Evidence that, just when you think you're imparting knowledge, the truth could be very different
The class was faffing about, taking its time, so I said, in my best Bored Teacher Monotone, 'Right, then. One needs to PICK up one's pen, then one needs to OPEN one's book, then one needs to WRITE the title.'
In future, I'll just say it like it is. One kid put her hand up. 'Are you talking in Shakespeare?'
Ever get the feeling the world has moved on, leaving you far, far behind?
I told another class this week that a character in a novel was being 'duplicitous'. I did explain the meaning and was pleased that I was expanding their vocabularies. But one of the students asked me whether I could just learn some slang at the weekends so that they could understand me better.
'But,' I said, 'my professional duty is to extend your individualised lexicon, not encourage you in the use of non-standard varieties of linguistic choices.'
Am I not pitching things right? There were more wrinkled foreheads in that classroom than at a support gr…
In future, I'll just say it like it is. One kid put her hand up. 'Are you talking in Shakespeare?'
Ever get the feeling the world has moved on, leaving you far, far behind?
I told another class this week that a character in a novel was being 'duplicitous'. I did explain the meaning and was pleased that I was expanding their vocabularies. But one of the students asked me whether I could just learn some slang at the weekends so that they could understand me better.
'But,' I said, 'my professional duty is to extend your individualised lexicon, not encourage you in the use of non-standard varieties of linguistic choices.'
Am I not pitching things right? There were more wrinkled foreheads in that classroom than at a support gr…