Last Friday Tony Blair was questioned about his decision to support the invasion of Iraq. Reports subsequently spoke of his appearance at the enquiry in theatrical terms,...

What struck me more forcibly was how his legal mind was visibly at work. The practised barrister can hide behind words that seem to lead to a logical conclusion, but which in fact merely mislead. Such was the effect of Blair’s carefully chosen phrase: the calculus of risk. This he claimed changed radically after 9/11. We can only speculate, he suggested, about the horrors that would have ensued had Iraq been able to supply terrorists with WMD. But there were no WMD. It was alarming to see how quickly other ‘rogue’ states were implicated in this scenario: North Korea, Iran, Libya.

In justifying his decision, Blair implicated Iraq in 9/11 by association, yet Iraq had nothing to do with that attack. Moreover, the terrorists used no sophisticated weapons; instead they exploited loopholes in the West’s own security arrangements, managing to train as pilots, to travel freely and ultimately to hi-jack planes. None of this needed input from Saddam Hussain.

Having constructed this specious post hoc justification, he never once discussed the horrors visited on the hapless Iraqis by the bombings and the subsequent lawlessness in the country, which resulted in countless defenceless victims. Blair voiced his fears that the terrorists who perpetrated 9/11 would not hesitate to murder tens of thousands of civilians if they had the chance. He did not hesitate to slaughter hundreds of thousands but we will probably never know exactly how many Iraqis lost their lives. He claimed that ‘we’ were safer because Saddam had been removed. But not one jot of regret did he show for the victims of the terrorism that was unleashed in Iraq as a result of the war.

Blair showed the same contempt for truth as he did in government. His trademark then as now was spin. And what was depressing about the whole Iraqi episode and the Bush/Blair strategy is that it totally ignored the real running sore of instability in the Middle East, the Israeli/Palestine issue. However desirable it may have been to remove Saddam, there must have been less costly ways., not only less costly in human life but also in the further destabilizing of the region. If Iran really is trying to develop nuclear weapons, it may well be doing so in fear of an Iraqi-style invasion.

So what did we learn last Friday? That Blair still believes that his own self-delusions can be foisted on the rest of us. And ultimately that he has a second rate mind. The roots of terrorism, the causes of instability in the Middle East, how the West can interact with Islamic Sates: these are complex issue that require careful analysis but they also require solutions that encapsulate a basic respect for the lives of others. He showed himself incapable of clarity of understanding and totally lacking in respect for human life.

Of course a DOS needs to be well organized, but often it seems as if juggling skills are needed. It is part of the job description that you have to handle ...

...the unexpected: the morning when not one but three teachers go sick; there has been a burglary; a prospective client wants to see round the school without advance warning; a student needs to be taken to A&E. Well, you get the picture.
So, bearing this in mind, we can say that the three key areas the DOS need to organize are time, people and resources. Time management is important even though you know you will never have a standard routine. It involves ranking tasks according to priority, being tidy so that you can always find what you need, learning how to stop people wasting your time, whether on the phone or face to face, and having back-up systems to help when schedules fall behind.
Organizing people is the toughest of the duties a DOS has. You have to timetable the classes and assign the teachers to them. There are always people who will find fault with what you do there! To keep disruption to a minimum, hold a pre-timetabling meeting so that you can explain what is needed and the teachers can express their wishes. In fact consultation is the best way of handling all the people management issues. If you have posts of responsibility to assign, discuss the possibilities. If it seems fairer, you could even rotate the posts on a termly basis. The main thing to remember is that you want a cooperative team not a group that harbours resentment.
Resource management is also of crucial importance, as having the right teaching aid available at the required time is necessary for good teaching. Again this needs the cooperation of all. Delegate responsibility where you can so that people feel involved in looking after the resources.

I would like to develop some of the points from my earlier post about career progression. If you want to become a DOS, then it is essential you feel confident in being able to handle the three ...

When it comes to dealing with people you need to get to know your team so that you can work out the best ways to work with them. Your role is to motivate them, support them and, sometimes, hold them accountable. I think this is the most difficult aspect of the job because each individual has his or her own view of their and your role. Try thinking about which categories you can put your team members into: those who want to cooperate and help the smooth running of the operation; those who toe the line but who will only do the minimum required of them and those (usually very few) who can be downright obstructive.

The main danger with the first category is that you can take them for granted. As they are an asset to any organization, they may feel justified in going elsewhere if you do not show your appreciation. This might be as simple as thanking them for their good work or it might be a more tangible reward in the shape of a post of responsibility or a pay rise.

The second group needs motivating to put more enthusiasm into their work. You need to try to find out what makes them tick so that you can show them how a greater effort on their part will be more personally satisfying for them. Generally people who enjoy their work do it with enthusiasm, so a good starting point is to find out what these people like and dislike about their job. If you can work with them to help them increase the enjoyment factors and learn how to manage the less attractive aspects, you might be able to improve their performance in the team.

The final category is likely to take up a disproportionate amount of your time effort. Disruptive behaviour can take many forms: they may be lazy, too fussy, irresponsible, over-critical, undermining your authority, or all of these things. To be honest, you want to spend your time on more worthwhile matters so if, after trying to engage them, they persist in being unhelpful, first ignore them. With any luck this will convert them into a category two type. If they persist, then start noting specific instances of unacceptable behaviour: lateness, unexplained absence, failure to complete their admin tasks. This will allow you to issue them with formal warnings and they will understand that they can be fired. In extreme cases this is what you might need to do.

I have one personal example of a really difficult staff member. This person was routinely late, ‘forgot’ to do things, took unexplained days off and caused a lot of discontent among the students. The teacher left before being actually fired. But there was in a sting in the tail of the story. I was surprised to learn that the person was working for another organization that prided itself on the quality of its staff. Before long the D.O.S. phoned me to ask why I had provided such a glowing reference for the teacher. Needless to say, the reference had been forged.

I’ll discuss organization and planning next time.

A reader asked recently for further advice on how to progress in an ELT career. He specifically requested information on additional qualifications. Others may disagree...

The next step is build up your experience: this should be varied so that you can appreciate different teaching situations. With three or so years’ experience behind you, you can start mapping out your career path. If you decide that you want to go into academic management and finally departmental management, then work out your strategy. Find out how you can build up management skills in the job you are in. Such skills include good interpersonal relationships; good time management; good organization. Take on areas of responsibility that will allow you to develop these skills: you could become social organizer; you could be the person responsible for equipment; you could organize self-access. Gaining this kind of experience gradually could give you the confidence and credibility to apply for an assistant Director of Studies post. At that point the new employer should be prepared to help you move to the next stage so if you want to be sent on specific skills’ courses, find out about them and make your request. You could also join IATEFL Sigs in the areas that interest you.

If teacher training interest you then become involved in your existing post. Offer to observe your peers and to be observed by them. Lead workshops on specific aspects of teaching that you feel could be improved or updated in your school. For your next job, look for a school or department that also offers teacher training courses. Once there, become involved at the level of observing trainees and perhaps giving demo lessons. The next step will be to become involved as an assistant on one of the courses and then to gradually take more responsibility for teacher training until you feel ready to move to a major training provide.

Remember that careers don’t just happen and neither are they simply about obtaining more diplomas. You need to plan your strategy and then go for it!

Now that President Obama has been in office for a year, it is interesting to look back at his interpretations of key issues to understand how he sees the situations. Politicians try to shape ...

However, as George Lakoff has pointed out in a penetrating article, Metaphors of Terror, http://www.press.uchicago.edu/News/911lakoff.html, the military professionals found this a difficult description because none of the conventional elements of war were present. Therefore, Lakoff suggests, new metaphors were needed to shape a view of the perpetrators:
First, Bush called the terrorists "cowards"—but this didn't seem to work too well for martyrs who willing sacrificed their lives for their moral and religious ideals. More recently he has spoken of "smoking them out of their holes" as if they were rodents, and Rumsfeld has spoken of "drying up the swamp they live in" as if they were snakes or lowly swamp creatures. The conceptual metaphors here are Moral Is Up; Immoral Is Down (they are lowly) and Immoral People Are Animals (that live close to the ground).

The article goes on to examine the Bush administration’s foreign and economic policy and the way public discourse on such issues is, in a horribly Orwellian, manner, conducted in such a way that we too start to see the situation as they wish us to see it.

So what of Obama? Is trying to open up our view of the issues or restrict them to whatever serves current US needs? In another interesting paper, Shaping Economic Reality, http://gnovisjournal.org/journal/shaping-economic-reality-critical-metaphor-analysis-president-barack-obama-s-economic-langua, Josh Scacco notes that Obama has used three main metaphors for the economy: the economy is a person; it is a building and it is a journey.

Of the first metaphor, Scacco comments:
It is easy to understand why many politicians have related the economy and the human body: the movements (rising, falling) and conditions (depression, weak, anemic, sluggish, recovery, strong) are characterized similarly and in a personal way (Lakoff, 2009, Lecture). A person’s most basic frame of reference is their body – its movements, aches, and pains. Projecting these onto the economy has a powerful cognitive and persuasive impact of explaining the current “condition” of the economy.

The building metaphor plays heavily on the concept of firm foundations, and the journey suggests the goal of a better destination but with many obstacles ahead. What Scacco suggests is that Obama’s language lays the basis for the view of government as physician, builder and guide. Food for thought don’t you think?

I’m no financial wizard. All my working life I have just about earnt enough to keep my life ticking over and at various points in the year there have always been times...

Now that we hear about bankers and their bonuses I reflect on how we view money. I am completely puzzled. Bankers, unlike teachers it seems, can only be retained by the payment of huge bonuses. How can this be? Don’t they talk of their salaries in millions rather than thousands anyway? Is it a question of scale? Is the banker just like me only with bigger bills? Does he suddenly find he’s half a million short?

It seems that certain types of ‘talent’ can demand salaries that the rest of us can only look at in amazement. Footballers fall into this category so do certain media celebrities. But just what are we paying for? If people are paid such amounts shouldn’t they demonstrate their all round worth too? Yet bankers nearly bankrupted several nations; footballers can behave like thugs off the field and ‘celebrities’ seem to have a talent for grabbing cash rather than displaying any real genius. I can’t think of anyone around today who has a fraction of the talent of, say, the various members of the Monty Python team but I don’t remember them demanding millions for their services.

What does this say about our values? How can we hand out such sums to the wreckless, the feckless and the callow while giving people who really contribute to society scarcely enough to live on? I’m not puritanical about money. I’d love everyone to have a good standard of living but can we really justify such a gulf between ‘real’ people and these go-getters? Let the bankers take their talents elsewhere say I.

So, the UK is at a standstill because we had a few inches of snow. In my part of the country even the city schools

are closed...

We are told that because such severe weather is so rare local councils cannot afford to buy equipment that could b

we used to clear the roads. Apparently we have only eight days’ supply of gas in store (countries like France and

Germany have 100 days). People don’t fit winter tyres on their cars and nobody bothers to clear the snow in front

of their homes.

I wonder how we have become so pathetic in our response to what is, after all, hardly a surprising aspect of

winter. When I was a child I remember many harsh winters stretching from November to March, but schools didn’t

close and roads were quickly cleared. Yet what really angers me is the economic argument. We can find billions of

pounds to bale out corrupt banks; we spend millions daily maintaining military operations in countries we have no

right to be in, so why can’t we find the money needed to keep the country going during what is arguably perfectly

normal weather for a northern European country? Answers please!

Let me first wish all readers a happy, peaceful and successful New Year...

The kind people at ESL-school have asked me to continue with the blog but with a less restricted brief . I will try to provide an offbeat point of view on issues to stimulate debate. I shall also be happy to discuss any points that readers wish to raise so please send in your comments.

I hope you will keep reading.

I sometimes think that in our desire to teach, we lose the fascination of language as a concept. Of course, concepts may not be of much practical use in the classroom. But I do believe that we need to consider the phenomenon of language in the abstract if we are to understand why some groups of students find it difficult to...

I think Edward Sapir and Benjamin Whorf offer the most fascinating path into this area. Sapir said:

the 'real world' is to a large extent unconsciously built upon the language habits of the group. No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation.

His student, Benjamin Whorf, elaborated:

We dissect nature along lines laid down by our native languages. The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds - and this means largely by the linguistic systems in our minds.

Of course scholars have argued in favour and against their theory, but I see in political spin a strong belief that people’s perceptions can be shaped by language, as indeed did George Orwell in his novel, 1984. One of the most offensive phrases of recent years in my view has been “collateral damage”. It sounds like a small side effect of war. If we start thinking that way, do we not start to lose our perception of the real horror in which defenceless civilians are slaughtered and start to see it as an ‘acceptable’ consequence of warfare?

Another phrase that seems to try to shape our thinking is “the war on terror”. We can really only wage war against a known enemy. We certainly will want to defend ourselves against terrorism and do our best prevent it, but it is not possible to conduct a war against it. Such linguistic shaping of our perceptions has contributed to an increase of tension in society, as one community looks with suspicion at another, as definable groups become associated with ‘terror’.

Doesn’t the whole issue of political correctness relate to this idea? If I am told I may not use certain language, is that not an attempt to shape my though processes? In a recent article I read how Susan Boyle, a competitor in a talent show, was constantly being denigrated as a "spinster". How exactly is this denigration? What other word in English exists to describe an unmarried woman?

I’d be interested in knowing what you think.

References:
Sapir, E. 1921. Language. New York: Harcourt, Brace & Co.
Whorf, B. 1956. Language, Thought & Reality. Cambridge, MA: MIT Press.

What is your school’s view about the learning process? Do you believe that a teacher must be in charge of all the learning activity? There can be strong pressures that reinforce this view: in some cultures learning is seen...

I am not suggesting anything drastic. But if, for example, your students are preparing to study at a western university, they will need to acquire independent learning skills, as they will be expected to conduct their own research, read up to augment their understanding and be able to select and collate ideas to produce their own original essays. The skills required here can be very daunting for students who have never been self-reliant but have always been spoon-fed by a teacher.

The first question an organisation needs to consider, then, is: are our types of student likely to benefit from self-directed learning or will they be deterred by this approach?
If you can identify groups who would benefit from more autonomous learning, the next step is to devise a plan for implementing it. You need to consider how to prepare teachers; how you will explain and discuss the issue with students; how much of a lesson or a course will be devoted to learner autonomy; how you assess effectiveness and how you handle problems.

References:
# Dam, L (1995). Learner autonomy. 3: From theory to classroom practice. Dublin: Authentik Language Learning Resources.
# Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press.
# Jones, J.F. (1995). 'Self-access & culture: retreating from autonomy'. ELT Journal. (vol 49, no 3, pp 228-234)
# Pemberton, R. (et.al.). (1996). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.
# Sheerin, S. (1989). Self-Access. Oxford: Oxford University Press.

Recommending a grammar book for teachers is always difficult. Why so? The problem is that that there is an enormous choice of grammar reference books and in order to recommend one I really need to know more about the user. How knowledgeable is the...

My own grammar reference is a dog-eared copy of A Comprehensive Grammar of the English Language by Quirk, Greenbaum, Leech and Svartik (Longman 1985). No doubt this book has been updated and I still think every staffroom should hold a copy. But I accept that this weighty tome is probably a bit daunting for the new teacher.

On the other hand a lot of grammar references are written for students rather than teachers. Even though teachers may find them useful, they tend to have less depth than is needed for the teacher trying to gain an in-depth knowledge. Thus Michael Swan’s Practical English Usage, although an essential book for the school’s library, is really aimed more at the learner than the teacher. The same may be said of How English Works by Michael Swan and Catherine Walter.

However, Martine Parrott’s Grammar for English Language Teachers: With Exercises and a Key
(Paperback: 528 pages; Cambridge University Press, 28 Mar 2000 ISBN-10: 0521477972) is, as the title shows written with teachers in mind. As you see from the size of the book, it is not a pocket reference! But its aim is to help teachers improve their understanding of English grammar. It has teachers in mind in that it explains learners’ problems, and the difficulties learners often have with English grammar. Moreover, it has exercises to help teachers check their understanding.

However, it is concerned largely with British English so may not be so helpful for those teaching American English. On balance, however, I think it is one of the most useful grammar references for teachers who feel they need to deepen their own awareness of their subject.

Placement testing, level testing, exam practice: in the past these areas all had to be devised or organised by schools on behalf of their students. As in so many other areas, the Internet offers a quick and easy solution...

My first suggestion is Oxford English Testing online . Here you can have new students take an online placement test and find their Common European Framework level. The same site offers practice test for KET, PET, FCE, CAE and IELTS.

If you have students who wish to study for one of the Cambridge exams but are not sure which one is right for their level, Cambridge University’s Test Your English site has an online test that can help the student decide which exam is appropriate.

Cambridge University is also responsible for BULATS, a language test for business English learners. This is done by computer but a demonstration test is available online .

All major English language tests can be practised online: TOEFLE, IELTS and TOEIC. All these online resources make testing easily available to students worldwide.

I always enjoy reporting on the way our language is changing. The speed and range of communications globally seem to have accelerated the process of change and it is sometimes hard for teachers to keep up. Of course one problem

To answer that question I want to highlight just one of the many research studies that are going on in universities. At University College London, which has a strong background in linguistic research, greatly influenced by distinguished scholars such as Randolph Quirk, an informative long-term study is under way. The UCL Survey of English language undertakes research in Corpus Linguistics. This is the study of naturally-occurring language structures and usage by collecting samples of spoken or written language and second, analysing them.

When the survey began way back in 1959, the samples were collected through recorded interviews, transcribed and stored on cards. Of course new technology has radically transformed research methods and now corpora are kept in data bases and analysis is carried out with various types of software.

So what kinds of questions does the research project ask about English? As there have been a series of projects, the questions are very varied but a current one examining the verb phrase asks the following :

▪ Which changes have occurred in the structure of the verb phrase (VP), concerning word order and complexity?

▪ Do changes propagate themselves equally in all genres of spoken English, or do particular forms of spoken English, e.g. conversation, display more change than others?

I find this kind of research absolutely fascinating. But what is also excellent from a teacher’s point of view is that the website is full of extremely useful resources.

Back from holiday, I find the news is all rather gloomy. Unemployment figures in the UK have reached a new peak and the swine flu has everybody feeling a bit edgy. I can’t make any suggestions about flu but I think TEFL might help some groups worried about unemployment.

With the effects of recession...

The sort of experience you gain in teaching means that your personal development is enhanced in many ways: new interpersonal skills, greater independence, learning to take the initiative, planning skills, presentation skills and many more. These aspects of the experience can really help your prospects in the future.

So what should the new graduate do to get started? First make sure that you find reputable TEFL/TESOL course. This should be at least four weeks and should lead to a qualification validated by a leading TEFL/TESOL institution. In fact if you take a course provided by one of the international groups, you could well find a job placement at the end of it. So spend some time researching what is available to you and make a choice that ensures the course is a stepping-stone to the next stage of the plan.

When you are ready to launch your teaching experience, think carefully about where you wish to go. Don’t jump at the first offer unless you are satisfied that it is from a bona fide school or college, that the terms and conditions are fair, that you will get proper support as a new teacher and that it is in a country you really wish to visit.

Next research the culture you will be entering. Be open minded and ready to learn rather than to judge. Many aspects of life will be different and you need to be ready to accept that what is different is not necessarily bad.

Think about your social and emotional life. If you feel a little bit afraid of stepping into the unknown alone, try to pair up with another teacher to go either to the same school or at least the same town so that you can offer each other mutual support in the first few weeks.

You may not wish to make ELT your long-term career but it is an excellent way to beat unemployment blues and gain valuable experience.

As this site tries to appeal to ELT establishments wherever they may be, I don’t usually focus on matters that relate only to schools based in English-speaking countries. This means that the student welfare aspect has been largely omitted. However, somebody pointed out to me that many schools worldwide make arrangements for their students to attend...

If you are thinking of welcoming a student to your home, you do need to think about whether this will really be appropriate for you. For example, if you would like to host a younger student, then you need to think about the responsibilities that entails. Even if you have children of similar age yourself, you cannot assume that your student will have similar habits and behaviour patterns. What if your children are allowed more freedom of movement than your student’s parents permit? Will that cause problems? If the student is homesick will you be able to cope? Will you be willing to have a Criminal records Bureau check? Does your home insurance cover you for any damage or loss that might result from having a student in your home or for any accident the student might have while in your home?

I am not trying to deter people from hosting juniors, but it is a serious responsibility and should not be undertaken until you have thought about all the implications. If you are ready to go ahead, then think also about what motivates you. You should have a genuine interest in people from other cultures and be able to accept that their habits may be quite different. Remember too that the fees paid to you by the school are to cover the costs of hosting, not to provide you with a big profit margin. If you want a purely commercial arrangement, it would be better to let a room on that basis rather than offering to ‘host’ a student.

While the responsibilities of hosting an adult are less onerous, issues such as insurance still apply. With both juniors and adults, the student’s expectations will be to participate in your family life: eating with you, spending time chatting, going on family trips and sharing family entertaining. So if your idea of hosting is that the student will keep to his or her room for most of the time, then please think again!

The rewards of hosting are invaluable: you learn a lot about different cultures, you make lifelong friends, you add an exciting new dimension to your life as you welcome each new guest. Of course you will occasionally find that you and your guest are not compatible but schools generally try to find a good match between host family and student. And if serious problems arise, the school will usually move the student.

All types of household welcome students, it is the responsibility of the school to ensure that the family and the student are appropriate for each other. A woman living alone might feel uncomfortable with an adult male student, for example. But students are as varied as hosts, so usually a good match can be made. Perhaps the best way to work out if this is for you is to dip your toe in the water. Register with a local school and try it out. If it doesn’t appeal, you will soon know and needn’t take another one. If you enjoy the experience, then will have found a new aspect to your life.