2. Beyond the limits of the English Class Maiza Fatureto

3. Objectives 1.Raise more awareness on how educators see the general concept of ‘limits’ 2.Discuss about some of the common challenges teachers face on a daily basis 3.Create a teaching/learning booklet as a way of keeping track of what our beliefs are 4. Draw conclusions on what is/isn’t obvious in the teaching practice 5. Draw an analogy between the circus and the classroom – different contexts/similar lessons 6. Let changes happen!

4. A: How many do you see? B: There are four fingers, Arthur. A: Look at me. You’re focusing on the problem. If you focus on the problem you can’t see the solution. Never focus on the problem. Look at me. Look beyond the fingers. How many do you see? B: I see eight. A: Eight is a good answer. See what no one else sees. See what everyone else chooses not to see out of fear or conformity or laziness. See the whole world anew each day. 1.A LIMIT Concept (Patch Adams – Love is Contagious - Chapter 02)

5. “Once we accept our limits, we go beyond them.” Albert Einstein Food for thought

6. Common challenges teachers face 1. Classroom discipline 2. Lack of rapport with learners 3. Too much attention on form 4. Disbelief in what we do in the classroom 5. Heavy focus on the product rather than on the learning process 6. Lack of effective classroom management 7. Strong emphasis on content as opposed to how learners can manage their own learning process 8. Little work on raising learners’ self-esteem...

7. “Don’t go on automatic! Focus and awareness is everything.” A Passion for the Possible (1998) by Jean Houston HarperSanFrancisco Challenges are part of life so...

8. My booklet of teaching/learning experiences Tear

9. ...my booklet of teaching/learning experiences

10. Where’s the elephant? Source: Playway to English 3 – Stories Video Herbert Puchta and Gunter Gerngross Cambridge University Press Story Time Task: How does the elephant story relate to our teaching practice?

11. The elephant limit story Another story to help us reflect on the limits we sometimes impose on ourselves

12. In Thailand they tied a baby elephant to a post with a short rope.

13. The elephant was tied to that post for a year or so. There came …

14. At the end of the year they cut the rope.

15. The elephant never wandered further from the post than the length of the rope.

16. He had decided he could never move further than that, and never did, even though the reality was totally different. He could have walked off as far as he wanted…

17. 1. How do I see myself as an English teacher? 2. What are my beliefs towards teaching and learning? 3. Do I concentrate my efforts on any specific skills? Why? In what ways are the stories we listened to relevant to teachers/learners? Use your booklets to answer the questions.

18. 4. If you made a video of the last class you taught, and showed it to another teacher, what do you think they would say about you as a teacher ? 5. If you watched that video, do you think you would be able to identify parts of the lesson where you limited yourself ?

19. The Classroom and the Circus 1.The environment 2.The audience 3.The professionals 4.The process 5.The take-away value

20. The Classroom and the Circus 1. What does this correlation add to our learning/teaching experience ? 2.How can I bring more of the circus to my classroom?

21. The Classroom and the Circus Timing Suspense Engagement Enjoyment Captivation Cameras operating simultaneously at different angles Roars and claps are heard M e m o r a b l e m o m e n t s Hands-on experiences Magic

22. The Classroom and the Circus The old wise saying 'the show must go on' is important; no matter what events precede a performance, the smiles must come out, the lights must go on and the magic between the performers and the audience must be there.

23. “A teacher can and should advance in professional expertise and knowledge throughout his or her career, and such advances do not depend on formal courses or external input. You have within your own teaching routine the main tools for personal progress: your own experience and your reflections on it, interaction with other teachers in your institution. Teacher development takes place when teachers, working as individuals or in a group, consciously take advantage of such resources to forward their own professional learning.” (Penny Ur in A Course in Language Teaching, Cambridge University Press) To go beyond the limits of English Class...

24. Patch Adams – Love is Contagious Going beyond limits also means valuing every learner as a unique human being with a great learning potential.

25. Going beyond limits also means valuing ourselves as unique human beings You are more than you pretend to be You are more than what most eyes can see You are more than all your history Look inside and you will find There’s glory in your mind Come be the kind of person you would be! A Passion for the Possible (1998) by Jean Houston HarperSanFrancisco

26. You are more than cell and blood and bone You are more than just your name alone You are more than all that you may own Look around you everywhere There’s something that we share The magic in the air is you!

27. You are more than some statistic chart You are more than the sum of all your parts You are more inside your heart of hearts You know that it is true This being that is you Has miracles to do Believe...

28. break away (ESCAPE) phrasal verb to leave or to escape from someone who is holding you: He grabbed her, but she managed to break away. FIGURATIVE One or two of the tourists broke away from the tour group. (Cambridge Advanced Learner’s Dictionary) By reflecting on our teaching/learning practice we might let go of the ropes that prevent us from breaking away

29. Grew up in a small town And when the rain would fall down I'd just stare out my window Dreaming of what could be And if I'd end up happy I would pray Break away by Kelly Clarkson

30. Trying hard to reach out But when I tried to speak out Felt like no one could hear me Wanted to belong here But something felt so wrong here So I prayed I could break away

31. I'll spread my wings and I'll learn how to fly I'll do what it takes till I touch the sky And I'll make a wish Take a chance, make a change And break away Out of the darkness and into the sun But I won't forget all the ones that I love I'll take a risk, take a chance Make a change And break away

32. Wanna feel the warm breeze Sleep under a palm tree Feel the rush of the ocean Get on board a fast train Travel on a jet plane, far away And break away

33. I'll spread my wings and I'll learn how to fly I'll do what it takes till I touch the sky And I'll make a wish Take a chance, make a change And break away Out of the darkness and into the sun But I won't forget all the ones that I love Gotta take a risk, take a chance Make a change And break away

34. Buildings with a hundred floors Swinging around revolving doors Maybe I don't know where they'll take me but But gotta keep moving on, moving on Fly away, break away

35. Gotta take a risk, take a chance, make a change And break away, break away, break away I'll spread my wings And I'll learn how to fly Though it's not easy to tell you goodbye I gotta take a risk Take a chance, make a change And break away Out of the darkness and into the sun But I won't forget the place I come from Gotta take a risk, take a chance, make a change And break away, break away, break away

36. Let us all here today see beyond our challenges in the classroom and what we believe our limits are. Let’s believe we can focus on possibilities, reach out for solutions and keep our minds open for change. So, all in all...

37. ‘ Make a wish Take a chance, Make a change And break away!’ Make a change And break away!’ Last but not least, See the whole educational context anew each day. context anew each day.

38. Thank you! Keep in touch! mfatureto@cambridge.org.br (11) 9406 8888 Maiza Fatureto