If you’re new to the public eye, you may be a bit concerned about the impact of social media on your personal and professional life. You’re right to be concerned; once your information is out on the web, all kinds of people can get to you. The following tips are designed to protect you while promoting yourself through social media.
Learn About Social Media
Image courtesy of @mkofab (eltpics)
The first thing you’ll want to do is to educate yourself on the many forms of social media available. You need to use social media to promote yourself and protect your public image, so you’ll want to learn how to create a Facebook fan page, Twitter account, MySpace account, etc. You’ll also want to learn how to set these accounts up such that:
• None of your personal information is available to the public
• The accounts are easy to access and manage
• They link to your blog, website, products, etc.
• People can find the information you want to display without any negative information coming available
Protect Your Personal Information
One of the primary concerns of anyone who is in the public eye is learning how to protect yourself from identify theft, impersonation, or the revelation of personal information. You may want to change all your accounts to new addresses (P.O. boxes are popular) and create new email addresses and such for accounts. Be sure never to reveal personal information via tweets or posts. Always think ahead, asking yourself if you will want this information to be available to coworkers, neighbors, family members, strangers, stalkers, or competitors in five or ten years. Err on the side of caution.
Investigate Reputation Management Services
Once you’re in the public eye, you need to start thinking about reputation in a whole different light. Your competition, fan base, or “haters” will want to attack you publicly. While you can protect yourself in some ways (monitoring comments and not allowing people to comment on your blog without your permission, limiting the types of reviews allowed on your site), there are a lot of things you can’t control easily.
Look into a reputation management service, even if it’s just for a few consulting sessions to get tips on how to protect your reputation online. You may have discovered that protecting your reputation is tedious, exhausting, time-consuming work. This can take you away from precious time spent doing the work you need to focus upon.
You can hire a service to monitor your social media accounts and to scan the web for negative information or to get positive information out about you (some of these services also offer public relations services such as positive PR). Depending on your position and monetary situation, you may want more or fewer services. Most reputation management services offer a range of services, so you’ll be sure to find something that fits your situation.
Hire Someone To Manage Your Social Media Efforts
Most people who are in the public eye find they need someone else to run their social media efforts so they can focus on doing whatever it is that got them into the public eye in the first place. While this may seem impersonal, it’s really the only practical way to handle the time demand of social media efforts. You can find inexpensive PR companies and social media managers that know their stuff and can represent you exactly the way you’d like to be represented. They’ll tailor responses to match your tone and will stay abreast of changes in the social media scene, alerting you of new opportunities that you may have missed.
It’s not easy to keep up with the demands of social media accounts when in the public eye, but it’s important to stay up on the latest social media trends. You can do it – with a little help and advice from professionals who know the field well.
About the author:
Amanda Tradwick is a grant researcher and writer for CollegeGrants.org. She has a Bachelor’s degrees from the University of Delaware, and has recently finished research on educational grants and college grants for mothers.
The British Council is once again running a month-long blogathon on the Teaching English website. The Blogathon is a blogging marathon that brings together teachers of English (this year including teachers in Armenia, Croatia, Georgia, Israel, Turkey and Russia) to share good practice in ELT and find out more about blogging.
Last year I applied to be a part of the event, but things just didn’t happen. So, this year I was determined to make sure I hit the ground running. Although I already blog regularly here, the experience of taking part in a different forum is quite fun. We’re encouraged to keep posts short and sweet, a maximum of 250 words. Needless to say, someone like me who is used to waffling on is finding this a bit of a challenge, so I’ve been splitting my posts into several parts and posting them over the course of each day.
My goal is to post something every day over the course of the next month, which means there won’t be too many posts here for the duration of the blogathon (thank God for small mercies, I hear you say!).
I will be making a list of everything I write here, partly to help me keep track of what I’ve been writing and partly to make sure that you don’t lose interest in my blog. I’m intending to mix things up, with a lot of focus on practical teaching ideas (something I probably don’t do often enough here), aspects of teacher’s lives outside of the classroom, and a bit of theoretical stuff.
This is going to be a long month, so wish me luck!
Here’s my blogathon journey so far (I’ll be updating the various links as I go on):
Introduction to blogging for newbies
50 great ideas for blog posts that will help you complete the blogathon (part 1, part 2 and part 3)
Practical teaching ideas
Great kids games to use with adult language learners (part 1, part 2 and part 3)
My intention here is not to condone, nor is it to condemn. Merely consider it a cautionary tale for all those of us who reside in countries with radically different cultures and laws.
Part one of the Gulf trilogy
March is hot in Saudi Arabia. Temperatures might not reach the barmy heights of mid-summer, when thermometers can on occasion tip 50 degrees Celsius, but averages for this month are still around 35˚C. Wherever you are in the world, extreme heat and alcohol binges are never a good mix, but they can prove to be deadly in the peculiar world of Middle East English language teaching, as was the case in early March of last year.
The facts of the case in question are ostensibly straightforward. On 1st March, 2011, an illegal drinking session got under way on an expatriate residential compound in the Saudi capital, Riyadh. Andrew Cannon, 41, from Basingstoke, and Robert Colman, 57 from Newcastle, were among the English teachers living in bachelor accommodation in the same building on the private compound. The pair were both said to have ‘had a tendency to become violent with alcohol’ and fell out at some point during the drinking session. The falling out would in turn lead to an exchange of physical blows. Cannon claims that Colman struck first, using not only his fists but also an ashtray to attack him. Cannon then says that he fought back, hitting his friend on the head with a chair.
At some point after this, the men retired to their beds, inebriated. When Cannon was unable to wake Colman the next morning, he panicked and fled the up-market complex where they both lived near the King Khaled International Airport, taking a plane to Bahrain where he was arrested on 3rd March while attempting to board a flight to Britain.
In the immediate aftermath of Cannon’s capture the British national was handed over to Saudi authorities and was placed in detention in Riyadh. On March 4th a spokeswoman for the Foreign and Commonwealth Office confirmed the death of Colman and provided consular assistance to his family. The South East Northumberland coroner’s office also confirmed that it had been made aware of the death.
With your knowledge – or at least your preconceptions – of Saudi Arabia, what would you expect to happen next? What images spring immediately to mind when you think of Saudi justice? What has ensued probably goes against what many stereotypically assume happens in such situations in the Middle East, highlighting one of the key issues of expatriate life as an English teacher: to what extent are we to be – or do we assume we should be – treated like the citizens of the nation in which we find ourselves living and working?
Despite what we might assume, Cannon was not immediately dragged out to Chop-Chop square – the less than affectionate nickname given to Deera Square in central Riyadh where executions occur – and publicly beheaded. Rather, a murder investigation was undertaken. Indeed, in no way could Cannon have been formally charged with murder until police had completed their investigations when the post mortem report had been received. A police source in Saudi Arabia at the time is quoted as saying: “The autopsy would reveal the cause of death and also give more clues in helping police determine who the killer was.” The police also questioned friends of Colman in a bid to help establish how he died. While this was undoubtedly a harrowing time for the relatives and friends of the victim, it was also unquestionably a terrifying time for Cannon, the perpetrator of this tragic event. Nevertheless, any notions of a swift and bloody retribution are, in this case at least, way off the mark.
How exactly did Cannon find himself acting so recklessly by running from the scene of the incident in the way he did? How would he have reacted had the same chain of events occurred in the United Kingdom, his country of origin? How would you or I react if we discovered the lifeless body of a colleague whom we’d fought with the night before? Hypothetically speaking, if I found myself in such a situation in Saudi Arabia, the chances that I would attempt to do a runner are far greater than if the same situation played out in the UK. So, why? Is there really a case for saying that expatriate English teachers have a different relationship with the law in their adopted country than they ever do at home?
A possible explanation for this is that most of us who go to the bother of obtaining legal employment in another country, with all the official documentation and red tape that it involves, are not usually the type to then indulge in a life of crime. It’s possible to be aware that the laws of one country may be dramatically different to what we’re used to while said laws remain little more than an abstract thought. Did Cannon realize that people who kill others in Saudi Arabia are punishable by law? Almost certainly. Did the fact that murderers are beheaded for their crimes exist only as an abstract notion in his mind up until the realities of the situation brought it to the forefront and urged him to flee? Possibly. This in no way excuses his actions in attempting to escape punishment, but it does indicate why he decided to run.
To clarify, I don’t know Andrew Cannon and have never met him. I do, however, have friends who knew him and worked with him during his time teaching English here in Turkey. They express dismay that he has found himself in this predicament, while recognizing the fact that he must now face the consequences. Not atypically, Cannon followed the ELT rite of passage of working in fairly low paying conditions here before experience and qualifications enabled him to make the move to the Arabian Gulf. I’ve known many teachers down the years who have followed a similar course of action, financial security being the prime motivator in every case. One such former colleague, Damian, who unfortunately lost a long battle against cancer last year, managed a two-year stint in Saudi Arabia before returning to Turkey, regarding the whole experience as having been utterly dispiriting. Days would consist of ‘going through the motions’ teaching followed by golf, frequent illicit alcohol consumption and then sleep. There was, Damian remarked, very little reason to ever leave the residential compound, even less reason to mix with the locals. Scott Zimmermann, another English teacher with experience of working in Saudi Arabia, reiterates, describing such compounds as, ‘small islands of Western culture’ which ‘offer social and recreational activities; however, they can become cultural prisons because their residents have little incentive to socialize with the local community.’ For all intent and purpose, working in this environment is like agreeing to be paid to serve time in a minimal security prison complex. This is the world, far removed from the realities of everyday life in the Kingdom of Saudi Arabia, in which Andrew Cannon and Robert Colman found themselves.
How would things pan out? The story created something of a furor on ELT discussion boards and in news comments sections when it broke at the end of March last year. During his time in Turkey, Cannon had married and converted to Islam. The idea was floated that a degree of lenience might be forthcoming in the light of his religious conversion, a suggestion – again based more on what people stereotypically believe to be true of Saudi Arabia – which was then carried from one online publication to the next without any particular regard for the realities of Saudi law. This particular line of thinking was quickly shot down by many who felt the need to comment. A poster identifying himself as ‘Lazycomputerkids’, commenting on an ELT discussion forum, suggested, ‘I don’t believe his being Muslim, if convicted of intentional murder, lessens the likelihood of capital punishment just because the victim was an un-converted westerner. Being a Muslim helps in civil and traffic matters, [although] Muslims being tried for a criminal act in a Muslim court is no game of Monopoly. There’s no ‘Get Out of Jail Free’.’ Others reaffirmed the fact that his having converted to Islam wouldn’t work in his favour. An individual using the name ‘Goose’, commenting on a newspaper article discussing the issue, raised the point, ‘being a Muslim, he shouldn’t be drinking anyway.’ Any benefit of being of a particular religion to one aspect of this case would be undone in another.
How did others view the incident? A certain ‘UMPath’ wasn’t alone in suggesting that Cannon should suffer the full consequences of his actions: ‘[Beheading] sounds like a fair punishment if he is guilty.’ Others, while in agreement, were able to quantify their feeling without necessarily sharing this baying for blood. ‘Nanuk of the North’, for instance, put forward the notion that ‘if you are a foreigner and live there, then you abide by their rules.’ Abiding by the rules would ultimately mean execution. Although people commenting in the immediate of the incident being announced came from all over the world, reactions ran the gamut from wishing the death sentence on him to wishing to get him out of Saudi Arabia and letting him deal with being punished in his home country. While there was consensus that he must deal with the consequences of killing another human being – whether accidentally or on purpose – quite how he should go about dealing with it was open to conjecture. On first hearing about this case, my first thoughts were that this was a tragic case of a barroom altercation that had spiraled horribly out of control. A ‘Californiadesi’ summed up pretty much my line of thinking: ‘The fact that it took him several hours to realize what had happened to Coleman [sic] goes to show that he was drunk and that he did not know he had inflicted fatal blow to him. It appears to be a case of involuntary manslaughter and the penalty should not be beheading by any means.’ ‘Californiadesi’ would, however, point to the one aspect of the case which was, on the face of it, particularly damning, an aspect reiterated by a ‘Robertspet8’: ‘I do not agree with the death penalty, but I have very little sympathy for Andrew Cannon…he fled rather than stay to prove his innocence or face the consequences of his actions.’ The running does seem to indicate the idea that Cannon was desperate to escape. Nevertheless, I maintain that, given the situation, Cannon was running not from the crime but rather from the sudden realization that he was faced with a 9:00m date with the executioner at Chop-Chop square. In other words, his actions only fully hit home when he suddenly became fully aware what the punishment in his adopted home would be.
For those of us who have grown up in Western Europe (the US continuation of capital punishment means I’m unable to say ‘the English speaking world’), the idea of a public execution is not one that we can deal with comfortably. Only one European nation – Belarus – maintains the death penalty in both law and practice, still carrying out occasional executions. While this one-nation exception means that 2009 is the only year in recorded history when Europe was completely free of executions, the prevailing sentiment is firmly against such actions. Cannon is only a few years older than I am, meaning that we both grew up in an environment in which execution for crime was and remains almost unthinkable. Knowing that it happens is different to having to face the reality of the act. Ostensibly, the death penalty is mandatory for murder in Saudi Arabia, although history is thus far on Cannon’s side: no Westerner has ever been executed. Nevertheless, execution remains a part of everyday life and is the most common outcome in a case such as Cannon’s.
Saudi Arabia performs public executions and is essentially one of the last places on the planet where capital punishment is a routine public spectacle. Current laws allow the death penalty for numerous violent and nonviolent offenses, including murder; apostasy (the renouncing in word or deed of the Muslim religion); drug trafficking; rape and armed robbery drug offenses; witchcraft (a woman was indeed beheaded as recently 2007 for the crime of sorcery, the case built around the testimony of a man claiming the woman had caused him to become impotent); and sexual misconduct. The method most often used is beheading by a sword.
For a Westerner, witnessing the act can be a surreal experience. Adam St. Patrick, writing in 2009, described the immediate aftermath of a beheading thus: ‘The executioner wipes his blade with a white cloth that he then tosses away. It flutters in small arcs as two men in blue jumpsuits descend from the yellow van, hoist the body, and lay it on a stretcher. One grabs the head by the cloth tube that covers it. A loudspeaker lists the decapitated man’s crimes: rape, drug trafficking, and possession. The executioner sheathes his sword. A thickly bearded soldier claps his hands and wipes them against each other in the air — that’s it. By 9:05 [executions take place at 9:00], the only other person in Chop-Chop Square is a janitor, hosing down the granite.’ How else to describe it other than in cold unemotional terms? How does one go about processing such an event? For the local resident, however, such killings are commonplace, even de rigeur.
Could this prove to be the ultimate fate of Andrew Cannon?
Although reliable information about execution is in short supply, Saudi Arabia is believed to have executed in the region of 1,750 convicted criminals between the years 1985 and 2008. In Riyadh, the 9 a.m. timeslot at Deera Square is reserved for executions. They can occur on any given day of the week, although there is no advance notice. For those who enjoy this kind of thing, you just have to turn up on the day and hope that someone has committed a sufficiently offensive crime. If Cannon were found guilty of murder, he could by law be added to the execution statistic. On the positive side – for those who are less enamored of a good beheading, at least – there is another way out. As a certain ‘007’ notes on an ELT discussion forum, ‘one exit from this is by paying ‘blood money’ to the family of the victim. This deal is allowable under Saudi Law.’ Could Cannon really pay his way out of trouble?
This case definitely brings to light a great many feelings that are rooted in stereotypical images, not only of life in Saudi Arabia, but also of expatriate neo-colonialist behavior abroad. Judging the laws of one nation based on the practices you are used to will lead you to judge other cultures very poorly, as legal practices cannot always, if ever, be separated from other cultural values. Earlier on in this piece I tried to challenge the idea that Saudi Arabia is this maniacal, hot-headed state where all crimes are immediately punished in the vilest way, and with excessive force. While certain ‘Western’ methods – a police investigation and the questioning of eye witnesses – are also common practice in Saudi Arabia, it would be wrong to identify Saudi law as being anything other than radically different to what we see in the West.
Firstly, there are no trials by jury in Saudi Arabia and courts rarely observe formalities. The country’s first criminal procedure code was only introduced in 2001 and even this is considered to be woefully ineffective. In fact, a 2008 report from Human Rights Watch noted how Saudi judges were either ignorant of the criminal procedure code or were aware of it but routinely chose to completely ignore the code.
Secondly, Saudi Arabian criminal law is governed – as is the case in many other Islamic states – by Sharia law and is comprised of three distinct categories: ‘Hudud’ (fixed Quranic punishments for certain specified crimes), ‘Qisas’ (eye-for-an-eye retaliatory punishments), and ‘Tazir’, a multi-purpose category dealing with crimes not covered by the first two. Hudud crimes are considered the most serious in Saudi society and include theft, robbery, blasphemy, apostasy, adultery, sodomy and fornication. Amazingly, Andrew Cannon’s crime is not considered one of the worst offences in Saudi society. In spite of having taken another life, Qisas crimes, which include murder and any other crime that involves some kind of bodily harm, are actually considered lesser offences.
Nevertheless, Saudi courts enforce countless, stern physical punishments. The death penalty can be imposed for a wide range of offences including murder, rape, armed robbery, repeated drug use, apostasy, adultery, witchcraft and sorcery have all been traditionally administered via beheading by sword, stoning or firing squad. All of the 345 reported executions between 2007 and 2010 were carried out by public beheading. Perhaps stoning is too tiring in these hectic modern times and it’s just easier to get it over and done with in one swoosh of an axe. Perhaps this is being recognized as the most humane method of execution. Things do appear to be improving, slowly. Not a single execution has resulted from a conviction for sorcery or witchcraft since 2007.
As I mentioned, Cannon’s crime is not top of the Saudi list of worst offences. Nevertheless, the taking of another human life can result in a retaliatory punishment which, given that the victim died, would suggest that Cannon himself die as a result of his actions. Qisas, retaliatory punishments, are a common practice in Saudi justice system. Indeed, what most of us assume we know about Saudi law comes from the punishments metered out to Qisas crimes. The old favourite, the removal of a hand for stealing, is literally the cutting off of the hand that was used to take what didn’t belong to the thief. These eye-for-an-eye retaliatory punishments can be more than mere metaphor: an eye can literally be surgically removed at the insistence of a victim who lost his own eye. This happened as recently as 2000. This idea of the family of the bereaved having a say in the ultimate punishment is key in this and other such cases. The family of somebody the unlawfully killed individual can choose between either demanding the death penalty or granting clemency in return for a payment of diyya, or blood money, by the perpetrator. This practice is not restricted to Saudi Arabia: it exists in some form or other in many nations; Turkey, where I live, has its version of this. Perhaps another sign of 21st Century progressiveness is the realization that this outcome is beneficial to both parties. The bereaved are getting wise: there has been a growing trend of exorbitant blood-money demands. A sum reportedly in the region of $11 million was demanded in one recent incident. This is getting so bad, in fact, that Saudi officials and religious leaders are acknowledging that this is becoming a trend, suggesting that the practice of diyya has become corrupted. Nevertheless, this is a potential way out of a situation that could cause political uproar. What’s more, there is a precedent for such action.
In 1997, two British nurses, Deborah Parry and Lucille McLauchlan, were accused and then found guilty of murdering Australian nurse Yvonne Gilford at a Saudi Arabian hospital. While the Cannon case is not a carbon copy of this one – Cannon admitted to there having been a physical altercation, Parry and McLauchlan continually denied their innocence – there is at least a case history featuring non-Saudi citizens. A blood money solution was eventually arranged, with the money paid by British businesses that were trading with Saudi Arabia. The companies in question had no direct connection with the nurses, hinting that such a compromise had been made to avoid wider political repercussions. The amounts involved are serious. While they didn’t come close to the recently reported $11 million demand, the compensation package did includes payment of almost $750,000 to build a day surgery center at Women’s and Children’s Hospital in Adelaide, which was to be named after Yvonne Gilford; a cash payment in excess of $6,000 to Gilford’s mother, and a sum of more than $35,000 to Frank Gilford. The rest of the money would go to paying legal costs.
What happens to an expatriate who dies abroad? In this case, in which the body was the focal element of the evidence in a criminal case, an excruciating amount of time can pass before the victim’s body is returned to loved ones. Robert Colman’s family faced a wait of around four months to get his body home. Not until the middle of July did the victim’s body arrive home and he was able to be finally laid to rest. In a death notice, his family simply and succinctly said: ‘Rob will be sadly missed by all family and friends.’
What for Andrew Cannon? Strangely, Saudi law may actually work heavily in his favour. The way that the Koran is construed in Saudi Arabia discourages all forms of evidence other than confessions and eyewitness accounts in capital trials such as this. This is based on the theory that doing otherwise would leave too much discretion to the judge. Presumably, this would rule out any forensic evidence from the scene which could indicate, for instance, the force of the blow from the chair that hit Colman. It would also mean that the only witnesses would be the colleagues whom he had lived and worked with. The question must be asked as to how willing they would be to hurry a former colleague along a path to a beheading. ‘Lazycomputerkids’ drags us further away from the lazy notion of Saudi rough justice: ‘Muslim courts do consider intent. I’ll be surprised if some version of manslaughter isn’t the verdict… which means a lifetime in a Saudi prison, unless extradition proves useful for some unrelated bargain. Beheading a westerner would be bad press for Saudi Arabia, and the crime having taken place on a compound might allow some reasoning or rationalization for Saudis to ‘wash their hands’ of it.’ Could the Saudi justice system really behead a Westerner?
Washing their hands of it is something that seems to be the prevalent modus operandi when it comes to foreigner-on-foreigner crimes, if the Parry and McLauchlan case is anything to go by. In rare cases, often politically sensitive ones, King Abdullah is in a position to grant a pardon. While the outcome of this earlier case was couched delicately in terms of a royal pardon having been decreed, the fact was that allegations were consistently made that confessions had been roughed out of the two women. A situation in which the Saudi justice system could come out on top, while at the same time all parties essentially sticking to the confines of Sharia law, saw all parties emerge happy. If such a compromise could be reached in this case, only one question would remain. As ‘007’ perceptively noted on an ELT discussion forum: ‘the question is: Who is prepared to pay the “blood money” for Andrew?’
Since July of last year the case has run cold. I can find no further mention of Andrew Cannon, which I perceive to be a good thing. If he had been executed, surely it would have turned up as a major news item. None of my friends who are acquainted with Cannon can say with any certainty what has happened to him. The likelihood is that he is spending his days incarcerated in Saudi Arabia until a suitable financial compensation package can be provided.
I must confess that part of my motivation in writing this piece was the hope that someone would share more information on what has unfolded since last summer. If you know anything, I’d be grateful if you would share it in the comments section below. While a craving to discover the outcome provided some of the impetus to write about this case, I also hoped that the process of writing would enable me to clarify how I feel about this incident. On the one hand, I – like many of you reading this – still consider myself a guest in a foreign land despite having spent more than a decade in Turkey. I regard myself as being a courteous guest who abides by the law of the land without having fully embraced the Turkish way of life. On the other hand, I still find it hard sometimes to reconcile the fact that I am no longer governed by the laws or constitutional rights that I grew up with. Given my tendency to be a law abiding citizen, I cannot fully comprehend what the result of me committing a crime would be, even though I have no problem living according to the laws of this land. Were I to find myself in a situation in which I had taken another’s life, I would face up to the consequences. Would I nevertheless find it difficult to deal with a form of justice radically different from that which I embraced in my home country? I hope I will never have to answer that question.
Ok, I’m in the middle of writing a really long investigative journalism-type blog post and it’s taking quite a while to get it done. In the meantime, here’s a little something for the tens of people who actually read my blog so you don’t think I’ve fallen off the face of the planet.
A while back somebody asked me to define ‘academic writing’ in about three minutes. Given that what you see in the video was totally unrehearsed and off the cuff, I’m fairly happy to have clocked in at three minutes and five seconds. Feel free to violently disagree with what I’ve said in the comments section. I’m always happy to get someone else’s perspective.
Happy new year, by the way. I’ll be back in a more substantive way soon.
So, I knew it was coming up and I wasn’t particularly looking forward to it. Nevertheless, the powers that be want it to be tested in some exam type thingy and so I have to teach it in class. ‘Modals of speculation’ can be an absolute stinker of a grammar point to uncover, as I’ve learned from experience.
Here’s a sentence example from the coursebook I use:
‘The potato might not have been such an important factor in the industrial revolution, because it first started in England, and there were no agricultural problems there.’
I’m sure your pulses are racing with the sheer excitement which that statement raised, but I want you to calm down and focus! Actually, that comes from a text that I really love that looks at the role of the potato in the development of modern history, but as an example of a grammar point in context it’s not the most thrilling sentence I’ve ever read. When I get to that point in any book where I have to uncover modals of speculation in class, I’ve always looked for an interesting way of doing it. Last week I had my four hours worth of lessons frameworked out so that I wouldn’t get to this grammar point until the following day. As things panned out, with half an hour of the last lesson to go I could sense that a change of focus was necessary and that the kids needed something different to challenge them for the end of the day.
Inspiration came just in time…
I actually remember a lot from my school days, although most of it isn’t stuff that I can or would be willing to utilize as a teacher. One thing that I was thinking about recently was the day that a sub teacher came into class and wrote the following on the board (click on the picture to see it more clearly):
Now, the sub teacher was clearly just trying to let time pass without doing any proper teaching, the cheeky bugger, but to his credit he was doing it in an extremely engaging way. The class was immediately thrown into a mass of speculation and deduction as to what could possibly have motivated this man to have undertaken such an action. In fact the following exchanges were typical, not only of ten-year-old me back in 1983 when the sub teacher used this activity, but also of my students when I wrote this up on the white board last week.
‘Maybe the man wanted to exercise so he walked four floors.’
‘I think the apartment block was 8 floors above ground and four floors below, so he didn’t need to go any higher.’
‘Probably the lift was broken.’
‘I guess he went below ground in the morning to a basement car park but got a bus home in the evening to the ground floor.’
What I like about all of these statements is the way that they express the degrees of certainty with which the students presented their solutions. I’ve only *tidied* the sentences very slightly from what my students actually said, but the ‘maybe’, ‘I think’, ‘probably’ and ‘I guess’ were all methods they employed to express their deductions. Pretty clever, I’d say.
OK, I’m sure you want to know the answer…
The man was very short and could only reach as high as the button for the eighth floor, so had to get off there and walk the rest of the way.
So, how did I make use of their deductions?
First I got them to come up with as many wild ideas that they could think of. We then put this into a ‘could have happened’ category. I dismissed the most outlandish suggestions, leaving only those that were reasonably close to the correct answer. In this case, the closest answer was a suggestion that the buttons were broken from the ninth floor up so couldn’t be pressed. I added the necessary further information so that we were able to create a ‘couldn’t (possibly) have happened’ category, leaving us with what they then considered to be the absolute truth: the thing that ‘must have happened’. I then revealed the answer, to much moaning and groaning.
I then reviewed each of the answers they had suggested, looked at how they had phrased their suggestions – ‘maybe he…’ / ‘I guess he…’ / ‘I’m sure he…’ – and presented the new ‘modal’ way of expressing the same ideas.
This was all lovely and good, so we practiced the new bits of language with the following scenarios: Brain Teasers
As you can see, some of the scenarios led to students being able to make more certain speculations than others. Let’s look at the answers and you’ll see what I mean.
1. We’ve already seen the answer to the first scenario.
2. In the second, the surgeon must clearly have been the child’s mother (this could lead into a discussion about neutral job titles).
3. In the third, naughty Mustafa must have gone to prison because he’d buried his brother while he was still alive (notice that there was no mention of Ahmet having died).
4. The fourth scenario requires a similar solution: surely they can’t have buried the survivors?
5. In the fifth scenario, the admiral must have worn his uniform to the restaurant to make it so easy for the waiter to address him correctly without knowing him.
6. The sixth one is a real killer because the students are simply not given the whole story: the man must have removed the egg before launching the rocket (warning: this one will make them angry).
The most difficult thing was trying to come up with interesting scenarios, which is why I didn’t bother and just looked up ‘brain teasers’ on the internet. You can find more examples here and here.
If you have any other good ideas for uncovering modals of speculation, please share them in the comments section.
Time for a bit of end-of-year reflection… and video clips.
Have you ever actually tried to organize a piss up in a brewery? I mean, there’s this huge assumption that this is the one single action against which all other efforts at organization are to be measured. I for one don’t buy it. I’ve been on a couple of tours of breweries and let me tell you they don’t just happen. Firstly, you have to organize the event way in advance, book the travel arrangements, get everyone to meet at a prearranged time, get them onto and off a bus and make sure they don’t get lost when you’re going round the brewery. Secondly, you then have to make sure that you get as much booze down you in the allotted twenty minutes of complimentary drinking time as is humanly possible. No, arranging a drinking session in a brewery is wrongly perceived to be the one activity so easy to organize that all other efforts at organization use it as a yardstick of comparative difficulty.
There is a phenomenon in ELT which suffers from a similar level of misconception: the Dogme lesson. For me, Dogme is a frighteningly dangerous concept, yet one that has positively influenced my own teaching. I work in an environment which is heavily content-based, as we are trying to prepare our learners for the language they will encounter in their university courses. Equally heavy are the demands of assessment and that all learners receive *standard* input. Many people reading this blog will undoubtedly find themselves in a similar position, at least in terms of the role of assessment. What are you to do when you are shackled by having to do the same as other teachers? My response is to use Dogme as a lens through which to view what I have to do. Sure, I have a text to cover, a listening to do, or objectives to try and meet. How I go about this, and the degree to which the students in my class are involved in the flow of these activities has changed greatly in the last few years and in the last twelve months in particular. I spent many years making the text or the tape script the core around which my lessons would unfold. Sure, I would incorporate a variety of activities and try to pick up the pace when things seems to be dragging and cool things off when necessary, but it was essentially nearly always coming from me. The toughest thing for a teacher can be to accept that the other people in the room might have just as much value in terms of input into how we go about meeting objectives. Nevertheless, this is an important realization for one very simple reason: my classes have been more enjoyable and led to more learning – for me and undoubtedly for my students – since I’ve been employing a strategy of ‘how can *we* get there?’
Adopting a materials light philosophy when you’re teaching a content based course is no easy thing. Indeed, this is where I diverge from the tenets of Dogme ELT. Nevertheless, activities that I used to view as being peripheral to the main agenda of the day, i.e. the reading text or the coursebook listening exercise, I now see things such as a video clip related to the issue in the text that raises heated classroom discussion and learner generated language input to be more central to my teaching philosophy. Where once these were mere appetizers, they are now increasingly the main course.
It seems pertinent at this time of the year to reflect back on the course the last year has taken. While I wouldn’t describe myself as having undergone any extreme volte-face, I do think the way I’ve gone into class each day has fundamentally changed forever. I’m as critical of Dogme ELT as anyone, but this is simply because I don’t want to see it become a ‘bag of tricks’ methodology: Let’s go into class, just start chatting and then after a while I’ll do that activity that I saw in the back of Teaching Unplugged. Would this honestly be any improvement on Headwayism? Just like those who arrange the piss up in the brewery, those of us who try to place the learner at the center of the class know that there’s so much more to it than walking in and seeing what comes up.
I don’t regard Dogme ELT as a methodology. Rather, as I mentioned earlier, I regard it as a lens through which to view what I have to do. You can teach content literally – open book to page 42 and do exercise 1.4 – or you can engage learners in the subject. The former approach is easy and numbingly boring: trust me, I did this for years. The latter can actually lead to learning in an engaging and motivating environment.
If you’re not entirely sure what the Hell I’ve been talking about so far, I selective a festive collection of video clips that I hope will inspire you in the coming year. Although they don’t appear in any particular order, I’ve deliberately spread out the Scott Thornbury clips so that you get some idea about the range of people who are being influenced by this learner centered philosophy.
1. Dogme for People Doing Business in English
In her talk at the BESIG Annual Conference in Bielefeld, Germany Candy van Olst argues that: The video highlights the current move in Business English towards totally needs-based, learner-focused language training, demands an approach that is as individually tailored as possible. Business people do not have the luxury of time to explore and discover the language for themselves – they need guided and directed training. This talk looks at how the three fundamental precepts of Dogme are able to meet these demands successfully in the Business English classroom, without recourse to any additional materials.
2. Responses to Dogme
High priest of Dogme ELT Scott Thornbury discusses 5 typical responses to the idea of Dogme ELT. The responses Scott addresses in this video are:
1. Haven’t we always been doing that? Good teaching is good teaching and always has been.
2. It’s OK for some contexts / It’s only sensible for experienced teachers.
3. It’s prescriptive / descriptive.
4. It’s evil to promote dogme among inexperienced teachers.
5. It changes the way people think about teaching.
3. Bethany Cagnol interviews Dale Coulter
TESOL President Bethany Cagnol interviews Dale Coulter on reflective practice and blogging. Dale is still a relatively new teacher, yet he has embraced the unplugged philosophy and writes about it quite beautifully in his blog, which you should immediately start reading.
4. Doing a Dogme lesson on a course like the DELTA
Scott Thornbury answers the question: Should I do a Dogme lesson as part of my DELTA course experimental practice? A few years ago I would have laughed at the very notion of this. Although I’m glad I examined TBL when I did the Dip, a part of me wishes I’d had the guts to take the unplugged plunge.
5. Teaching Unplugged – Teaching Practice
Martin Sketchley – a diamond geezer BTW – delivers a formal Teaching Practice at the University of Sussex with an attempted unplugged lesson. Yep, this is what teaching unplugged looks like.
Martin’s full lesson plan and reflection is available here.
6. Dogme Myths
That man Scott Thornbury attempts to dispel some myths about the language teaching approach popularly known as Dogme ELT. I have some issues with this particular clip which I intend to develop into a fully blown blog post at some point in the future. Let me know what you think of this attempt to bust the myths.
7. A Dogme Blog Challenge
This is Dave Dodgson’s video response to the 4th installment of Kalinago English’s Dogme blog challenge. Dave is a teacher in Ankara and has fully embraced the philosophy of materials light teaching. Karenne Sylvester remains one of my favourite ELT bloggers – sorry again for my lack of comments, Karenne – and last year she set fellow professionals a series of Dogme related challenges. Dave writes an excellent blog about his teaching (and learning) and I hope this will tempt you to read about his educational journey.
8. The Secret History of Methods: A Discussion with Scott Thornbury
A common question in our profession is “what’s the latest method?” suggesting that the concept of method persists, despite recent attempts to bury it. Drawing on a collection of old textbooks and training manuals, Mr. Thornbury reviews the history of language teaching methods, so as to both critique it, and to draw some lessons from past practices. He also shows how methods can be described in terms of certain key parameters, and address the question as to whether “Dogme ELT” is in fact a method.
9. English Central in conversation with Scott Thornbury and Luke Meddings
Scott Thornbury and the other spiritual leader of the unplugged movement Luke Meddings talk about their book, “Teaching Unplugged”. About a decade ago, Scott and Luke made the argument for “Dogme ELT”, the idea being that the classroom should be materials light with a focus on student-generated language and content.
This book, the background to which they discuss in this video, is a culmination of the ideas and arguments that have emerged, giving teachers an introduction to this approach, as well as offering some practical ideas for implementation.
10. Engaging hard-to-reach learners through conversation
In this video of a webinar from a recent IATEFL BESIG event Luke Meddings talks us through a series of enlightening case studies that illustrate how we can teach unplugged. I’ve never actually seen Luke speak live and so have had to make do with clips like this, which is enough for now.
If you know of any other great Dogme inspired videos, please let me know in the comments section below.
My wife – and therefore me, too – has recently become involved in Elementary School Fundraising. This is significant because not many school projects could take place without the fundraising schemes initiated by parent teacher organizations. The reason I feel a post like this is so critical is that parent and teacher participation in such events changes frequently and mistakes and the lessons learned are infrequently shared with the next generation. Here then are a few things I’ve learnt from a quick bit of research into what not to do.
1) Lack of promotion
Marketing is vital for all thriving projects and you unquestionably have to build a plan to support your School Fundraising. If you don’t, you might as well not bother. This could be as simple as letters sent home to parents or an email explaining what you are doing.
2) No fixed goal or objective
Choosing a realistic goal is really imperative. Too many fundraising schemes set objectives that are completely unrealistic. If you need to raise a particular amount of money, you also need to have a good idea of how much you need to sell to achieve that.
3) Failure to organize effectively
This imperative is straightforward and yet without doubt often disregarded. A great number of volunteers also have other tasks to fulfill and have many other things on the go while they are participating in your event, so it’s easy to forget what you’re doing or to stay organized. Making lists of all that needs to be done, by whom and when will help to keep everyone on track.
4) Not telling people what you are raising money for
People like to know what it is that they are supporting. What exactly are they helping to bring about? Holding High School Fundraisers for a school is a fine endeavor, but telling people that you are raising money specifically to erect a new school garden would probably be more eye-catching.
5) Selling the wrong items
You might well have done the other things really well, but if are selling sunglasses in the middle of winter, your custom will suffer. Look to offer things that are in demand at the time and you will make more money!
I’m delighted that Lindsay Clandfield and Luke Meddings have taken the time to answer a few of my questions for their brand new publishing project. As Luke and Lindsay are two of the most innovative and forward thinking people in the ELT profession, it’s no surprise that they have come up with a new model for publishing: the round. Here’s what they had to say about it…
You are both published authors. With regard to traditional publishers, was there a ‘straw that broke the camel’s back’ moment or is this just something that you’ve wanted to do for a while?
Lindsay: Actually, I had been pretty lucky in my last project with a major publisher. It was Global, with Macmillan, and I was pretty surprised at the liberty I was given for topic choice and writing. I was also pleased with the amount they had invested in the whole digital side which looked great. But that was a coursebook, and that makes all the difference. The field of books for teachers was getting smaller and smaller, and the few titles coming out were also stubbornly expensive. I suppose it was when the Oxford Resource Books series closed ion 2009 that I started thinking about this.
Luke: Well, the larger publisher publishers didn’t feel able to take on Teaching Unplugged, even with Scott Thornbury’s involvement – so I know it can be hard to place a project that challenges the norm. Delta, with Lindsay’s involvement, did of course publish the book and have been very supportive. But even then one can run up against the logistics involved in distributing the print version of a relatively niche book. What might seem like a luxury in one context – having the option to download a book onto Kindle, for example – could be the only viable option in another.
What are you looking for in a project? Is there anything in particular, or just that ‘spark’ of originality?
Luke: The spark of originality is certainly a very important factor. We are also looking for innovative, edgy and well-written stuff. One thing we are not that concerned about is how “commercially viable” something is, which is what sets the round apart from traditional publishing. Since the overheads are much lower, we hope to have great little niche products that are just that.
Lindsay: We’re also interested in the idea of creating books and apps that will be a pleasure to read, a pleasure to use. The kind of thing you feel good about having on your PC, reader or mobile device.
Will you be encouraging first time authors?
Lindsay: Of course! It’s one of the reasons we developed the round. But it depends what you mean by “first time” authors. Does an unpublished blogger count as a first time author? We want people with proven writing skills, and the way we’re finding them (and they are finding us) is through blogs and social networks. It doesn’t matter if they have been published by a traditional publisher or not.
Luke: There is a learning curve that anyone goes through when they write in a new medium, and we will be mentoring less experienced authors through this process. In due course they will pass on their new experience to first time authors, and so on.
What are 3 key things that you aim to do with this project?
Luke: Challenge, surprise, inspire, give pleasure. That’s four!
Lindsay: Have product at an affordable price… that’s five. And provide authors with a much better deal, that’s six. Six things.
What is the first thing that someone should do if they have a good idea for a publication?
Luke: Find out if it really is a good idea! Talk about it with people you trust – people who will challenge you as well as encourage you. If you don’t feel ready to do that – Google it! This will tell you if anyone else has already had the same idea (which can happen), or – which is more likely – what similar ideas are already out there. It isn’t a bad thing if there are similar things out there, in fact it can be a good thing as it indicates that there’s a potential readership.
Are there any projects you’ve already got going on that you’d like to give people a sneak preview of?
Luke: Well, we’ve just blogged about eight projects that are already ‘in the round’, including one of our own. As soon as a project is ready, it will appear on our ‘Labs’ page – so that’s the place to look for sneak previews. In fact you’ll be able to try out ideas and activities in class ahead of publication. The first title going into Labs is our own e-book of subversive and critical activities, ‘52’.
Lindsay: We’ve had no shortage of ideas either. This really seems like the right thing to do right now. It’s a wonderful time to be creative, and we hope that this project will be an outlet for all the talented creative writers out there in our profession.
Thanks so much to the two of you for taking the time to answer these questions. If, like me, you’re excited by the sound of this project, please click on the ‘I support the round’ button above to go to the website.
If that’s not a snappy title for a blog post then I don’t know what is.
You have to teach the language of graphs and you can’t find that perfect graph with which to go about it. Many of us have been in this unenviable position.
Let’s face it, we aren’t always going to be able to use a graphic based on what Rick Astley is ‘never gonna do’, as much as we may want to.
When Astley- based pie charts simply don’t cut it, here’s a very easy to use online resource that will enable you to make a graph to your own specifications.
This fantastic resource comes from the National Center for Education Statistics (NCES).
Click hereto start making your own graphs and reflect on the fact that your IELTS exam prep class need never be the same again.
If you desperately want to make a stand against all these teaching unplugged shenanigans and just want some worksheets to hand out, here are 31 freely available online resources for describing graphs:
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