. The notorious traffic jams were gone. The malls were virtually empty. The boldface capitalized SALE 75% OFF signs were ubiquitous enough to lose their lustre – even to a die-hard bargain hunter like myself.

The economic crisis has obviously left Dubai reeling, and I couldn’t help but feel empathy for the many individuals who have been hit so hard. Every taxi driver, sales clerk and random member of the public had a tale to tell: rising costs, jobs lost and other woes.

Yet I can’t help but wonder if this confrontation with true crisis won’t be a good thing for education in the region. Until now, the need for quality education has been more cosmetic than genuine, thanks to the availability of cheap foreign labour. If there is true need for quality local staffing in the workplace, this may drive the education system in the Gulf to greater heights.

At least, that is one promising possibility.

WHAT IS REALLY IMPORTANT IN EDUCATION – THE SEQUEL

In the past post I blogged about a vital aspect of education outside the classroom: extracurricular activities. This post looks at a further key component of successful education: developing teachers.

Like most TESOL teachers abroad, I stumbled onto and into the profession (a reason, indeed, to question the relevance of that word?) without much prior training. Although I have been lucky enough to gather a growing collection of knowledge in the field, I am aware that professional development is seldom a high enough priority in TESOL, despite the fact that so many migrant English teachers have little training. This keeps TESOL practitioners in a rut, and limits the basic level of our performance. In short, we often have a bad name, and there are often few grounds to defend ourselves on. Staff development is, however, a two-way street: professionals are responsible for their own development, but employers are most certainly accountable for supporting this and, where possible, providing opportunities.

In something of a surprise move, our staff were presented with a great PD opportunity yesterday. A ministerial arrangement with the AMIDEAST organization allowed us to host a workshop by Dr Liz England of Shenandoah University (US). It was astonishing to see how hungry our teachers were for a chance like this. They all gained new insights – often from themselves and each other – and left with renewed faith in each other, restored hope and the vim to tackle the remaining half of the semester.

This led me to a great many questions regarding my own role. The position as coordinator is one that has no job description as yet, and until yesterday it seemed to me like an administrative function, which is what is ostensibly required from above and below. Yet the greater investment of my time in this job has been in setting up systems that will allow teachers to connect with each other, self-train and hopefully inspire them. What makes the work meaningful for me is not administration but leadership. Until yesterday I was questioning my own legitimacy in this focus – at the workshop I suddenly felt that it has not been great enough.

Among to the many ideas that struck me about the workshop (even though I could only attend short segments), this new questioning of my role is perhaps the most important, especially as I prepare to leave this employer. I would like to leave with a sufficient handover period, all my things in order, and not a burnt bridge in sight. But there is more than that: I would like to see what can be done with the opportunity I am presented, though I never asked for it.

WHAT IS REALLY IMPORTANT IN EDUCATION?

Year on year students attend classes with varying degrees of enthusiasm and results. To be honest, enthusiasm and results are seldom exceptionally high. Yet when there is an extracurricular event, it is often those students who somnambulate through the academic day that shine. Students prepare for months in advance, often going without sleep in the weeks preceding a special event. They love every minute of it – and they often learn far more than they do in class.

There is no doubt in my mind that extracurricular activities are where a great deal of students’ learning takes place. In many cases this is the spark that can light the fire of learning.

This year an ambitious young local student advisor has organized a glittering theatre festival – the first on our campus. When offered the chance to get involved, my work and study duties weighed heavily on my mind, and I seriously considered passing up the opportunity. After much thought, I decided to stick with limited “consulting” rather than full-scale involvement, because although I really don’t have the time, if I am a true educator I should realize that this is where the true education happens. And I want to be a part of that.

After a few meetings with the student team organizing the “fringe festival” I will also present a Chinese cooking class – in Mandarin and yes, in costume – on the fringe. Because this is too important an opportunity to miss.

Learning should not be imprisoned in the classroom walls.

The image is the logo for the festival, designed by a student.

IT TAKES A VILLAGE. A GLOBAL ONE.

It has been a gruelling week of teaching and studies and, to top it all off, life. Yet it has been immensely inspiring to see gradual progress among my small group of miracle students. It is now week 6 of the semester, and where five weeks ago they were using an interpreter for the most basic things, all the students are now actively involved in each activity, they are showing a healthy grasp of the material and, lo! they are even joking in English. While these results hinge largely around grace, I am very well aware that this would never have happened in a class of normal size. However, there may be lessons to be learnt here. The lessons may even apply to larger classes.

A number of pressing obligations have descended this week, as they often do, all at once. I am just infinitely grateful to have some solid ground to stand on: the support of my students, co-workers, and dear dear friends. But I am also especially grateful for online networks that give support and encouragement and knowledge and all those wonderful ideas.

It does take a village. Mine is global.

The Global Village Idiot

THE ENGLISH ACTION NETWORK

The overwhelming majority of male students in our General Foundation Programme (GFP) have not reached the threshold language level where they can benefit from the twenty hours of English instruction they receive each week. Because the female students are coping, instructors are forced to try to educate whole classes at divergent levels. The result is that the stronger students are under-stimulated and bored while the students at false beginner level are confused at best and apathetic at worst. And, yes, bored.

The wonderful teachers I work with on these challenging groups have been devising inventive ways to deal with the problem. Some solutions we have implemented between us include rich supplementation, additional and authentic materials, flashcards, tutorial sessions and the use of class blogs in addition to games and activities. In discussion with some of the teachers, we also found a time slot where all the guys can meet for additional instruction in language learning strategies and English practice.

I was not expecting the best turnout, and was surprised when all the male students save one – who had excused himself in advance for a doctor’s appointment – showed up. Not only that, but for a raucous gang of young adults with low English levels they were astoundingly cooperative.

The highlight of the class was sold as a traditional drumming session – a favourite pastime in these parts – which insidiously served as the basis for a self-introduction chant. What stunned me most was that the most intricate drumming came from a student who NEVER speaks any English whatsoever, and actually delivered the chant flawlessly over his breathtaking rhythm solo. Note: Grammar textbooks make great drums!

I am hoping they will also get involved in the social networking site I am setting up especially for them. This may get a bit complicated since I simply can’t moderate everything for accuracy, but I still believe it can open a door for them.

It is deeply moving to see that moment when a student sees the light. It is not a moment that is for any teacher to claim or keep, but it is one that we can continue to work for. Even if we ourselves may not be around to see that lightbulb flash on.