Successful Teaching is about Connection
Successful Teaching is about Connection
It’s at the heart of language and communication.
What is language, if not a means to connect with other people? We all have an innate need to communicate and connect with others.
In education, this is especially important. Too many teachers communicate without connecting. They just ‘don’t care anymore’.
So why does connection matter in language teaching?
Connection with the teacher
There is a great TED talk about the importance of the teacher-student relationship.
Its message is that a teacher’s ultimate goal is to build connections — “Kids don’t learn from people they don’t like”.
Here’s the talk. It’s only seven minutes long, so grab a cup of tea and watch it now:
Connection in second language learning
However, I believe the idea of connection goes much further.
Just as students don’t learn effectively from a teacher they don’t like, they also don’t learn from a coursebook they don’t like, or in a peer group where there is no sense of community, or if they don’t like the subject.
Some connections are more important than others, but as educators, it’s still our job to provide the best possible environment for our learners.
To solve this, we need to focus on improving our learners' connections with language learning.
Connection with materials
I know everyone complains about their coursebook. It’s almost a joke that the coursebook is too easy, too hard, not relevant, too sterilised, culturally obsolete, doesn’t recycle language, or is just badly written.
Everyone is trying to say that the coursebook doesn’t connect to or ‘fit’ their students. It’s not the coursebook’s fault; I’d be utterly amazed if it did. No coursebook can cover every interest for every student and teach it at the right pace.
It’s like the old days in the UK when there were only four channels on the TV. 60 million people watching just four stations… 95% of the time, you were bored, and when a program held your interest, it was over too fast.
It’s the same with our course books. When they do connect with a student, it’s only for a fraction of their learning time.
So what’s the solution?
Use real-life, authentic materials that are personally relevant and have meaning for each student. Sounds impossible in a classroom setting, but it’s not.
More to come in a later post.
Connection with language
Think back to your school days. Which subject did you hate? Did you get good at it?
Chances are you didn’t. We don’t learn what we don’t like.
We don’t like a subject because we’re not given a reason to like it. Every subject is interesting to someone because it made a connection with them.
History doesn’t have to be about remembering dates, it can be about human stories of life and death.
Physics doesn’t have to be about equations, it can be about peering into the beating heart of the universe.
Language doesn’t have to be about grammar, it can be about learning a new culture and way of thinking.
Connection with peers
I’ve taught and observed countless classes. The best, the very best, all have a sense of community.
Where the students work together to achieve a goal rather than compete.
Where students are inclusive rather than exclusive.
Where everyone is engaged and achieving, rather than just the ‘best’ students.
When teachers work hard to build a community in their classes, it shows — clearly and immediately. Happier students, higher levels of engagement and a genuine interest in learning are apparent.
If there is no community or connection with peers, learning can still occur — but it misses learners’ huge potential.
Connection-centred approach
In the future, I want to see a connection-centred approach.
Language teaching is evolving. We went through teacher-centred, then student-centred approaches. Now it’s time for a connection-centred approach, focusing on our learners' connections while learning the language.
That’s how we truly support our learners and stay relevant as language training organisations.
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