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ALL ABOUT ENGLISH


BY SAM HART Whether it’s asking for a pay rise, speaking at a public meeting or asking neighbours to keep the noise down, verbal communication is a fundamental life skill. Yet, although speaking and listening is routinely tested in exams, it is probably the skill that teachers put least effort nto teacn


Some teachers may mistakenly believe it is a little


patronising: “They already know how to speak, don’t they?” Students, too, can sometimes become frustrated with classroom talk and want to get on with the ‘real’ work of reading and writing. Yet speaking and listening is the foundation of literacy.


and trainers. Hurring says: “Despite the appeal of relatively high salaries in the industry, there are plenty of people working in further and higher education who have served for a period of time in industry and have decided to give something back through education. “So, I think there is more balance in the tech sector


than many would suspect, primarily because there is a growing understanding that the best way to get talented students entering industry is for education and industry to forge closer ties.”


FURTHER REFLECTION NEEDED McKean, who worked in further education as a learning resources manager before moving to Jisc, suggests that close links with employers, while beneficial, may also give rise to a need for further reflection on the role of teachers and trainers. “The problem for the FE workforce, then, is do


the practitioners feel nervous about the pace that their learners are moving?” he says. “It must be about the practitioners having the pedagogic and scaffolding skills to support the learning, wherever it takes place.” Like many IT teachers in FE, Larsen worked in the


industry for many years. But, in contrast to many of her IT colleagues in both teaching and industry, she is female. “If you go from IT into teaching you generally take


a pay cut. But while I enjoyed IT, I really love teaching. I think that sense of vocation is when you get good people coming from industry into teaching,” she says. “Of course it would help to greatly increase the


pool of potential IT and computing teachers if there were more women in the industry.”


RESOURCES • Read the UK Digital Strategy at goo.gl/qdiz3X • The Post-16 Skills Plan is available at goo.gl/CFWQYg • Read the UK Industrial Strategy at goo.gl/cp6fJL


Alan Thomson is editor of inTuition


Trying out new vocabulary, testing out our thoughts and an te callene or are b oters s e to learning, and prepares the ground for writing coherent text. Speaking and listening is, of course, not just one skill. ean to a ro s fferent ro sean n a ro, and being a good public speaker does not make you a good listener. So each skill needs breaking down and teaching individually. Creating a safe environment in which students feel able to speak out without fear of ridicule is vital. Techniques such as ‘Think Pair Share’, in which students test out their ideas on one other person before opening them up to the whole class, should be the default setting. Similarly, group discussions need careful organisation to avoid louder students dominating and quieter ones retreating into their shells. Assigning group roles can be benecal  as tose o ssect o not lstenn to act as the group scribe. Or try getting loquacious students to rean slent or te rst to ntes an to sarse the arguments so far. This will ensure they are listening to the views of others, as well as ensuring that quieter stents are en a cance to ors Try using props as a way of stimulating dialogue as some students will respond better to describing a photograph than they will to discussing a polemical statement. Group tasks, such as creating a map or similar graphic, are a great way to encorae aloe an ncrease conence


RESOURCES • Reflect is a resource initially set up to encourage dialogue among ESOL learners, but offers some innovative resources that could be adapted. Access at goo.gl/gUHcKz


• Teaching Speaking and Listening – a toolkit for practitioners is mapped to the old Key Skills curriculum but has some excellent resources and ideas. It is available at goo.gl/rmPPu7


• The Talk About Respect Project contains some useful resources to help foundation students develop their confidence and engage in society through public speaking. Visit goo.gl/8S1vQC


Sam Hart is a teacher educator and English lecturer at Brighton Metropolitan College (MET). She is a Member of SET.


INTUITION ISSUE 31 • SPRING 2018 25


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