John Rustage

    I have been thinking that ‘always providing a good model’ as a trainer seemed a bit forbidding and po-faced. In fact, Nick’s in-class persona was much like my own – purposeful, but not humourless or unspontaneous; and given to a quick – but justified and EXPLAINED –  change of plan re. Break Out Groups sizes (pairs = more practice!)….a relief to find that this kind of spontaneity counts as ‘providing a good model’.

    The willingness of the trainees to analyse how their beliefs re. error correction had changed was a pleasant surprise….the difference between unreflective post-grads and insightful adults! Ditto the ‘cline’ questionnaire activity.

    Is it out of fashion now to include an ‘anticipated difficulties’ section in the lesson plan? It used to be an integral part of  lesson planning (and still is for me).Suzanne (not Priestley) found ‘finger correction’ a bit confusing in more than one way and I wonder if this had been anticipated.