Ventures in Vocation – rants and prospects

As months keep flying by in 2017, I’ve found myself in exceptionally busy and challenging environments, so blogging – or rather, posting – fell behind a little. Writing has always been a different story altogether; I always reflect in writing but, lately, sharing those thoughts simply hasn’t happened. Maybe it’s time it did πŸ™‚

For about eight years now, half of my teaching and learning time has been devoted to adult esp courses – focusing on tourism & services, real estate and my long-lasting love with legal English. The new year, however, arrived with an uplifting challenge: teen & young adult groups attending vocational schools – studying in tourism again & automotive technicians for a change – and quite a change, as to this day I couldn’t care less for cars and all. I did ponder whether I should take that up, and for a substantial amount of time; given though that it was two former students of mine who were now pursuing further expertise that their general knowledge of English wouldn’t cover, I said yes. A ‘yes’ that brought me face to face with an inadequacy I didn’t really care to modify and fill into at first, but which also massively annoyed me – it just didn’t sit well in me to abandon the effort. A ‘yes’ that suddenly multiplied the learner group – as those two former students brought the whole class from school with them.

What I didn’t know in the beginning was how much more annoyed I would become during the first couple of lessons. It was annoyance on a multi-level scale too, which made it even more difficult.
Having mainly focused on teenage learners for over a decade, the challenge wasn’t the group, but the subject. How could I sustain my own and the learners’ motivation working on something that does not interest me at all and on which I have next-to-nothing to work with?
Any hopes I might have had for at least some relevant material from official sources, i.e. the vocational school, were very quickly shattered, as the only thing those learners had in their hands was a set of photocopied mainstream elt coursebook pages with grammar rules. Here’s where my annoyance levels begin to go up:

  1. It’s a vocational school. You’re expected to have bibliography on relevant subjects for all your students.
  2. “Just learn the terms by heart. That’s all” – the answer the school English “teacher” gave to the students’ questions about learning how to do their job in an English-speaking environment. When I visited the school, he refused to see me – well, there you go.
  3. There are amazing, passionate and hardworking colleagues in public vocational schools. Shouldn’t there be a database of their produced material available to all students?

I wasn’t trying to avoid preparing material – it just shocked me to see that even though those students were expected to study and take exams on their subject, all the material provided was on general English and several levels below their competency – something common, as I’ve been since informed. We’re in 2017. I might have been too hopeful but having known how colleagues put their heart in teaching and produce materials, I expected those students – and their school teacher – to have access to it.

*rant over*

I decided to make it all interactive – I might have known nothing about cars, but I’ve been good at completing tasks πŸ˜‰ Obviously, so are my students. We’ve been working our way through terminology and functional language on Car Mechanic Simulator – found through STEAM. The students are divided in five groups of three and each group “owns” a garage – myself and a couple of colleagues pose each week as customers πŸ™‚ The groups are responsible for the smooth operations in their garage, appropriate task allocation and production of three weekly reports (Tasks Performed, Financial and Weekly prospects) as well as a monthly report from the “manager” (selected and appointed by the team members).

I’m not sad to say that I still have no interest in anything automotive – not in handing it, I mean, I’m quite happy to enjoy their service. I am, however, thrilled to admit that my students’ enthusiasm fires me up beyond expectation!
Even though I remain angry at the lack of care, of perspective and of prospect – as  those students are seeking a future away from here and who can blame them? – it’s our duty to pursue shifts in anything that does not work to our own and the future generations’ benefit.

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