In cooperation with Eötvös Lóránd University Budapest, 9 to 11 October 2015, IATEFL-Hungary was celebrating its 25th anniversary.
In cooperation with Eötvös Lóránd University Budapest, 9 to 11 October 2015, IATEFL-Hungary was celebrating its 25th anniversary.
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Creative Drawing/Writing Exercise suggested by Rakesh Bhanot With this Haiku card of mine, the artist Magdolna Terray went from my words and drew a picture: You are all invited to do the opposite - to DITOW: do it the other way! 1. Draw a picture/doodle to depict or represent yourself (nonverbal) 2. Write something based on your drawing (verbal). Max. 17 syllables! 3. Share your creative efforts by 10 December by sending an email to: [email protected] A prize of one hundred pounds will be awarded to the best entry judged by: Alan Maley Malu Sciamarelli Magdolna Terray Rakesh Bhanot (The judges reserve the right to withhold the awarding of the prize if the entries are not deemed to be 'creative'.) What we can learn from students: the role of empathy in language teaching by Csilla Járay-Benn11/2/2015 Looking back over 15 years of teaching mainly adult learners, the terms ‘tailoring’, ‘customizing’, ‘adapting’, or ‘individualizing’ the content and our methods of teaching English could lead us to question what we, as teachers, can learn from our learners and how this knowledge impacts our teaching. Using the learner not only as a content resource but also as a source of inspiration necessarily evokes empathy from the teacher and sheds new light on teaching models and on the role as a teacher, with a shift from the model of teaching a foreign language (or the learner) to the model of helping learners learn a foreign language. Empathy has been identified as the main source of an emerging society by Jeremy Rifkin, economist, sociologist and political advisor, who says: “The age of Reason is being eclipsed by the age of empathy”. Concrete examples and tips will help you adopt an empathic teaching model to prepare for an “empathic society” in the future. - Csilla Járay-Benn 4th Malta Conference: Creativity in ELT Malta, 22-25 October 2015 PLENARIES ALAN MALEY Creativity: What? Why? How? Creativity is at the heart of learning - but rarely at the heart of institutional education. One reason for this is the fear of losing ‘control’ in a culture of measurement based on the cult of predictable outcomes. I shall first explore what is meant by ‘Creativity’, focussing particularly on the element of play and curiosity, the factor of unpredictability, finding new connections between things, the role of constraints and the need for relevance as well as novelty value. I shall then discuss the reasons why we need creativity in education, and why we so rarely find it. I shall then suggest a number of ways to stimulate both more creative teaching as well as learning. These will include using heuristics, applying the random principle, harnessing the power of constraints and drawing on improvisation within a framework of more artful teaching. I shall also suggest that as teachers, we need to focus on presence and relationships as well as on technique. In closing, I will make a plea for the promotion and nurture of more creative teaching and learning in the current context, and refer to the mission of the new ‘C’Group. CHAZ PUGLIESE Jazzing it up: The creative teacher In this participatory talk I will suggest that teaching creatively may have an impact on the students’ enthusiasm and may fuel their interest and curiosity to learn. I will firstly look at the different types of creativity and debunk a few myths, I will then outline strategies that may enhance our creative potential, and finally, I will illustrate with examples how these can be implemented in the classroom. The ultimate goal is for the teacher to come up with teaching ideas that are engaging both affectively and cognitively, are simple to use, require little or no preparation and are fun and challenging to do in the classroom. LUKE MEDDINGS Learning space: Creative ideas for self-study We all want our students to take more responsibility for their own learning, but it isn’t easy - for them or us! Self-study materials are often based around uninspiring gap-fills and sentence completions, but it can be hard to capture language from more stimulating sources like movies and music. In this talk I’ll propose a range of spaces, large and small, from which we can learn. This means thinking of familiar things in creative ways, and asking ourselves - as teachers and learners - what patterns can I see? We’ll take our inspiration from spaces like the night sky, city streets and the local café - I’ll suggest ways to get your students really engaged with their learning outside the classroom, and we’ll try out ideas you can take into the classroom tomorrow. WORKSHOPS SYMPOSIUM ON CREATIVITY IN ELT Chaz Pugliese, Daniel Xerri, Alan Maley 25th IATEFL-Hungary Conference - Looking Forward, Looking Back Budapest, 9 - 11 October 2015 PLENARIES INTERVIEWS WITH PLENARY SPEAKERS
7 QUESTIONS WITH PLENARY SPEAKERS
OUR WORDS AND OTHERS’: STORIES, POEMS AND SONGS WE LIKE performed by ALAN MALEY, ANDREW WRIGHT, DAVID A. HILL WORKSHOPS REVIEWS
LIVESTREAMED SESSION
SLIDES
I wrote the following clerihews, summarising some of the high points in the evolution of Applied Linguistics and Language Teaching as we know them today. For those of you who are unfamiliar with the term ‘clerihew’, it is a verse form of 4 lines, where lines 1 and 2 and lines 3 and 4 rhyme. It has to contain a proper name in lines 1 or 2, and it is supposed to be mildly humorous. The lines do not have to scan. Alan Maley Henry Sweet
Jumped in with both feet, Stirring up a storm About language teaching reform. Daniel Jones Made no bones About his shares In minimal pairs. Otto Jespersen Wrote a lot of papers on Language teaching, which are essential Reading and most influential. J.R. Firth Was not given to mirth: He made many an oration About the ‘context of situation’. Harold Palmer was so inventive He almost took away our incentive: Whenever you think you’ve found something new, He probably thought of it before you! A.S. Hornby, known as Ash, Made a vast amount of cash. But when Ash came to dust, He left it to the Hornby Educational Trust. A.S.Hornby, known as Ash, Was methodical, never slapdash. The results are there for you to see In the Oxford Advanced Learners’ Dictionary. Michael West Did his best For Extensive Reading in Bengal; The benefits have come to us all. Michael West Took little rest In his efforts to succeed In getting kids to read. To Lionel Billows The profession still owes A huge debt, so it’s rotten That his work’s been forgotten. When Benjamin Lee Whorf compared English and Hopi, he declared, ‘They have nouns, no verbs, that’s a surprise! These chaps see the world through different eyes.’ For Bloomfield, Lado, etc. and co., Mim-mem and audio-lingualism was all there was to know. But meaning soon came creeping in Which made this stuff seem rather thin. Noam Chomsky was the outright winner In his confrontation with Skinner. He showed that language is acquired Because humans are basically all hard-wired. Randolph Quirk Was a glutton for work. His Contemporary English Grammar Brought him a peerage and much glamour. John McSinclair Had a real flair For computer corporas So he made COBUILD for all of us. Michael Halliday Had a lot to say About systemic functional grammar In a most elegantly entertaining manner. Caleb Gattegno’s silence Amounted almost to violence: If you can’t create your own inner criteria, You’re liable to be sent to a mental Siberia. Georgi Lozanov Helps tensions just turn off By sitting us in comfortable chairs, And listening to sweet baroque airs. Father Charles Curran’s ideas Promised redemption and freedom from fears. Sit in a circle - tell the knower your wishes, You’ll soon be able to speak out – simply delicious! Earl Stevick was somewhat unique. He had a peculiar mystique. His quiet brand of humanity Stood fast against prevailing inanity. Stephen Krashen Had a passion For making input comprehensible – And grammar learning reprehensible. Professor Dell Hymes Was way ahead of his times. He showed how there were rules of use, Without which grammar was obtuse. Henry Widdowson’s plenary lectures Give rise to fertile conjectures, And his publications Offer complex explanations. David Wilkins concocted a potent potion When he identified functions and notions. The Communicative approach now holds sway, But every dog will have its day. Christopher Brumfit, now sadly dead, Had many bright ideas in his head: Accuracy and fluency, And educational congruency… I’m certain you’ve heard of John Trim. He’s out on a European limb. He was always the very devil When it came to the Threshold Level. NS Prabhu in Bangalore Showed us what TBT was for. His procedural syllabus Has influenced the lot of us. Ron Carter and Mike McCarthy – May they both live long and hearty – They’ve shaped our speech and stammer Into spoken English grammar. Louis Alexander was prolific – His production rate simply terrific. He worked fit to burst While writing ‘First Things First’. Robert O’Neill Had a pretty good feel For characters infernal – Just take a look at ‘Kernel’. Brian Abbs broke new ground Using the communicative ideas around; With the profits from ‘Strategies’ He bought several country cottages. Mario Rinvolucri’s pranks Sometimes tempt us to break ranks – But his ideas are invariably golden, So we’re just bound to be beholden. Andrew Wright got into ELT as an artist And visuals were where his heart is, But now he’s a different sort of feller, Having become an ELT storyteller. (provided by David Hill) Scott Thornbury is Really quite a whizz; Dogme gets rid of material Makes interaction imperial Jeremy Harmer Is a real charmer. In methods he’s top of the pops - His productivity never stops. Michael Swan Is not an Oxford don But his intellectual frivolity Has a donnish quality. I have left out so many, I know, But I guess that just goes to show How fertile our field has become, And the promise of things yet to come. To these and other unsung pioneers, It’s time to give three rousing cheers. And to those whom fame will never reach: They also serve who only stand and teach! Originally from New Jersey, I have been in Europe since 1981 where I teach English at the University of Graz, train teachers, work with corporate clients, and write articles, course books and other materials. My latest books are 'Spotlight on Learning Styles' with Delta Publishing and a chapter in 'Creativity in the English Language Classroom' with the British Council (edited by Alan Maley and Nik Peachey). I also wrote regularly for the Cambridge University Press website, Professional English Online, from 2010 till the end of 2014 and was a speaking examiner for FCE and CAE till mid-2015. In addition, I am an NLP trainer and have run courses on NLP for teachers and companies. Travelling is a big part of my life and I love giving workshops in other cities and going to conferences to present, meet colleagues and gather new ideas. I was the IATEFL BESIG Coordinator from 2009-2015 and on the Membership Committee of IATEFL where one of my duties was running the IATEFL Webinar Series. In January 2015 I stood unopposed for the position of Vice President/President of IATEFL and stood down from my other positions in mid-January to serve as Acting Vice-President. Since the AGM on April 12 at the Annual Conference I have become the President of IATEFL and Chair of the Publications Committee. As I studied music at university, I also welcome the chance to sing and have recently performed at the Open Mic night at the IATEFL Annual Conference in Harrogate, UK and at the 20th anniversary of the International Women's Association (IWA) in Graz. I blog on reflections on teaching and learning at http://learnerasteacher.wordpress.com/ Marjorie Rosenberg 1. How did you get into ELT? I came to Europe in 1981 as a singer and did some auditioning for opera houses and gave some concerts which did not earn enough for me to live on. As I needed to find another source of income, I began teaching at an adult education centre. I had been a teacher in the US so this was a logical step. I then did a diploma in Austria in adult education and took a number of professional development courses in ELT. Several years later I was asked to co-train with a colleague on a teacher training course and this started me off in this area as well. I had always tried out new ideas in the classroom and found that I was creating a lot of my own activities. This creative part of teaching helped keep it all fresh and fun for me and for my students (at least as far as I could tell). Getting my activities published became a personal goal and I put together a number of business English activities and sent them off to the major publishers. Most sent them back but an Austrian publisher decided to go ahead with the book and my first photocopiable book ‘Communicative Business Activities’ was published in 2001. Since then I have written other photocopiable materials, course books, work books and even CD ROMs. 2. What interests you most about ELT? I like the variety the field offers. I am very happy not having a routine job where I do the same thing every day. It is fun working with university students as well as with corporate clients. What I love about ELT is the fact that we can bring in experiences from other aspects of our lives and they become part of a lesson. I worked in an advertising agency in the US and now chair meetings at IATEFL so can talk about these experiences with business English learners. With my multi-national university students, we discuss a variety of topics including traditions in different countries, cultural norms, current events, the subjects they are studying and the goals they have. What I love about the job is the freedom to be creative and use my learners as a resource. I also have fun doing what I do – this makes it less of a job and more of part of my daily life. Having taught for 34 years, I can’t imagine now doing anything else. 3. Which writer has had the most influence on you? I think I would have to say Jeremy Harmer. I was asked to teach the methodology part of a teacher training course and used his book ‘The Practice of English Language Teaching’ as a guide. Everything was explained clearly with wonderful examples and it helped me to organise the lessons. I was thrilled to now find myself in the index of the fifth edition. 4. What was your most rewarding teaching experience? This is so hard to say as so many of them were. I greatly enjoyed adult ed courses using fantasy identities for the learners in order to break down barriers and just have fun in class. These were ‘sold’ as ‘superlearning’ courses so included other elements of suggestopedia. The main thing I learned from teaching them was that both the teacher and the student can enjoy themselves and the sky is the limit. We laughed together, learned together and my memories of those courses are all positive. I also greatly enjoy working with my university students who are come from all over the globe. The majority are Austrian but we have a number of foreign students and I am lucky in that I have the freedom to help the students also learn from each other. We have a set curriculum but how I teach it is up to me and my students love it when we do a song or a game or make posters using glue and scissors. My corporate clients are also great to work with and I like the fact that what I do is based on real situations. I have even been asked to come along to meetings with partners from other countries when the discussion is in English to help out if necessary. 5. What advice would you give to someone who wants to be an ELT teacher? I would say to get some training on teaching, go and observe classes and decide if this is really the field you want to be in. I would also recommend going to conferences and attending as many talks as possible. ELT is such a broad field and there are so many aspects to consider. I don’t think that one or two pieces of advice can be given – it would totally depend on the situation. 6. What have you learned from being the president of IATEFL so far? I have learned to prioritise the things that need to be done. I think it is very important to keep the big picture in mind while also looking at the details. As far as practicalities are concerned, I have learned how to set agendas, chair meetings and keep them on track as well as how to look both backwards and forwards at the same time. 7. In your opinion, why is it important to be part of such organisation? IATEFL is a wonderful way to be part of a PLN (personal learning network). I have met inspiring people through the organization and have learned so much from many of them. The friendships formed with those around the world is something that cannot be measured but I value them highly. I never feel alone when visiting foreign countries. I have gotten to places I had never expected to go and spent time with colleagues there which is very different than going as a tourist. A wonderful example of this was a colleague contacting me on Facebook to ask if I would recommend visiting a place I was in at the moment. I said ‘absolutely’, he went and then he looked for colleagues on Facebook while he was there and had lovely responses from people. Perhaps it is because we are teachers that we are such a social bunch, but this is one of the things I love about being in IATEFL as well as being a member of local teaching associations. 8. Can you tell us what it the benefit of CPD for teachers? I cannot imagine my job without CPD. For me a teacher is someone who is always learning and the availability of CPD for us helps us to do this. With CPD we might try out something new or we might simply remember something in our ‘teacher’s tool box’ that we had previously used and forgotten about. The other advantage of CPD is the chance to exchange ideas. I just finished a tour of teacher training sessions and introduced a variety of activities which teachers then talked about how they would adapt them for their own classes. This flexibility and creativity is all part of CPD and ELT for me. Conferences are also extremely important as we can work on our own presentation skills, learn from others and make contacts with people all over the world. 9. What role has creativity in your professional life? As I trained as a singer and performed quite often in the past I have always enjoyed creative activities. I am very comfortable bringing music and art into the classroom and allowing my students to enjoy it and take part in whatever way they can. I feel that my learners are wonderful resources and make important contributions to the class and the learning process. For me creativity is also finding new ideas and stretching out of our own comfort zones. I think this happens in every class I do and I enjoy finding new ideas and activities to engage my students. 10. Finally, what do you like doing when you are not working? For one thing, I go to the opera. I have a subscription for the premieres of the operas in Graz and get to some eight performances a year. I also enjoy reading, mostly fiction which I find relaxing. Cooking is another hobby and we usually do this on weekends. In the summers I generally travel, usually to Greece with my partner for real R&R and then to the States to visit family and friends. When I have free time in Graz I enjoy going out for dinner with friends and just chatting. The difference between ‘working’ and ‘not working’, however, is not always clear and I feel that my work and non-work life are well balanced although they may overlap. But an evening with colleagues and friends discussing ELT or teaching in general can also be relaxing and fun. I like the fact that work is also pleasurable and therefore does not need to be left in the classroom, but is a normal part of what I do and who I am. Thanks very much for sharing your time and insights with our readers. Malu Sciamarelli I would have a question for discussion: What are things that you have learned from your students? Type of skills, knowledge, attitude, or anything that helped you become a more creative teacher?
CSILLA JARAY-BENN (Your replies may be entered in the comment box below. Thank you!) To say that EFL in Poland is a profession dominated by women is a platitude. On a teacher training course I was recently involved in planning and delivering, only three out of nearly 40 participants were men. The course was organised with EU financial backing and the idea behind it was to provide support to small town English teachers in state schools, who don’t always have access to the same variety and abundance of resources as their big city colleagues in private language schools. The brain behind the course was Ania Gębka-Suska, my colleague and friend, a former IATEFL Poland President and a dedicated and enthusiastic trainer. The course took place over nine months and consisted of 96 contact hours plus two classroom observations, with feedback, of each course participant in their own schools. The course title was “4ELT Professional development for teachers of English from rural areas of the Wielkopolska region”. (4ELT is the name of the company which was the main organiser of the course.) Course participants meeting certain requirements obtained a final certificate which could then be used as part of their professional development/career development portfolio. One part of the teacher training course offered was a public speaking module. Teachers are used to standing in front of classes and delivering lessons. Some of them are used to standing in front of parent gatherings and explaining the intricacies of language teaching to them. Nevertheless, a great majority of them find it hard to believe they can be good at public speaking in any other context. This is true of women teachers especially. Although it has changed quite dramatically over the past 30 years, Polish society is still relatively conservative. Girls may still be brought up to be the ones who listen rather than speak, who support their partners instead of realising their own ambitions. The teaching profession is, even today, often seen as a suitable profession for women because it allows them to fulfill their expected, traditional role of helping children while raising their own and keeping the family together. All these factors, coupled with the belief that feedback is only necessary when things go badly, contribute to what I believe to be a lower level of self-confidence in women teachers than in male teachers in Poland. Fear of public speaking Public speaking is a huge challenge for most people; it’s frightening to imagine yourself on a stage in front of an audience of hundreds, having to say something coherent. The main aim of the public speaking module on our teacher training course was thus to show to our course participants that getting up and speaking in front of a big audience can be a liberating experience. It fosters belief in what you are capable of doing and so is a huge boost to your self-confidence. This aim was much more important, in my view, than the more “technical” equipping of course participants with skills related to stress control, effective body language or voice projection, etc. That is why the module focussed strongly on the psychological aspects of public speaking. What we did In order to help overcome the fear of addressing large audiences, it seemed essential to examine very carefully what that fear does to our bodies. The course participants were asked to engage in an exercise where they imagined getting up on a stage and addressing an audience of a thousand people. We then talked in detail about their physical reactions to that stressful situation (sweating, faster heart beat, dry throat, shaking hands and knees, etc.). I then led the group to imagine a situation in which they felt very confident, stress-free and happy with what they were doing, with a view to transferring this feeling of confidence, and the physical reactions which go with the feeling of confidence and ease, to a public speaking situation. This stage of training was relatively time-consuming for, in using visualisation, it is vital to move at the participants’ pace, without rushing things. Also, if people are not used to analysing their psycho-somatic reactions, this may take a while. A few of the course participants were already familiar with visualisations and their positive comments were very helpful in persuading colleagues who were initially sceptical about the benefits of this technique. On the “technical” side, we looked at issues connected with voice projection and speech delivery, features of a good presentation (for this we analysed successful business presentations), body language, and, finally useful language for starting, finishing, taking questions and so on. Towards the end of the public speaking module, I asked course participants to prepare two minute presentations, to deliver them to the group and to get the group to assess their performance. From lesson observations I had conducted earlier, it was clear that, in line with what seems to be standard in this part of the world, teachers tended to give one-sided feedback to their students. They point out mistakes, but rarely focus on the good or promising sides of students’ performance. It was essential to make sure that teachers’ attempts at public speaking were conducted in a friendly and supportive environment. Since positive feedback is an important part of this support, we gave a session on giving effective feedback. Presentations were given to the group and videoed, with the presenter themselves being the only person to have the option of watching the recording of their own presentation later. From my own experience I know that watching a recording of yourself is a good learning experience but positive only if it’s not forced – hence the choice given to teachers. In order to be able to channel their positive energy and to make sure they were going to use the techniques we looked at in the visualisation stage, teachers needed to talk about something they felt very good about, and so, as preparation for the final stage of the module, they were asked to discuss their favourite activities or hobbies in small groups. Topics ranged from cooking and gardening to sport, teaching and philosophy. These topics then became (for the most part) the focus for teachers’ presentations. Presentations were limited to two minutes. This was a rule imposed for practical reasons (time limitations), but also to ensure relevance and focus. Results For the most part, the presentations were very interesting and very well-delivered. Most teachers chose to save the video recordings of their presentations to view later. Presentations were followed by group feedback, which was supportive but very much to the point. But before receiving feedback, teachers were asked to share their impressions of the experience. This was perhaps the most revealing part of the whole training process: a number of female teachers spoke of a breakthrough, a feeling of great achievement, with one sharing a very personal thought that this experience lead her to discover that she was able to do something that had been one of her greatest fears and an obstacle in her personal and professional development. Interestingly enough, male teachers, although positive about the experience, were much more restrained in assessing the emotional impact of the process. Although the idea behind the process was to let teachers (and especially women teachers) discover they can gather the confidence and have the ability to address larger audiences, I hadn’t expected to receive such moving feedback nor to hear that the feeling of empowerment was so strong among the female course participants. For me as a trainer, this was yet another lesson I have learnt from my trainees. In my early days as a teacher trainer, I thought I needed to share a thousand and one activities, techniques and principles. Now I believe that empowering the people who need it most is equally, if not more, important. About Ania: Ania Kolbuszewska has been involved in ELT for over 25 years as a teacher, trainer, consultant and manager. She has been active in various professional associations in Poland and internationally. Since 2013 Ania has been IATEFL Poland’s regional coordinator for the Poznan area. A former Eaquals Director of Accreditation and Consultancy Services, she is now an Eaquals inspector as well as an inspector and trainer for the Polish quality assurance scheme, PASE. Currently she works as a freelance language coach, trainer and consultant together with her husband Andrzej Stęsik. Ania is also one of the founders and an active member of a civic initiative “Right to the City” in Poznan, Poland. This post was originally published in The Fair List website on 29th August, 2014. Reposted here with kind permission from Tessa Woodward and Ania Kolbuszewska.
The Fair List: http://thefairlist.org/ I think everyone would agree that there is not much point in belonging to the C Group unless we make an active contribution to it. So I thought it might be helpful to offer a few suggestions of ways we can do this.
1. Connect By this I mean connect with the notion of creativity. We can do this by reading articles, books, watching You Tube videos and checking websites which discuss or promote creative ideas. And going to talks and conferences where creativity is foregrounded. This helps us become more aware and better informed about the subject. We can only speak with authority if we are well-informed. 2. Collect Create files where you can store material relevant to creativity. These might include files of striking quotations, of texts (stories, poems, etc,) to be used in future classes, pictures, video and video clips, activities you plan to try out, lists of books/articles you plan to read, etc. In this way you will build an information bank which is relatively easy to add new material to as you meet it. 3. Contribute You can make a contribution by: ~ writing reviews of new books for teachers’ magazines and journals. If you have never written for publication before, reviews are a good place to start. Editors are always on the lookout for reviewers. ~ write an article about a creative idea you have tried for a teachers’ magazine, or for Twitter or Facebook. ~ look out for opportunities to contribute to publications (The recent British Council book on Creativity in the English Language Classroom is a good example). ~ write for the C group blog, and make sure you check it out regularly. ~ write a short article for the C Group special slot in HLT Mag. ~write something for The Teacher Trainer journal at www.tttjournal.co.uk The Editor, Tessa Woodward, would be happy to help you. ~ write some teaching materials to be used in your classes (and perhaps your colleagues’ classes too) ~ participate actively in conferences (and online webinars) by running workshops or giving talks. ~ organise a small conference or workshop in your locality. ~ offer to help the C group in an organising capacity. For example, by taking responsibility for a specific area of its work, or by volunteering to help out with C Group events. 4. Co-operate Look for opportunities to work with colleagues. Unity is strength. Working in isolation can be a lonely business, so look for like-minded colleagues online or in your locality. You can organise informal discussion groups, reading circles, carry out some classroom experiments, write materials cooperatively, etc. 4. Communicate Never miss an opportunity to publicise the C group and its work. An obvious way of doing this is always to include a slide on your PPT presentations which highlights the C group and its web address. Share what you have found out – books or articles you have read which might be of interest to others, materials you have come across - useful websites, videos, etc. Keep the group informed of events you think might be of interest. These might be conferences, webinars, special training courses, etc. Share information about the C Group and what it does with people outside the teaching world: administrators. Ministry officials, publishers’ representatives, exam boards…and parents. You don’t need to be an evangelist – just talking about what we aim to do is enough. As you can see, most of these suggestions are no big deal. Anyone can do them. Being an active C group member does not mean you have to carry the whole world on your shoulders, or achieve epoch-making discoveries. But it does mean being constantly alert to opportunities to further the aims of the group as set out in the Manifesto (see the website to remind yourself what these are) – and acting upon them. Good luck! Alan Maley |
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