Post Method Pedagogy

Summary

This video explains the concept of post-method pedagogy, which moves beyond traditional language teaching methods. It emphasizes teaching practices tailored to specific contexts, focusing on practical application, teacher autonomy, and learner responsibility. Post-method pedagogy encourages reflective teaching and aims to bridge the gap between theory and practice. It rejects rigid, prescriptive methods and supports a more flexible, personalized approach. Unlike eclecticism, which combines methods, post-method pedagogy derives its strength from real-world teaching experiences. The video explores how this approach addresses the limitations of traditional methods and highlights its potential for teachers to evolve professionally.

Takeaways

• 😀 Post method pedagogy is not a new method but an alternative to existing methods, focusing on rejecting prescriptive techniques and procedures.
• 😀 The dissatisfaction with traditional methods led to the development of post method pedagogy, driven by the observation that teachers often do not adhere to any specific method in practice.
• 😀 A significant criticism of traditional methods is the mismatch between theory and practice, where methods often fail to meet the needs of real classroom settings.
• 😀 The top-down, prescriptive nature of traditional methods, where theorists dictate practices without understanding local teaching contexts, is a major issue.
• 😀 No method is complete, leaving teachers to constantly search for alternative ways to fill in gaps, which leads to eclectic practices.
• 😀 Methods often present contradictory views on key teaching aspects (e.g., grammar focus vs. skills focus), creating confusion for both teachers and learners.
• 😀 Traditional methods are rigid, with little room for teacher autonomy or improvisation, making them less adaptable to varying classroom contexts.
• 😀 Post method pedagogy is characterized by its focus on particularity, meaning it is tailored to the specific context, teacher, learners, and socio-cultural environment.
• 😀 Unlike methods, post method pedagogy is practical, bridging the gap between theory and practice by encouraging teachers to reflect on and theorize from their own teaching experiences.
• 😀 Post method pedagogy empowers teachers to become reflective practitioners who adapt their teaching methods based on context, learner needs, and their own professional growth.
• 😀 Post method pedagogy is distinct from eclecticism, as it doesn't mix methods based on their popularity but instead draws from the actual needs and goals of the classroom context.
• 😀 While methods may still serve as useful tools for novice teachers, post method pedagogy represents a stage of professional development where teachers operate independently of prescribed methods, emphasizing reflective practice and personal growth.

Q & A

What is post-method pedagogy?

Post-method pedagogy is an approach to language teaching that rejects the rigid techniques, procedures, and theoretical assumptions of traditional methods. It emphasizes adaptability, practical application, and context-specific strategies rather than following a one-size-fits-all method.

Why has post-method pedagogy emerged?

Post-method pedagogy emerged due to dissatisfaction with traditional language teaching methods from the 70s and 80s. These methods were found to have a significant gap between theory and practice and were often impractical for real classroom settings.

What are some key criticisms of traditional language teaching methods?

Key criticisms include a mismatch between theory and practice, a lack of consideration for classroom realities, prescriptive top-down approaches from theorists, the incompleteness of methods, paradoxical views on teaching elements (e.g., grammar, skills), rigid structures, and the inconsistency in global applicability.

How does post-method pedagogy differ from traditional methods?

Post-method pedagogy differs from traditional methods by focusing on particularity, practicality, and possibility. It emphasizes adapting teaching to specific contexts, bridging the gap between theory and practice, and offering more freedom for teachers to innovate.

What does 'pedagogy of particularity' mean in the context of post-method pedagogy?

A pedagogy of particularity means that post-method pedagogy is tailored to the specific needs of each teacher and learner, rather than applying a generalized approach. It focuses on the unique characteristics of the classroom, the teacher's context, and the socio-cultural environment.

What role does the teacher play in post-method pedagogy?

In post-method pedagogy, the teacher becomes a reflective practitioner who evaluates and adapts their teaching methods based on real-world experiences and effectiveness, rather than following prescribed methods. The teacher's role combines both practitioner and theorist elements.

How has the teaching process changed in post-method pedagogy?

The teaching process in post-method pedagogy is no longer linear and fixed. It is cyclical and recursive, meaning teachers can revisit and reteach content as needed. Learning is seen as multi-dimensional and can occur in various settings, such as with peers, in the community, or via online resources.

What is the role of the learner in post-method pedagogy?

Learners in post-method pedagogy take greater responsibility for their own learning. They are encouraged to develop critical thinking, collaboration, and autonomous learning skills, applying what they learn in real-world contexts both inside and outside the classroom.

How does post-method pedagogy differ from eclecticism?

Post-method pedagogy differs from eclecticism in that eclecticism mixes techniques and strategies from different methods based on their theoretical foundations, while post-method pedagogy selects teaching strategies based on their effectiveness for specific teaching contexts, rather than their alignment with a particular method.

Does post-method pedagogy mean the end of methods?

No, post-method pedagogy does not eliminate methods. It represents a progression where novice teachers may still use methods to build knowledge, but as they gain experience, they develop their own personalized approach, moving from dependence on method to professional independence.