How to Implement the CCT
Discussion-group members with teaching and/or Thomas Sabo Charms teacher training experience in countries with educational systems in which teachers are traditionally regarded as authority figures and students as passive recipients of knowledge drew attention to a range of constraints on the implementation of CCT. They identified not only practical considerations such as large classes, restricted lesson time, and exam-driven syllabuses, but also strong cultural pressures to teach in line with the prevailing educational norms of the country concerned. One participant noted that when a group of teachers from an African country returned to their classrooms after successfully completing a training course run by Western educators, they reverted to behaving in strict and domineering ways, in contradiction to everything they had seemingly learnt.
Additional points discussed during the course of the forum, a range of additional issues related to CCT was raised. One participant wondered whether, since similar social processes occur in both teams and groups, it might be better to conceptualize language classes as teams. The consensus was that language classes share more characteristics with groups, in that individuality and being yourself are more highly valued in groups than in teams. However, it was pointed out that the value of teams is that they are highly goal-focused: everyone knows that all team members need to pull together if the group goal is to be achieved. In view of this point, it might be preferable for teachers working in exam-focused educational cultures to conceptualize their classes as teams. The question was also raised as to whether language classrooms should function as havens in which students were protected from the harsh realities of the outside world or whether they should prepare students for life by encouraging competition between individuals within the class. In support of CCT, one contributor pointed out that collaboration and teamwork were what was needed for success in the real world, anyway.
Towards the end of the discussion, one participant gave a timely reminder of the danger of assuming that good practice in one context was readily transferable to another, saying: I congratulate you for coining the term and triggering discussion on this issue. It is what I have been preaching and practising my whole professional life. However, I am not too confident that there are universals in this respect. What may be considered friendly on the part of a teacher in a certain context may make students feel uncomfortable in others. And, let’s not talk about teachers who do not adhere to a CCT approach, as if they had a disease they need to get over as soon as possible!
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