{"id":7605,"date":"2016-10-11T18:37:29","date_gmt":"2016-10-11T17:37:29","guid":{"rendered":"http:\/\/eltchat.org\/wordpress\/?p=7605"},"modified":"2016-10-11T18:37:29","modified_gmt":"2016-10-11T17:37:29","slug":"is-deviation-from-coursebook-a-sin-how-do-we-convince-our-managers-that-it-isnt-eltchat-summary-2102016","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2016\/10\/11\/is-deviation-from-coursebook-a-sin-how-do-we-convince-our-managers-that-it-isnt-eltchat-summary-2102016\/","title":{"rendered":"Is deviation from the coursebook a sin? How do we convince our managers that it isn’t? #ELTchat Summary 21\/0\/2016"},"content":{"rendered":"

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I\u2019m happy and excited to post my first #ELTchat summary. This is the first time I participated in the chat though I\u2019ve been a lurker for a while. The topic was quite relevant to my context and it was interesting to know how other teachers feel about it. \u00a0<\/em><\/span><\/p>\n

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Teaching materials in ELT still comprise largely of coursebooks. In many teaching-learning contexts around the world school managers and administrators select the coursebook and insist on following it blindly. But what if the lessons in coursebooks are irrelevant for the learners? What if the learners\u2019 needs require a different lesson or approach? In such cases, how do we convince our managers that it is okay to deviate from the book?<\/em><\/span><\/p>\n

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\"coursebooks\"<\/a><\/p>\n

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Topic of the chat: \u00a0<\/span>Is deviation from coursebook a sin? How do we convince our managers that it isn’t?<\/b><\/span><\/h2>\n

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@Sue Annan began the chat on an interesting note by saying that she uses the coursebook like a menu. Her learners go through the syllabus \u2013 topics, structures, functions and then the lesson is developed which may or may not include the coursebook. @Hada_ELT uses a similar strategy using \u2018can-do\u2019 statements to negotiate the content of the course with her learners. She doesn\u2019t follow the topics in the coursebook if they are irrelevant to her learners. These practices help in developing lessons relevant to learners\u2019 needs.<\/p>\n

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@Marisa_C raised the question of dealing with bad attitudes about deviations from the coursebook. @Hada_ELT responded that she deals with such complaints by explaining how the topics she has taught are exactly the same as given in the coursebook. @teacherphili shared that she teaches online and this does not require the use of a coursebook. Instead she plans her own lessons. On the flipside, some adults prefer using a coursebook as it helps them to set clear goals and maintain focus.<\/p>\n

A general discussion ensued as to what are the advantages and disadvantages of using a coursebook.<\/span><\/p>\n

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Advantages of Using a Coursebook<\/b><\/span><\/h3>\n

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