Developing Teachers.com
A web site for the developing language teacher

Dogme ELT
by Małgorzata Bryndal
- 4

Appendix A

Dogme ELT Vows of Chastity:

...” 1. Teaching should be done using only the resources that teachers and students bring to the classroom - i.e. themselves - and whatever happens to be in the classroom. If a particular piece of material is necessary for the lesson, a location must be chosen where that material is to be found (e.g. library, resource centre, bar, students' club…).

2. No recorded listening material should be introduced into the classroom: the source of all "listening" activities should be the students and teacher themselves. The only recorded material that is used should be that made in the classroom itself, e.g. recording students in pair or group work for later re-play and analysis.

3. The teacher must sit down at all times that the students are seated, except when monitoring group or pair work (and even then it may be best to pull up a chair). In small classes, teaching should take place around a single table.

4. All the teacher's questions must be "real" questions (such as "Do you like oysters?" Or "What did you do on Saturday?"), not "display" questions (such as "What's the past of the verb to go?" or "Is there a clock on the wall?").

5. Slavish adherence to a method (such as audiolingualism, Silent Way, TPR, task-based learning, suggestopedia) is unacceptable.

6. A pre-planned syllabus of pre-selected and graded grammar items is forbidden. Any grammar that is the focus of instruction should emerge from the lesson content, not dictate it.

7. Topics that are generated by the students themselves must be given priority over any other input.

8. Grading of students into different levels is disallowed: students should be free to join the class that they feel most comfortable in, whether for social reasons, or for reasons of mutual intelligibility, or both. As in other forms of human social interaction, diversity should be accommodated, even welcomed, but not proscribed.

9. The criteria and administration of any testing procedures must be negotiated with the learners. ’’

10. Teachers themselves will be evaluated according to only one criterion: that they are not boring.

(in: Thornbury, 2001 pp.4-5)

QUESTIONNAIRE

I’d like to find out if you liked today’s lesson.

Your opinions will help me plan lessons that will be more interesting for you in the future.

So, I’d like to ask you to complete this questionnaire.

You don’t have to sign your name.

1.Tick the one(s) that you agree with

Today’s lesson was:

- interesting
- O.K.
- fun
- useful
- boring
- not challenging enough

2. Tick the one(s) and write your comment.

Which activity did you like best?

- class discussions
- talking in pairs
- role play
- looking for information

Why? _____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

3. Tick the one you agree with and write your comment.

How much time was spent on practising speaking?

- more than usual
- same as usual
- less than usual

Did you like that? Why/Why not?

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

4. Tick the one you agree with

The teacher talked:

- too much
- just the right amount of time
- not enough

5. Write a short answer.

Did you like working without photocopies during the lesson? Why? Why not?

_____________________________________________

_____________________________________________

6. Write a short answer.

Was this lesson any different than usual? Why/Why not?

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Teacher observation guidelines:

Please observe and evaluate the lesson according to the following criteria:

  1. Dogme ELT principles:
    • Did the teacher foreground the student and their inner life appropriately in the lesson?
    • Was the lesson motivated by SS socio-cultural context?
    • Did the teacher foster learner autonomy and purposeful communication through activities in her lesson?
    • Did the teacher rely on printed material too much?
    • Did the teacher include life-like activities in the lesson?
    • Did the teacher lower her profile enough for SS to be able to guide the lesson?
  1. Experiment Objectives:
  • Did the teacher let the students generate language they needed and were interested in using during the lesson?
  • Did the teacher capture and exploited the emergent language appropriately?
  • Did the students enjoy the lesson?
  • Was the Dogme ELT approach used successfully with students at this level?
  1. Classroom Management:
  • Did the teacher time lesson stages appropriately?
  • Did the teacher involve all the students in classroom activities equally?
  • Was there adequate support for weaker students?
  • Were the tasks set efficiently?
  • Was there appropriate monitoring in different stages of the lesson?

To the lesson plan

To the beginning of the article

Back to the top


Tips & Newsletter Sign up —  Current Tip —  Past Tips 
Train with us Online Development Courses    Lesson Plan Index
 Phonology — Articles Books  LinksContact
Advertising — Web Hosting — Front page


Copyright 2000-2016© Developing Teachers.com