{"id":4609,"date":"2012-11-05T22:40:47","date_gmt":"2012-11-05T22:40:47","guid":{"rendered":"http:\/\/eltchat.org\/wordpress\/?p=4609"},"modified":"2012-11-05T22:40:47","modified_gmt":"2012-11-05T22:40:47","slug":"how-much-is-teaching-a-performance-the-implications-of-keeping-up-appearances-to-maintain-student-satisfaction-eltchat-summary-31102012","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2012\/11\/05\/how-much-is-teaching-a-performance-the-implications-of-keeping-up-appearances-to-maintain-student-satisfaction-eltchat-summary-31102012\/","title":{"rendered":"How much is teaching a performance? The implications of keeping up appearances to maintain student satisfaction #ELTchat summary 31\/10\/2012"},"content":{"rendered":"

This summary was contributed by Sue Annan @sueannan \u00a0on her\u00a0blog<\/span><\/a>\u00a0and is reposted here with her kind permission. Special thanks to her, as she did not take part in the chat itself but readily volunteered to write for us!!<\/strong><\/em><\/span><\/p>\n

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There was an element of indecision about\u00a0Wednesday 31st October’s lunchtime\u00a0\u00a0#ELTchat.\u00a0As the question setter was not present, those present were left to interpret the topic.<\/p>\n<\/div>\n

Yohimar:\u00a0Today is about performance teaching. But what is it, I wonder?
\nMarisa_C:\u00a0Are we talking about performance teaching or something else? Performance teaching as in: Teacher at centre stage prancing around being exciting\u00a0vs.\u00a0\u00a0being quiet and laid back.
\nMarisa_C:\u00a0Or, How do we balance performance teaching with quiet laid back\u00a0learner-centred moments?<\/p>\n

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OUPELTGlobal:\u00a0Are we talking performance as entertainment value in the classroom?<\/p>\n<\/div>\n

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Marisa_C:\u00a0Everyone is talking about performing in class, but is it about keeping\u00a0up appearances?\u00a0Like looking professional – dress code, distance or not to Ss?<\/p>\n<\/div>\n

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teflgeek:\u00a0My interpretation of the question is balancing learner needs, wants<\/p>\n<\/div>\n

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and expectations.<\/p>\n<\/div>\n

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\u00a0\"\"<\/p>\n<\/div>\n

This led to the discussion going down a number of different paths.<\/h2>\n

@Shaunwilden asked how many of the teachers present were performers. The answer was: quite a few!
\nAlexandraKouk\u00a0:Teacher as a performer- useful analysis\u00a0http:\/\/t.co\/WauBjZOA
\n<\/a>@esolcourses\u00a0and @Shaunwilden\u00a0suggested that we all play to the crowd from time to\u00a0time.
\n@teflgeek\u00a0suggested getting to know the audience before deciding on your role. @Wiktor_K\u00a0said that outside work he rarely behaves the way he does in the classroom. @jo_cummins\u00a0admitted that the performance adrenaline is what keeps her going on\u00a0her \u2018off\u2019 days and I feel sure that many of us can relate to that. She also mentioned\u00a0the fact that there seem to be a number of people with a drama background in teaching! @teflerinha\u00a0said there was an element of \u2018putting on the teacher\u2019s hat\u2019 but that\u00a0students should be centre stage.<\/p>\n

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@prese1\u00a0said that she didn\u2019t always feel cheerful going into class, but you have to paint the smile on and get on with it. As @esolcourses\u00a0put it; business as usual!<\/p>\n<\/div>\n

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teflerinha,\u00a0in receipt of a Drama degree herself, thought that teaching was actually more like directing than performing. She found that accepting criticism on her performance was the biggest crossover from her drama course.\u00a0Julian_LEnfant\u00a0suggested that the role might be that of Conductor, which\u00a0teflerinha\u00a0disliked, as she thought that most of the work was done offstage, butShaun\u00a0made the point that a conductor allows individual instruments to be highlighted.<\/p>\n<\/div>\n

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esolcourses\u00a0agreed that a performance background could help with issues of confidence. She also believes that audience participation skills are needed, as it is a difficult skill to learn to communicate with a group.\u00a0teflgeek\u00a0benefits from his drama classes as it helps him think about voice, posture, how to stand etc.<\/p>\n<\/div>\n

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Julian_LEnfant:\u00a0Don’t we also play to our strengths? I was possibly more fun as a younger inexperienced teacher but have more substance now.\u00a0\u00a0Does this mean that new teachers have the monopoly on \u2018fun\u2019 over substance, or is this an overgeneralisation?<\/p>\n<\/div>\n

theteacherjames\u00a0was suspicious of the word \u2018Performer\u2019 and doesn\u2019t believe it\u00a0is advisable to perform in the classroom. He looks for honesty in the classroom and thought that performance suggested the opposite. He is not against drama\u00a0techniques being used, per se, and\u00a0OUPELTGlobal\u00a0agreed that a good teacher needs to\u00a0perform to a certain degree, but hopes teaching goes beyond that.<\/p>\n

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teflerinha:\u00a0but it can help novice teachers to put on a persona\u00a0\u00a0(even if not ‘honest’). She thought that\u00a0a \u2018fake it till you make it\u2019 persona was helpful<\/p>\n<\/div>\n

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kevchanwow\u00a0thought that being warm and positive in class\u00a0could mean that a teacher is not\u00a0 actually100% sincere, but that they would be being\u00a0100% professional<\/p>\n<\/div>\n

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teflgeek\u00a0said it was more about putting your game face on.<\/p>\n<\/div>\n

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esolcourses\u00a0thought James might prefer to look at it as presentation skills and classroom\u00a0management. She said that, as a drama graduate, she found that many\u00a0people adopt a ‘teaching personality\u2019.\u00a0esolcourses\u00a0also\u00a0thought that a larger than life,\u00a0more confident\u00a0version of one\u2019s own pers onality would work, and not give the impression of being fake!<\/p>\n<\/div>\n

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It was agreed that,\u00a0provided the character was based on the real person, then rapport\u00a0would develop.<\/p>\n<\/div>\n

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SophiaKhan4\u00a0suggested that it just meant having a teaching personality separate from the personal one, which didn\u2019t necessarily mean putting on a performance.<\/p>\n<\/div>\n

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James said that his personality didn\u2019t change and that he felt he was a better teacher because of it.<\/p>\n<\/div>\n

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SophiaKhan4\u00a0said that she became more \u2018serious and professional\u2019 in\u00a0class.<\/p>\n<\/div>\n

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teflerinha\u00a0mentioned that she was more confident in the classroom than with<\/p>\n<\/div>\n

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groups of people in real life.<\/p>\n<\/div>\n

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kevchanwow\u00a0suggested that, as teachers, we\u00a0will\u00a0be required to wear a different hat on<\/p>\n<\/div>\n

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occasion, as we serve as the communicative model for our students.<\/p>\n<\/div>\n

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jo_cummins\u00a0noted\u00a0that her teaching ‘persona’ is just herself on a good day!<\/p>\n<\/div>\n

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James\u00a0also worried about the performance detracting from, or becoming more important than, the teaching.<\/p>\n<\/div>\n

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teflgeek\u00a0agreed that style over substance was to be avoided, and\u00a0Shaunwilden\u00a0and\u00a0esolcourses\u00a0were quick to agree that those who entertain can miss the teaching point, and an entertaining lesson does not necessarily equate to the students<\/p>\n<\/div>\n

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learning much.\u00a0theteacherjames\u00a0thought that having to be \u2018engaging\u2019 all the time\u00a0seemed like a distraction to him and\u00a0OUPELTGlobal\u00a0thought that it was\u00a0unnecessary pressure to try to be entertaining all the time.<\/p>\n<\/div>\n

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Yearinthelifeof:\u00a0There’s a difference between being a good teacher and being a good laugh!<\/p>\n<\/div>\n

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OUPELTGlobal\u00a0suggested that it might be a good idea to view the discussion in terms\u00a0of \u2018performance skills\u2019 rather than performing.\u00a0michaelegriffin\u00a0agreed that performance skills are very helpful as the students are more likely to pay attention.<\/p>\n<\/div>\n

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Pysproblems81thinks that managing ‘performance’ is a useful skill for a teacher \u2013 but\u00a0that doesn’t mean it has to be full-on all the time.\u00a0Esolcourses\u00a0thinks that using\u00a0performance skills to\u00a0motivate\u00a0and\u00a0interest\u00a0students can be productive.<\/p>\n<\/div>\n

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Julian_LEnfant:\u00a0We can train and develop a teacher’s teaching ability\/knowledge,\u00a0but coaxing personality out of someone is soooo hard.\u00a0Prese1agreed:\u00a0It would be difficult for a quiet person to be an extrovert in class.<\/p>\n<\/div>\n

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Marisa_C\u00a0noted that quiet teachers are often in a better position to get students to participate more.<\/p>\n<\/div>\n

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Kevchanwow:\u00a0When I keep my mouth shut, but keep my heart open, students rush to fill the space with language<\/p>\n<\/div>\n

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Marisa_C\u00a0and\u00a0SophiaKhan4\u00a0agreed that different teachers achieve rapport in different \u00a0ways and that one size doesn\u2019t fit all.<\/p>\n<\/div>\n

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teflgeek\u00a0asked whether a teaching performance is just putting aside the detritus of the day so that it doesn\u2019t negatively affect ones classes. It is also a means of keeping a professional distance such as other professions do. It is wise to remember that the teacher is not supposed to be the star of the show and that the students should be centre\u00a0stage. Perhaps it is just another tool for the teacher to pull out as and when needed?\u00a0OUPELTGlobal\u00a0suggested that teachers should be able to perform AND teach, rather\u00a0than OR!<\/p>\n<\/div>\n

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kevchanwow\u00a0and\u00a0Shaunwilden\u00a0talked about cognitive dissonance, where our feelings tend to align with our behaviour and that perhaps if you act warm and positive you\u00a0will actually end up feeling like that, and\u00a0teflerinha\u00a0agreed.<\/p>\n<\/div>\n

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\u00a0jo_cummins\u00a0said: Often I’ll go into class feeling a bit rubbish but put a brave face on and come out feeling better.
\nteflgeek\u00a0told us that his school was popular because their lessons were more fun than the competition.<\/p>\n<\/div>\n

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He agreed that fun is subjective, but that he hopes his learners have fun at the same time as learning.<\/p>\n<\/div>\n

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It is also wise to consider the context and the type of students, as young learners are different from EAP students.<\/p>\n<\/div>\n

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As\u00a0theteacherjames\u00a0said: Context is always king in our business!<\/p>\n<\/div>\n

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There was a bit of grumbling about the fact that\u00a0some\u00a0popular teachers use fun and personality and get glowing recommendations and the support of school directors, due to producing the \u2018bums on seats\u2019 effect.<\/p>\n<\/div>\n

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It was mentioned that some teens are happy to avoid any real work and will happily settle for an easy, entertaining, lesson. Students may then unfairly measure other, hardworking, teachers against the entertainers, not always being aware that there is little substance to the lesson, although there are some students who are able to see\u00a0through the smokescreen, in some cases better than the DoS!<\/p>\n<\/div>\n

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Those present were asked whether honesty in the classroom is essential, positive or risky. The consensus was that it depends on the reason for honesty- if it is in order to treat them as adults, then it could be beneficial. Many of the participants agreed that it depends on how it is handled. If it is an excuse to offload your problems- then no,<\/p>\n<\/div>\n

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\u00a0– we are a channel for learning, and our stuff can get in the way -teflerinha.<\/p>\n<\/div>\n

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If by honesty we mean being able to admit when we don\u2019t know something, then yes- students are generally sympathetic.<\/p>\n<\/div>\n

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SophiaKhan4\u00a0thought that some distance was a good thing and that it wasn\u2019t always a good idea to share personal information with students.<\/p>\n<\/div>\n

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Is it okay to play devil\u2019s advocate?<\/p>\n<\/div>\n

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So the question is: how much of your true self do you take into the classroom?<\/h2>\n
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The answer was clear; everything except our negative feelings, although it is context and group\u00a0dependent.<\/p>\n<\/div>\n

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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What would make up a performance skill set?<\/p>\n<\/div>\n