Sunday, March 30, 2008
The Middle of Nowhere Seminar
Today was something of a milestone. It was the first time I made a presentation at an industry event for professionals in education. To be honest, it was probably the first presentation I have made on one and a half decades, so it was good to know I am not completely rusty. Funny thing is, I expected to be a little nervous: since I started teaching seven years ago, my stomach has perennially been in knots before class. Surprisingly, this was remarkably easy. Having an interested audience did help, and they needed no encouragement to participate. I was quite surprised by their attentiveness: audiences in other sessions were quite rowdy, but these seemed riveted (were they in shock?!? I have been known to be quite, er kinetic…?) Of course, it helps when the material is interesting and has potential: my session was about integrating language skills through the arts to address different learning styles. The rest of the event also showed that people really are giving thought to what is happening in their classrooms and taking it on with innovative projects. Even in the middle of nowhere- almost four hours’ drive from the capital, in the rugged mountainous areas.
Sunday, March 23, 2008
Not Quite Elementary
Much delayed by all the little melodramas and upheavals in the department, I finally started focus group interviews with my students today. The students really surprised me with their eloquence and quick answers, and capable handling of what can be quite a challenging situation for a lower-intermediate language learner. Although this is not intended as professional data gathering, I will have to mention that students might have been excessively eager to please, which may compromise the accuracy of the data. Still, some very useful insights are coming through, and the size of the group was very bonding. This kind of inquest might be worthwhile, even when there isn’t an assignment at stake.
As to the assignment, I am working on one section at a time by fleshing out the outline with all the relevant references first, then attacking the paperstorm at the keyboard. It is taking considerable discipline to keep writing first and foremost, so that I can later return and make improvements (and cuts!) in a second draft. Right now the objective is simply to keep going during the week, and make improvements over weekends when I have more mental bandwidth. My late registration in the course really compromised my background reading, and I am feeling the effects now. The next modules will be a breeze, with a whole month to read up before even attending the lectures!
As to the assignment, I am working on one section at a time by fleshing out the outline with all the relevant references first, then attacking the paperstorm at the keyboard. It is taking considerable discipline to keep writing first and foremost, so that I can later return and make improvements (and cuts!) in a second draft. Right now the objective is simply to keep going during the week, and make improvements over weekends when I have more mental bandwidth. My late registration in the course really compromised my background reading, and I am feeling the effects now. The next modules will be a breeze, with a whole month to read up before even attending the lectures!
Thursday, March 20, 2008
Finally contacted all the big hitters at the helm of our MA program, both at Leeds and the local host college. My arguments have been purged of all emotion and distilled to pure and- I hope- compelling- reason. Since it is now 2:17 AM I just hope my judgement can be trusted. Here it is.
I deeply appreciate the fact that you have listened, and continue to listen despite your many other commitments. Indeed, my respect for the department staff continues to grow as I discover more about instructors' thought in books, articles and excavations of the VLE. Your own feedback has been most helpful, and the article by Coleman which you provided on my request (email of 2/1/2008) illuminated "Society and the Language Classroom" (under Coleman's editorship) beautifully. The digital resources offered by the Leeds University website, library and staff are phenomenal and abundant beyond necessity. The resourcefulness and mutual support of co-students are also of inestimable value.
So why am I making such a fuss? I am privileged to have obtained plenty of resources (although several books on our reading list are unavailable) and access to a fast internet connection. My reading is done and my writing has begun. While I deeply appreciate all the kind offers made, I must emphasise that this is not about me. (If it were, I would be silently soldiering away at my assignment armed with what resources I could muster.) The stakes are far higher than that, as I will proceed to explain.
A more complete set of textbooks from the reading list should be supplied to this group at Majan College Library for four compelling reasons which affect all stakeholders.
The first reason why students need access to the recommended books is the structure of the course itself. While other books, journal articles and online resources are invaluable in deepening and updating students' understanding of the core module material, the foundation stones are found in the central collection of textbooks which underpin the compilation of the course. According to the MA TESOL (Oman) handbook (p.31), the course is "relatively lightly taught" and "assumes... a lot of... independent reading." Understanding the fundamentals of the course, then, depends on independent reading of the books that receive cursory mention in lectures. Furthermore, the vital place of the core texts is reflected in the taught postgraduate assessment criteria listed in the handbook (p.35). Both the "Coverage" and "Support" sections refer to "coverage of major sources". This implies the foundational role of "major sources", which may admittedly lie beyond the scope of the recommended readings, but are likely to include at least a viewing of these texts. In short, books on the recommended reading list appear to play a central part, both in the learning and the assessment process. These books are, therefore, vital if students are to understand and produce assignments that do this excellent programme and its tutors justice.
The second is the outcome of this programme. Oman's education system is in serious need of teaching professionals who not only personally identify with the nation but also have deepened, broadened expertise in their field. If this country is to benefit from the postgraduate education of the Omani and other educators in this course, it is imperative that every possible means for the enrichment of their learning be provided. Recommended textbooks are the keystone: a large chunk of it is missing.
The third argument involves the cost of tuition in this course. It struck me that a full-time foreign student at the University of Leeds pays GBP 9700 for a spectrum of modules and access to the multitude of facilities, academic and otherwise, offered by the university. Students in this course have paid the equivalent of GBP 9000 each. The costs of flying faculty, teaching materials and administration considered, the total earnings from 21 students (over GBP 180 000) surely do justify a more complete collection of books from each module's reading list.
Finally, and significantly to every one of us, is the matter of reputation. As has been pointed out, high standards are the pride of both Leeds University and Majan University College. I believe this also holds true for every student in this course, and for the country that is so graciously hosting us. As educators, the students in this course have a significant and lasting effect on our environment. Like pebbles flung into water, our work inevitably creates ever-expanding ripples in our classrooms, organisations, communities and society at large. The quality of these effects will reflect on our value as professionals, but also on the establishments that formed us professionally. The more opportunities we receive to learn, thoroughly, deeply and broadly, the better we are able to represent you.
To sum up, the structure of the course, the societal requirements of future graduates, the expectations set by tuition fees and the reputation of all the stakeholders demand the provision of a more complete set of textbooks to the MA TESOL (Oman) students. The long and the short of it is that with more complete provision of the recommended textbooks, we all win. That, I believe, is worth making a fuss for, and I thank all the staff at both establishments who have patiently heeded my call. I hope I have convinced you that it is a call worth heeding, not on behalf of one rabble rouser, but on behalf of every student, instructor and administrator involved in this promising endeavour.
I deeply appreciate the fact that you have listened, and continue to listen despite your many other commitments. Indeed, my respect for the department staff continues to grow as I discover more about instructors' thought in books, articles and excavations of the VLE. Your own feedback has been most helpful, and the article by Coleman which you provided on my request (email of 2/1/2008) illuminated "Society and the Language Classroom" (under Coleman's editorship) beautifully. The digital resources offered by the Leeds University website, library and staff are phenomenal and abundant beyond necessity. The resourcefulness and mutual support of co-students are also of inestimable value.
So why am I making such a fuss? I am privileged to have obtained plenty of resources (although several books on our reading list are unavailable) and access to a fast internet connection. My reading is done and my writing has begun. While I deeply appreciate all the kind offers made, I must emphasise that this is not about me. (If it were, I would be silently soldiering away at my assignment armed with what resources I could muster.) The stakes are far higher than that, as I will proceed to explain.
A more complete set of textbooks from the reading list should be supplied to this group at Majan College Library for four compelling reasons which affect all stakeholders.
The first reason why students need access to the recommended books is the structure of the course itself. While other books, journal articles and online resources are invaluable in deepening and updating students' understanding of the core module material, the foundation stones are found in the central collection of textbooks which underpin the compilation of the course. According to the MA TESOL (Oman) handbook (p.31), the course is "relatively lightly taught" and "assumes... a lot of... independent reading." Understanding the fundamentals of the course, then, depends on independent reading of the books that receive cursory mention in lectures. Furthermore, the vital place of the core texts is reflected in the taught postgraduate assessment criteria listed in the handbook (p.35). Both the "Coverage" and "Support" sections refer to "coverage of major sources". This implies the foundational role of "major sources", which may admittedly lie beyond the scope of the recommended readings, but are likely to include at least a viewing of these texts. In short, books on the recommended reading list appear to play a central part, both in the learning and the assessment process. These books are, therefore, vital if students are to understand and produce assignments that do this excellent programme and its tutors justice.
The second is the outcome of this programme. Oman's education system is in serious need of teaching professionals who not only personally identify with the nation but also have deepened, broadened expertise in their field. If this country is to benefit from the postgraduate education of the Omani and other educators in this course, it is imperative that every possible means for the enrichment of their learning be provided. Recommended textbooks are the keystone: a large chunk of it is missing.
The third argument involves the cost of tuition in this course. It struck me that a full-time foreign student at the University of Leeds pays GBP 9700 for a spectrum of modules and access to the multitude of facilities, academic and otherwise, offered by the university. Students in this course have paid the equivalent of GBP 9000 each. The costs of flying faculty, teaching materials and administration considered, the total earnings from 21 students (over GBP 180 000) surely do justify a more complete collection of books from each module's reading list.
Finally, and significantly to every one of us, is the matter of reputation. As has been pointed out, high standards are the pride of both Leeds University and Majan University College. I believe this also holds true for every student in this course, and for the country that is so graciously hosting us. As educators, the students in this course have a significant and lasting effect on our environment. Like pebbles flung into water, our work inevitably creates ever-expanding ripples in our classrooms, organisations, communities and society at large. The quality of these effects will reflect on our value as professionals, but also on the establishments that formed us professionally. The more opportunities we receive to learn, thoroughly, deeply and broadly, the better we are able to represent you.
To sum up, the structure of the course, the societal requirements of future graduates, the expectations set by tuition fees and the reputation of all the stakeholders demand the provision of a more complete set of textbooks to the MA TESOL (Oman) students. The long and the short of it is that with more complete provision of the recommended textbooks, we all win. That, I believe, is worth making a fuss for, and I thank all the staff at both establishments who have patiently heeded my call. I hope I have convinced you that it is a call worth heeding, not on behalf of one rabble rouser, but on behalf of every student, instructor and administrator involved in this promising endeavour.
Tuesday, March 18, 2008
A Little Epiphany
Yesterday morning was the first time I actually accompanied trainee teachers to a secondary school in Oman to observe lessons being taught. What I saw in the school explained so much of what has been puzzling me in my work and studies.
The teachers we observed professional and polished, the classes ran smoothly and the students were astoundingly enthusiastic. What struck me most in the second class, was that despite the sharp receptiveness, ability and enthusiasm of the students, all that was required of them was one-word answers. “What do you eat for breakfast?” “Banana!” “Milk!” “Bread!” “Dates!”. The students obviously know their stuff and what to know more- why is this golden opportunity to develop and deepen language habits at a formative age missed?
Later asked a colleague about this, and she showed me that this is not, in fact, the procedure prescribed by the books. Although creative teaching is encouraged, certain procedures are required, to ensure that all Omani students reach a standard level when finishing school. Provided this goal is met, there is flexibility. However, many teachers do not successfully identify the objectives of the lessons, and hence do not meet them.
The legacy of this one-word-will-do teaching method is very clear in the language use of Omani tertiary students- and beyond. Even when these language learners are armed with abundant vocabulary, very basic grammar errors continue to crop up in speech and writing. When students self-edit their writing, I repeatedly see that they truly do not see these errors, even though they know the grammar rules governing them. Seeing that students’ language learning capabilities are so frightfully underutilised at an age where they have so much potential explains this phenomenon, and points out how unnecessary it is. What concerns me even more is that so many students develop the habit of not being stretched in their thinking, and it was terrifying to see this process in action.
National education does lay foundations for a nation, and this is one of the great reasons why it has played such an important part in Oman. The quality of those foundations play an inestimable part in the future. How do we ensure quality? This question is at the core of all the debate in education, and has no simple answer.
What I am sure of, though, is that it is not a one-word answer.
The teachers we observed professional and polished, the classes ran smoothly and the students were astoundingly enthusiastic. What struck me most in the second class, was that despite the sharp receptiveness, ability and enthusiasm of the students, all that was required of them was one-word answers. “What do you eat for breakfast?” “Banana!” “Milk!” “Bread!” “Dates!”. The students obviously know their stuff and what to know more- why is this golden opportunity to develop and deepen language habits at a formative age missed?
Later asked a colleague about this, and she showed me that this is not, in fact, the procedure prescribed by the books. Although creative teaching is encouraged, certain procedures are required, to ensure that all Omani students reach a standard level when finishing school. Provided this goal is met, there is flexibility. However, many teachers do not successfully identify the objectives of the lessons, and hence do not meet them.
The legacy of this one-word-will-do teaching method is very clear in the language use of Omani tertiary students- and beyond. Even when these language learners are armed with abundant vocabulary, very basic grammar errors continue to crop up in speech and writing. When students self-edit their writing, I repeatedly see that they truly do not see these errors, even though they know the grammar rules governing them. Seeing that students’ language learning capabilities are so frightfully underutilised at an age where they have so much potential explains this phenomenon, and points out how unnecessary it is. What concerns me even more is that so many students develop the habit of not being stretched in their thinking, and it was terrifying to see this process in action.
National education does lay foundations for a nation, and this is one of the great reasons why it has played such an important part in Oman. The quality of those foundations play an inestimable part in the future. How do we ensure quality? This question is at the core of all the debate in education, and has no simple answer.
What I am sure of, though, is that it is not a one-word answer.
Sunday, March 16, 2008
The Assignment Evolves
Not all my time over the past week has gone to the relentless pursuit of justice, believe it or not. I still rise with the dawn call to prayer, and head straight to Vivaldi, my (midnight) oil burner, a shot of spiced coffee and the mountain of books surrounding my desk.
Now that my assignment outline has been approved, the not inconsiderable task of writing lies before me. Writing high quantities has never been a problem for me, but writing high-quality, information-rich, sharply defined academic prose is a slightly rusty skill that may need some oiling.
My solution to this is backward mapping, a management technique I was reminded of in my readings. By beginning with the deadline and working backwards, it is possible to plan with more foresight. At least, so the theory goes. Admittedly, my backward maps are probably more realistic than my forward maps. The fact that they feature a weekly day off is their crowning glory.
While the big ideas incubate, I am starting of with some Zen typing: the reference pages. When I was working on my first degree, everything still had to be done on a manual typewriter. Not only did I not have a computer, I often didn’t have electricity either. Getting the references lined up at the eleventh hour was always the very worst past of the nightmare. Now that I am older, wiser, and able to afford both a modest computer and electricity (the gods be praised), I am hoping to prevent any cause for nightmares by starting off with the reference pages, which can be adapted if necessary as the work evolves.
Of course, the strategy may evolve, too.
Now that my assignment outline has been approved, the not inconsiderable task of writing lies before me. Writing high quantities has never been a problem for me, but writing high-quality, information-rich, sharply defined academic prose is a slightly rusty skill that may need some oiling.
My solution to this is backward mapping, a management technique I was reminded of in my readings. By beginning with the deadline and working backwards, it is possible to plan with more foresight. At least, so the theory goes. Admittedly, my backward maps are probably more realistic than my forward maps. The fact that they feature a weekly day off is their crowning glory.
While the big ideas incubate, I am starting of with some Zen typing: the reference pages. When I was working on my first degree, everything still had to be done on a manual typewriter. Not only did I not have a computer, I often didn’t have electricity either. Getting the references lined up at the eleventh hour was always the very worst past of the nightmare. Now that I am older, wiser, and able to afford both a modest computer and electricity (the gods be praised), I am hoping to prevent any cause for nightmares by starting off with the reference pages, which can be adapted if necessary as the work evolves.
Of course, the strategy may evolve, too.
Saturday, March 15, 2008
The Emperor's New Designer Threads
My crusade for justice has begun. I am no longer angry, but I am fiercely clear-headed and dangerously logical.
According to the Vision of Majan University College (http://majancollege.edu.om), it aims to "be a premier University institution providing students with value added Higher Education of International standards in a dynamic environment that fosters knowledge, values and sustainable employment skills." The Mission Statement sets the following targets: "to build a knowledge based learning organization", "strive for excellence in learning, teaching and research", "develop the creative potential of all its staff members" and "equip its students to make effective contributions to society and the economy".
Inspired by these lofty goals in addition to the reputable Leeds programme, I eagerly joined this course, and it was impressive to see that many of the staff I met truly personify this vision and mission. One of my key motivations for choosing this programme over distance learning was the access to resources that would be consistent, not only with the mission and vision of Majan, but also with the tuition fees. (21 students registered for the course hosted by Majan, raising over OMR 140 000, or GBP 180 000.The tuition fee per student is OMR 7000, equivalent to GBP 9000. A full-time foreign residential MA TESOL student at Leeds University pays GBP 9700 and has full access to tuition, resources and all on-campus facilities.) It is disconcerting that, two months into the course, our resources are limited to a collection of twelve books, mostly in single copies, some in duplicate, while any other sources are only available for reference inside the library. This for the princely sum of nine-tenths of residential study. Twelve books.
However, my fundamental concern is not the books: they can be bought, shared, borrowed. Students have been phenomenally resourceful, and as you yourself said, clear, original thought is more important than resources. My fundamental concern is the apparent underlying message that not only is the bare minimum sufficient, but anything more is a bit of a nuisance. The obstacles in the way of our group's students are more than ample, ranging from unpredictable work and family responsibilities, resource problems, mediaeval internet facilities and distance from the library, to language difficulties and a profound aversion to the written word. Additionally, as foreign students and non-native speakers of English, (not to mention being hosted by an oil-rich country) our MA degrees will forever be skeptically scrutinised unless we can shatter the preconceptions against us with sterling performance. Sterling performance may require a bit of reading. Which may, in turn, call for a few books.
The bottom line is that students deserve the opportunity to take more out of this course than a piece of paper in a gilt frame. I am paying for an education, not a degree. As to the current library situation, the BA students are entitled to their books and should receive priority over the MA students for those titles. By the same token, the MA students should be entitled to access the titles from their complete reading list- as a bare minimum- if Majan's vision, mission and the tuition fees are to be accounted for.
I have the greatest appreciation for all those staff who have embodied this vision and enacted this vision, and I trust that the library facilities will be brought in line with these ideals.
According to the Vision of Majan University College (http://majancollege.edu.om), it aims to "be a premier University institution providing students with value added Higher Education of International standards in a dynamic environment that fosters knowledge, values and sustainable employment skills." The Mission Statement sets the following targets: "to build a knowledge based learning organization", "strive for excellence in learning, teaching and research", "develop the creative potential of all its staff members" and "equip its students to make effective contributions to society and the economy".
Inspired by these lofty goals in addition to the reputable Leeds programme, I eagerly joined this course, and it was impressive to see that many of the staff I met truly personify this vision and mission. One of my key motivations for choosing this programme over distance learning was the access to resources that would be consistent, not only with the mission and vision of Majan, but also with the tuition fees. (21 students registered for the course hosted by Majan, raising over OMR 140 000, or GBP 180 000.The tuition fee per student is OMR 7000, equivalent to GBP 9000. A full-time foreign residential MA TESOL student at Leeds University pays GBP 9700 and has full access to tuition, resources and all on-campus facilities.) It is disconcerting that, two months into the course, our resources are limited to a collection of twelve books, mostly in single copies, some in duplicate, while any other sources are only available for reference inside the library. This for the princely sum of nine-tenths of residential study. Twelve books.
However, my fundamental concern is not the books: they can be bought, shared, borrowed. Students have been phenomenally resourceful, and as you yourself said, clear, original thought is more important than resources. My fundamental concern is the apparent underlying message that not only is the bare minimum sufficient, but anything more is a bit of a nuisance. The obstacles in the way of our group's students are more than ample, ranging from unpredictable work and family responsibilities, resource problems, mediaeval internet facilities and distance from the library, to language difficulties and a profound aversion to the written word. Additionally, as foreign students and non-native speakers of English, (not to mention being hosted by an oil-rich country) our MA degrees will forever be skeptically scrutinised unless we can shatter the preconceptions against us with sterling performance. Sterling performance may require a bit of reading. Which may, in turn, call for a few books.
The bottom line is that students deserve the opportunity to take more out of this course than a piece of paper in a gilt frame. I am paying for an education, not a degree. As to the current library situation, the BA students are entitled to their books and should receive priority over the MA students for those titles. By the same token, the MA students should be entitled to access the titles from their complete reading list- as a bare minimum- if Majan's vision, mission and the tuition fees are to be accounted for.
I have the greatest appreciation for all those staff who have embodied this vision and enacted this vision, and I trust that the library facilities will be brought in line with these ideals.
Wednesday, March 12, 2008
OUTRAGE!
“MA STUDENTS ARE NOT ALLOWED TO BORROW BOOKS OUTSIDE THEIR CORE READING LIST FROM THE LIBRARY.” This would be outrageous enough, but when the core reading list comprises TWELVE BOOKS, the angels simply weep.
I did not weep. I spat fire when I was told this by the librarians at Majan University College, where the Leeds University MA TESOL program is being hosted (at astronomic costs to the students, I might add). To understand the predicament, it is important to note that there are no libraries in Oman, except for governmental, university and college collections which are, of course, closed to the public. One student kindly arranged permission for the students enrolled in this programme to borrow from the state’s Sultan Qaboos University library, but I have not found anything relevant to my current module there, nor much that is recent. So effectively, it seems that students enrolled in this programme are being prohibited from performing well and, more significantly, from learning.
Before I launch my crusade full force, I will confirm this with the head of the English department at Majan, who will hopefully arrange a polite explanation that this was a misunderstanding. Face-saving is, after all, far more important than the facts on this soil. If the facts are, however, that reading widely is taboo, the implications for foreign students of accredited universities are profound.
I can understand that in some circles higher learning is mainly about the piece of paper in the elaborate gilt frame, the status or the money. For me it is not. If any establishment tries to reduce me to that, there will be war.
I did not weep. I spat fire when I was told this by the librarians at Majan University College, where the Leeds University MA TESOL program is being hosted (at astronomic costs to the students, I might add). To understand the predicament, it is important to note that there are no libraries in Oman, except for governmental, university and college collections which are, of course, closed to the public. One student kindly arranged permission for the students enrolled in this programme to borrow from the state’s Sultan Qaboos University library, but I have not found anything relevant to my current module there, nor much that is recent. So effectively, it seems that students enrolled in this programme are being prohibited from performing well and, more significantly, from learning.
Before I launch my crusade full force, I will confirm this with the head of the English department at Majan, who will hopefully arrange a polite explanation that this was a misunderstanding. Face-saving is, after all, far more important than the facts on this soil. If the facts are, however, that reading widely is taboo, the implications for foreign students of accredited universities are profound.
I can understand that in some circles higher learning is mainly about the piece of paper in the elaborate gilt frame, the status or the money. For me it is not. If any establishment tries to reduce me to that, there will be war.
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