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Teaching English with the 3 Cs

Teaching English with the 3 Cs. C OMPASSIONATE thinking. C RITICAL. C REATIVE. Margit Szesztay & Uwe Pohl DELP/ELTE. Reflective vs. being on auto-pilot, stuck in social and psychological routines. Being able to de- centre , rise above our ego-centric perspective.

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Teaching English with the 3 Cs

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  1. Teaching English with the 3 Cs COMPASSIONATE thinking CRITICAL CREATIVE Margit Szesztay& Uwe Pohl DELP/ELTE

  2. Reflective vs. being on auto-pilot, stuck in social and psychological routines Being able to de-centre, rise above our ego-centric perspective Arriving at new ideas, insights Playfulness, feeling free to express even ‘half-baked‘’ ideas Caring about how what you do affects others Questioning vs. taking social conventions for granted Concern for people outside your family, circle of friends, ethnic group, country, for creation Considering alternative viewpoints Active vs. passive: my thinking matters, is ‘critical’

  3. CRITICAL COMPASSIONATE CREATIVE

  4. “No grades at stake, gentlemen. Just take a stroll. There it is. Left, left, left – right – left. Left, left, left – right – left. Thank you, gentlemen.” Who? Where? What?

  5. The Power of Conformity

  6. “Compassion starts with empathy — imagining putting ourselves in the mind of another person, and imagining what they’re going through. We are probably wrong about what they’re going through, because we can’t know, but without this imaginative process we can’t have compassion. Once we’ve empathized, and feel their suffering, the second half of compassion is wanting to end that suffering, and taking action to ease that suffering in some way.” Babauta (2013)

  7. STUDENT ACROSTIC CLOSED OPPRESSIVE NEEDS FOLLOWERS ORDER RULES MINDLESS IN TRUTH YES, YES, YES!

  8. ‘Widening the Circle of Compassion’ A.E. family friends pet (CYBER) BULLYING Social or cultural group HATE MAIL RACIAL HATRED LONLINESS CRUELTY TO ANIMALS

  9. Two monks were traveling together. At one point, they came to a river with a strong current. As they were preparing to cross it, they saw a woman who looked very worried also attempting to get to the other side. When she noticed the monks she asked if they could help her. One of the monks put the woman on his shoulder, crossed the river and put her down on the other bank. The other monk was very upset, but said nothing. They walked on and when the first monk noticed that his companion remained silent he asked: “Is something the matter, you seem very upset?” The monk replied, “You know that, as monks, we are not permitted contact with women, let alone touch them: how could you then carry that woman on your shoulders?” The monk replied, “I put that woman down an hour ago. But you seem to be carrying her still.”

  10. The Two Monks

  11. E-lesson Inspirations A set of video-based resources for teachers who want to strengthen the educational dimension of their teaching. http://gisig.iatefl.org/elesson-inspirations Clanfield/Meddings(2012) 52: a year of subversive activity for the ELT classroom. The Round. Pohl/Szesztay (2015) Bringing creative, critical and compassionate thinking into ELT. HLTMagazine. Special Issue, Year 17; Issue 2. Thank you! http://hltmag.co.uk/apr15/sart06.htm

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