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Try the Opposite, by John F. Fanselow
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A heuristic is a rule of thumb. (If I do this, what will happen?). One of the most well-known and successful heuristics is John Fanselow's: Do the opposite. He suggests that, if we carefully examine what we habitually do in our classes and then try to do the opposite, we may stumble upon some interesting new ways of proceeding. There are many other heuristics worth trying. For example: Withhold Information, Reverse the order. , Combine randomly, etc. Fanselow's point, which is worth thinking about, is that if we never try an alternative way of doing things, we never know what might have happened! Heuristics are a handy way of trying new ways of doing things. Alan Maley
- Sales Rank: #1126563 in Books
- Published on: 2010-02-15
- Dimensions: 7.50" h x .93" w x 5.50" l,
- Binding: Paperback
- 370 pages
About the Author
John F. Fanselow became involved in ESOL by becoming a U.S. Peace Corps Volunteer. During his two years in Nigeria and in Somalia and one year in French speaking Africa, he taught ESOL as well as methods courses and supervised practice teachers. When he returned to the United States, he was invited to train Peace Corps Volunteers bound for Africa who were being trained at Columbia University, Teachers College. While working in the training programs, he completed his Ph.D. and was invited to join the faculty. His main interest has been observation and analysis of interactions, both inside and outside of classrooms. His publications reflect this interest. In "It's too damn tight!" he illustrated major differences in how we talk about objects inside and outside of classes and used some common spoken words for the first time in the TESOL Quarterly. "Beyond Rashomon" and "Let's see", two of his seminal articles in the TESOL Quarterly, have been reprinted in many anthologies. In addition "Let's see" was awarded the Malkemes Prize from New York University for the best article of the year for relating ideas to practice. "Beyond Rashomon" was the basis of Breaking Rules (Longman, 1987) and "Let's See" was the basis of Contrasting Conversations (Longman, 1992). In addition to teaching and writing, he has been active professionally, serving as second vice president and president of TESOL and president of New York TESOL. He started an off-campus M.A. Program in Tokyo for Columbia University, Teachers College in 1987. Try the Opposite (SIMUL, 1992, reprinted 2010) grew out of his work with teachers in Japan. In 2005, John received the Distinguished Alumni Award from Columbia University, Teachers College. John is now a visiting professor at The New School in New York and at Akita International University in Akita, Japan, having recently completed 8 years as president of a private tertiary institution in New Zealand.
Most helpful customer reviews
3 of 3 people found the following review helpful.
What a fruitful journey!
By Takaaki Hiratsuka
"Dude, they are strong on the right side, we should attack from the left side more!" "Man, do you wanna use ground balls instead? Those guys are pretty damn good at heading." When we play soccer, for example, we constantly make changes, consider alternatives and try the opposite. Why can't we do the same in language teaching? Fanselow might ask...
When I first became a public high school English teacher in Japan, I was told and shown by my senior teachers what I "should" do in the classroom. After a decade, I was somehow certain about what I was "supposed" to do as a teacher. However, just as what we "think" happened in the classroom needs to be examined by watching the videotapes and listening to the recordings of the lesson over and over again, what we "think" will happen is meaningful only when we actually try the different activities that are in our minds. This book showed me how I could explore my teaching practices in a playful way and encouraged me to take a step from my secured and routinized world. The best part was I was reminded what I already knew, not what I did not know. To be honest, all the fancy jargon, theories, methods and techniques from most of the books in the TESOL field did not make sense when it comes to my day-to-day teaching.
Although I am now a (novice) researcher, I am still very much willing to have engaging conversations that are specific, rather than general, with other colleagues, just like the conversations the characters in the book have. This is a must read for both practitioners and researchers. Let's be like a child full of curiosity and dreams and embark upon a journey with John Fanselow and other teachers!
2 of 2 people found the following review helpful.
A useful way to REthink and observe what we do.
By MarcHelgesen
I was surprised to see another reviewer of John Fanselow's "Try the opposite" suggest that it is superficial. I find the book to go far deeper than most EFL/ESL (English as a Foreign/Second Language) teacher development books. Most such books suggest things for teachers to do. This asks teachers to reflect not only on what we do but, more importantly, why. What are the assumptions behind our decisions and teaching behaviors? What assumptions are we making about our students? About the whole nature of teaching and learning? Fanselow recognizes that much of teaching is gray, not black and white. He explores this in a conversational format which makes the book very accessible. Teachers are able to see themselves and their own teaching in his examples. What if, for example, Japanese students' "silence" isn't just easily explained away by "shyness"? (I've never been convinced that a country of "shy people" would have invented karaoke). What if what is really behind group practice activities has as much to do with "group" as with "practice"? By reflecting on and trying to do things differently, we not only create new options for ourselves and our students. We can also start to notice things - often profound things -- about our teaching and assumptions. Part of being a teacher is embracing change and challenge. I find Fanselow's bicycle metaphor useful: As children, most of us learn to ride a bicycle. And once we master that, what do we do? Try to ride it with no hands on the handlebars. Teachers, and students, need a challenge.
0 of 0 people found the following review helpful.
A thoughtful creative way to see our teaching differently
By Jerry Gebhard
Try the Opposite has provided me with a creative nonjudgmental way to see my own teaching more clearly and differently. The book is most useful, though, when used with other teachers (or non teachers). The dialogues and activities have gotten me to really think about how other teachers think about teaching, how I teach, and how I can expand my understanding of teaching by simply trying the opposite. I highly recommend it for teachers and teacher educators who want to see their own teaching differently.
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