The Terrain of Teacher Training

My background is military, specifically as a sergeant in the combat engineers.  I have mentioned before that much of what I have learned about training methods comes from the U.S. Army.  I find that many have misconceptions about the training and management style of the armed forces.  There is considerably less yelling, cursing and threatening than outsiders believe.  Not only are non-commissioned officers continuously trained on motivating, coaching and mentoring methods, but they are also used continuously in practice.

But the focus of this article is simply to draw connections between military training and ELT teacher training.  Originally, this was to be a comment on a recent post by Chia Suan Chong on the English Teaching Professional website.  But I quickly found that I had too much to say for a comment block.

In the article, Ms. Chong rightly states that teacher training methods fall along a continuum between prescriptive input/evaluation and a guidance-driven method based on exploration, critical thinking and creativity.  My position is that introductory teacher training should include both.  Fundamental and routine tasks should be taught and practiced to the point of 'muscle-memory'.  Then higher tasks should emphasize responding to the environment appropriately and decision-making.

As an example, let's look at how the military teaches land navigation.

Step 1 - Know Your Tools

During the first steps, the new privates are methodically taught how to use a compass and a map.  This includes testing their knowledge of marginal data on a map, symbols, colors, etc.  They are also taught to identify the ten major and minor terrain features like hill, ridge, valley, cliff, spur, etc.  They must also find accurate grid coordinates on a map.  This is very basic stuff, but also very important.  These simple skills are augmented by more advanced skills like intersection and resection to determine a point on the map from two other known points.  Finding accurate grid coordinates is the key to calling for air support, medical evacuation, sending reports and directing artillery.  These simple 'mini-tasks' of navigation are practiced repeatedly until the failure rate is near zero.

The tools of the trade.
Source: Quique251, Wiki Commons

Step 2 - Plotting a Route

This step again teaches fundamental navigation but adds in an element of critical thinking.  The privates are given a point A and point B to plot and told to draw a route on the map which will take them there.  When plotting a route there are right and wrong answers.  For example, sometimes the straight line route is the best method.  Sometimes 'hand-railing' (following a linear terrain feature like a river) is best.  Sometimes, the best route is a series of determined checkpoints which avoid impassable areas or keep the group on the best tactical ground.  The privates must be able to justify why the route is the best.  If they fail to see the problems with their route (it takes the group over a cliff, it goes through an open field, it takes too long, etc.), it is wrong.

Note, at this point no one has even stepped foot in the forest.

Source: FM 3-25.26 Map Reading and Land Navigation,
U.S. Dept of the Army, approved for public release

Step 3 - Following and Deviating from a Route

The final step is to go into the forest and actually move from point A to point B.  Using a planned route, the soldiers start moving.  At this point they are using the 'muscle memory' skills to ensure they are correctly following the route.  They are constantly checking to ensure they are on track.  In fact, during a movement, one soldier will continuously keep the pace count (how far) and another will repeatedly check the compass (direction).  But here's the thing...  The terrain is never identical to the map.

Most maps are drawn with 10 meter contour lines.  So, many small depressions, swamps and ridges do on appear on the map.  This is where the privates learn how to read micro-terrain.  They will need to go around small clearings, minor cliffs, etc.  They will also need to continually keep the group in a defensible position.  So the movement should always have places for cover (large rocks, small ditches, etc.)  The ability to read micro-terrain is life saving.  Foot patrols in Afghanistan are supreme experts at this skill.  But it is taught starting in basic training.

The key to deviating from the drawn route is to constantly know where you are... within 10 meters.  Once you have 'lost your grid' it can take quite some time to find it again and you can no longer call for help.  This is a very dangerous situation and causes the whole patrol to become nervous.

Reaching the destination is a combination of several key elements.  They properly conducted key prescribed tasks, they made a correct plan based on the terrain, they deviated from the designed route to respond effectively to unexpected ground, and they always knew where they were.

Can you spot the micro-terrain?
Source: Oliver Herold, Wiki Commons

Okay... back to English Teaching

I believe that beginning teachers should be taught how to 'navigate' a classroom.  At the beginning this includes several fundamental skills which can be repeated in a variety of situations.  They should understand various types of activities, what they are for, and how long they take.  They should be able to spot errors and lacks (finding grids).  They should also be able to identify needs at a larger level (terrain features).

Next, they should be able to make a lesson plan to navigate through the terrain.  Note, in the military we don't make a route for every footstep, that is handled in the basic compass/pace counting skills.  The teacher trainees should also learn that there are several ways to get from point A to point B but some are wrong.  The technique of hand-railing is useful in land navigation but is sometimes dangerous, just as using a linear terrain feature (a course book) is not always the correct answer in the classroom.

Finally, the live practice teaching sessions should be used to train and assess how the teacher responds to the micro-terrain of the class (emerging language, unexpected gaps, unexpected topics/wishes).  Teachers should be taught (just as soldiers are) that deviating from the route is necessary as long as they constantly know why they left their planned course and where they are.  Watching a teacher 'lose their grid' in the classroom is just as painful as watching a patrol lose their way in the forest.  They start going in all directions at once and charging up mountains to find their way.  At the end, everyone is exhausted, frustrated and confused.

So, let's teach new teachers the art of class navigation.  But here's a reminder for some... we never taught privates navigation by simply taking them to the forest and telling them to start walking.

BE Trainer goes to Liverpool

This will be only my second IATEFL conference, and only my third English teaching conference in total, but I think I am starting to find my way around these things.  So here are my plans for Liverpool 2013...

1.  Approach the Program with a Strategy

Last year, my general approach was benchmarking.  I wanted to find out if I was doing the right thing in my lessons and training design.  The goal was to walk away with an action plan for improvement.  In other words... I was an idea thief.

But the conference did not really live up to my expectations.  Or maybe I had surpassed my own expectations.  What I learned was that I am actually quite good at this training thing.  I enjoy it, I have an approach which blends best practice from various sources, plus it fits my context, my personality, and most importantly, my learners' expectations and needs.

It would be a shame, however, to spend all of the money on travel and accommodation only to hear things I already know.  So this year, I have worked out several "needs improvement" categories.  When viewing the program, I will focus on those talks which can help shed some light on how to improve.  In short, the plan is not to steal ideas, rather use the talks as a spark to generate my own.

For me, the areas of focus this year are:

• Writing better materials (especially for other trainers)
• E-learning (from design to implementation to learner acceptance)
• Broadening my cultural horizons - I teach in a monolingual/monocultural context.  I would like to be more flexible.

2.  Vet the speakers and remain critical of the descriptions

Sadly, last year I attended several talks which only vaguely resembled the printed descriptions in the program.  In some cases, the presenters failed to reach the "ah ha!" moment.  It appeared as though they were holding back.  I divided these talks into three groups:

1. The crucial information the audience wanted was proprietary.  "This topic is very useful and important, but if you want to know what it is, buy the book, take the course, etc."
2. The speaker was unsure of their own expertise.  "I think this is a really effective approach to the topic, but there are a lot of really smart people here and I don't want to say anything wrong so I will just allude to it."
3. The speaker tried to accomplish too much in the time slot.  "So that is the extensive background to this topic...  Oh, I see we are running out of time and I wanted to save some for questions.  So, here very quickly is the main point... okay, thanks for coming."

So, what I am looking for are names I have seen on Twitter and in other conferences, but who are not promoting a book/website/course.  I am also looking for unknown speakers who are dealing with a very specific issue which might support one of my three goals.

3.  Take Time Off and Find a Comfortable Chair

Last year, I came back from Glasgow exhausted.  I attended an unbelievable number of sessions, I ate very little, drank too much, stayed up too late, and was generally uncomfortable much of the time.  My cheeks hurt from smiling and my ears hurt from intensive listening.  I do not want to repeat this performance.

But on the other hand, I will pay a sizable sum to attend the conference and I want to make sure I do not miss something which might repay the cost.  In Glasgow, I picked up a few ideas which I then developed and sold, thus recouping the expenditure.  However, I plan to take it a little easier this year and come home a bit more refreshed.

4.  It's All about the People

For those of us who are active and passionate about professional development, the ideas presented during the sessions are largely available online.  Instead of taking copious notes, I will simply keep a Evernote page for the entire conference with topics for later research, links, and people.  There is simply too much information during the week to really learn.  Instead, I can take my list home and prioritize it while half-watching a reality show on my couch.  Most of the presentations, handouts, and the like will be hosted anyway.

This will save my brain cells for getting to know people I have only met online, speaking with the friends I have made (and failed to keep in touch with), and asking lots of questions to lots of really talented and intelligent people.  It has been mentioned elsewhere, but the most interesting parts of conferences are truly the short conversations with diverse opinions.  In fact, I'm thinking about submitting a proposal for a BESIG workshop in Prague which has no topic.  Think of it as conference Dogme... just get a bunch of super-smart people in a room and see what emerges.  I wonder if that would be accepted?  But perhaps there is someone better to host it...

So...

If you are coming to Liverpool, I would love to meet you.  It would be great to grab a drink as well, but we all know how schedules are at conferences.  I hope you have a great trip and I'll see you next week.