I'm pleased to announce a new page on 'Teacher Greg's Education Home'.

The motivation for it came from my desire to engage the many colleagues with whom I work, in a conversation about ELICOS (English Language Intensive Course of Study) and EAP (English for Academic Purposes) programs and how they operate at my institution. Like many workplaces, the pressures of just keeping on top of the teaching have meant that opportunities for genuine discussion, sharing and reflection have become rare, formal meetings have become ineffectual, and inefficiencies have naturally arisen as a result.

'TESOL forums' will be a chance to recover lost ground, to re-ignite the discussion, and to move forward in more practical ways. It will take some effort to 'sell' the idea and overcome the hesitation of others, but I'm taking the first steps while hoping this will lead them to continue the conversation.

Those who expect moments of change to be comfortable and free of conflict have not learned their history. -Joan Wallach Scott
Nobody can go back and start a new beginning, but anyone can start today and make a new ending. -Maria Robinson

I posted the following comments to an excellent article entitled "Teaching Counts" which was written by David B. Cohen on the InterACT blogsite: http://accomplishedcaliforniateachers.wordpress.com/2012/04/20/experience-counts/#comment-2725

"Sadly, in Taiwan as much as the USA, experience is undervalued. It is most clearly so due to having annual contracts rather than the possibility of continuity, and in having no senior or leader teachers. English language teachers here operate at the whim of school and government administrators whose principal motives are not always educational ones.

I fear that the situation in the US is that it is easier to quantify exam results using "scientific" methods, than trying to measure more qualitative aspects of the very complex teacher-student-parent-school-community relationship, or even than by attempting to conduct longitudinal (more expensive) studies of teachers' work over several years. It is also easier to keep budgets within limits by hiring lower paid recent graduates than continuing those working higher up the pay scale.

Administrators, accountants and governments like easy, quick answers. What they do not care about is whether or not the measures used reflect the work being performed.

One aspect of all of this that is working against the vast majority of teachers is the small number of those who are stuck in a time warp, teaching the same way year by year, not reflecting on what they are doing, not listening to students, parents and colleagues, not preparing students for the future they will face, refusing to consider the place of interactive and computer-based technologies in a range of teaching tools, and incapable of being moved on due to inflexible tenure arrangements or lack of non-contact positions. While hey are certainly not doing the rest of us any favours by staying, at the same time, "the system" should have ways of ensuring this does not happen as well.

David, I congratulate you on an interesting article, and I will share it as widely as possible with other educators.

Greg."