The longer I teach, the more I pull back the curtain, becoming more transparent with students in the room, and better-aligning my practices with core principles. An understanding of communicative purpose has really helped me eliminate some of the charades you tend to see everywhere. For example, what once began as reading textbook passages designed to teach a specific grammar point has now become me outright saying “today, we’re gonna learn about some grammar” (i.e. learning). No veil. Texts are now read for enjoyment (i.e. entertainment), or learning about the target culture (i.e. learning). Any collaborative storytelling or Write & Discuss (Type & Talk) results in texts (i.e. creating), though the process is often enjoyable (i.e. entertainment), and focuses on some topic (i.e. learning). Those three classroom communicative purposes: entertainment, learning, and creating, have all led to great buy-in and trust. The longer I teach, there’s just no need for any of the role-play and ruse within the classroom reality.

Well, it’s that time of the year when I get ideas on what to improve upon or do differently next fall. In particular, I’ve got my eye on a couple new transparent routines that are best established right from the start…