RESPECT! A Leaf out of Ali G's Book

Paul Bress, UK

Paul Bress freelance and works for Trinity College London, the University of Leicester, UK, as well as in International Study Programmes and the London Tests of English. E-mail: paulbress@talktalk.net, www.bemycoach.co.uk

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A leaf out of Ali G's book
Prior assumptions
Age awareness
'Teacher talk'
Target language
Learner independence
Conclusions

A leaf out of Ali G's book

Use of the word 'respect' in certain strata of American and British society has become so clichéd in recent years that it has often been satirised in programmes such as Ali G. But most clichés are often based on a basic truth, and this focus on respect is no different. Streetwise, but disillusioned, black youths may well feel that mainstream society neither understands them nor respects them.

It's my view that we should all be afforded respect until we behave in such a way that takes away that universal right. And, therefore, this entitlement must apply too to ELT students. However, I'm not sure if these students always get the respect they deserve. ELT teachers can demonstrate widely different amounts of respect - some of them can be highly respectful, while others can behave in quite a patronising way.

Let us now turn our attention to how respect can be shown in the ELT classroom. In fact, let's draw a comparison between two different scenarios: one in which respect isn't shown by the teacher (see the patronising teacher') and one in which it patently is (see the 'respectful teacher'). As I do this, you might like to consider what 'camp' you belong to - or what part of the central ground you occupy.

Prior assumptions

The patronising teacher assumes that his/her students are stupid and that they know nothing about the world. He/she continually underestimates what they know and can do.
The respectful teacher doesn't make any assumptions about how intelligent/informed the students are. He/she takes every opportunity to find out what interests the students, what student's areas of expertise are, and which students have more/less developed abilities in certain language skills.

Age awareness

The patronising teacher treats students as if they are younger than they are. He/she may ask them to do demeaning tasks such as sitting on the floor with their legs crossed. Some older students may feel humiliated by this.
The respectful teacher treats students according to the ages they are. For example, if the class is composed of senior citizens, he/she will try to be aware of how much (or little) they want to move around in different formations (and in uncomfortable positions).

'Teacher talk'

The patronising teacher speaks much too slowly (and with too simple language) for the listening ability of the students. The students then become spoilt, and they find it impossible to adapt to authentic listening input outside the classroom - with its slips, its overlapping, its different accents, and its extraneous noise.
The respectful teacher speaks with the right speed and complexity so that most students understand most things most of the time. In this way, students are continually learning - they can use what they do know to guess what they don't yet know (through the content of the teacher's discourse).

Target language

The patronising teacher teaches language that is much to easy for the students. Students then become bored, turn off, and start daydreaming - or, worse, they may complain to the teacher's line manager.
The respectful teacher teaches language that presents a challenge for the students. This will reassure the students that the syllabus has been carefully worked out. They will feel that they are in the safe hands of a specialist (who has a finely tuned awareness of their language level).

Learner independence

The patronising teacher assumes that students won't be able to do language tasks properly - and does it for them. The result of this is that students feel demoralised. In fact, they probably feel that learning is becoming impossible with such a patronising teacher.
The respectful teacher asks students to do tasks which they can do - and doesn't get in their way! This is indicative of real, facilitative, teaching. The teacher is helping the students prepare for the real world. The students may make mistakes, but at least they are given a chance to carry out a communicative task with a degree of freedom and independence.

Conclusions

To sum up, if a teacher behaves in a patronising way towards his/her students, the students are likely to feel cheated of a learning opportunity, and they will are also likely to feel demoralised, disempowered, and insignificant. Meanwhile, if a teacher behaves in a respectful way towards his/her students, the students are likely to feel the exact opposite - they will feel more and more powerful and important. They will, moreover, realise that the teacher's attitude of respect is allowing them to learn in a very effective way.

So, if you think you are gradually losing respect for your students, think of Ali G - and start bigging that respect up now!

Please check the Building Positive Group Dynamics course at Pilgrims website.
Please check the Humanising Large Classes course at Pilgrims website.