Jim Scrivener - Demand High 1 

When the video was uploaded on RU-vid I was a 14 year old girl. I'm watching this in 2020 as a student 😊

I wish I was there. Jim you taught me English in Chewoyet High School in Kapenguria Kenya back in 1979 - 1980. I scored a distinction 1 IN o LEVEL English. Today I am a consultant too, but I teach the Kiswahili Language which is the world's fastest growing language. I was glad You tube made us to communicate. Great Teacher Jim.

"More feedback less praise!"

Wow!!! I have just DISCOVERED this FANTASTIC TEACHERS' teacher!!! I'm totally IN LOVE with his wonderful work. I'm delighted with his methodology: always very practical.

A very thought-provoking talk, questioning the effectiveness of much of the EFL orthodoxy of the last 20 years. He's articulated a lot of the vague dissatisfaction I've felt with the EFL profession for a while, that we should be demanding more from learners. I was observed teaching by Jim at Homerton College in Cambridge and he really gets to the heart of what's going on in the classroom.

I admire you, Jim

The best video I have seen so far about teaching. Thanks very much for sharing it.

Thanks very much Jim from Stuart, an ex-teacher at Hastings College, now working freelance at Hapag-Lloyd in Chile. I arrived here after watching Silvana´s presentation, as I wanted to learn more.

Your teaching methods are the best. I wish schools around the world would use your methodology .

I have felt that something was missing in the classroom. This was it. Thank you

Thanks, it's been really useful!

Absolutely wonderful session!

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So true.. In my humble practice I've seen so much "fun just for the reason of fun" at the lessons and students "swimming at the same level". Plus I've seen how grateful students are when you give them a real challenge and lead through it... Mr Scrivener, I'd compare what's happening now in the methodology to a pendulum. It seems to be common for humans to go from one extreme to another just to ruin the previous. I believe You and (pardon my ignorance) other modern "dinosaurs" did a terrific job to move our ELT society from front class to hiding, from lecturing to eliciting, from whatever to engage-study-activate and so on and so for... to what you defined as contemporary-received. And now when we reached the climax you are ready to show us that we need to move back a little. Thank you so much for what you are doing!!! I sincerely believe that we'll find this golden medium together! =) Thank you once again!

Thanks for sharing. Are you guys planning to upload the third session? it'd be great to watch it, because really they even mention it in the pannel discussion, so it'd be really useful to see how they gave closure to the whole Demand HIgh idea

Hi Natalia. We're really pleased that you enjoyed the videos. Unfortunately the third session wasn't filmed as it was a workshop, rather than a plenary and therefore difficult to include all of the discussions. I hope there has still been plenty for you to take away from the other videos at our DOS Conference.

whose idea is demand high?

Watched it all before

9:15 "It seems to me that coursebooks are actually so good nowadays that you could by and large just sort of hand it to the student and say 'OK, get on with it' " - it doesn't really "seem" like that though, does it? Neither "by and large" or "sort of". Coursebooks are still very unpedagogic and require a great deal of fixing (not adapting) from the teacher. A well hedged statement from Scrivner, but really DH would only ever have had some validity if good teachers didn't already know that just teaching from the book wasn't cool. Then Jim goes on to say teachers have gotten too good at "some sort of sophisticated classroom management" and organising tasks: letting students deal with language? Isn't there plenty of evidence that exactly this creates learning? And to suggest teachers shouldn't get good at this... Yet he says he has a "sense" there wasn't as much learning as there could have been. Nice and scientific. But are we given better tricks to create more learning? Or a framework? DH goes quiet here 15:30 lot of ambiguity here. Yes we should "lob stuff over the wall and hope that something hits", because we respect the complexity of the interlanguage of students and the fact that students aren't all at the same stages of learning. To address specific language points (as DH seems to suggest quite a lot) would be under the assumption we know exactly what our students are ready to learn. Do we? Has DH provided any language acquisition models for this? Made reference to the work that does attempt to? Or perhaps providing plenty of input and opportunities for students to interact with is actually a very good idea 24:15 the hole in the wall experiments support "undoable demand" a lot more than Jim supports demand high And who said it wasn't OK to teach? What observer or trainer wouldn't get a teacher to change small things here and there? Or, was there really a time where observed teachers were doing everything theoretically correct and there was nothing we should change? These extraordinary claims would have required extraordinary evidence, but they never came. And hence the dustbin with demand high, but not before Adrian and Jim took it to the bank for all they could Work on yourself as teachers, reflect, and be critical of any product that comes to the ELT market

I have always thought there is something wrong with praising everyone all the time equally. This attitude does not prepare students especially young learners and teens for real life situations. They should know where they stand and how to improve. Teachers are not there to love them but to push beyond their current level of competence.

The bottom line is stop using those god damn awful textbooks and let the students learn. On the last day of my CELTA course, we were ACTUALLY TOLD TO let the textbook do the work. I nearly fell off my chair. So, all the training we were given was just a load of bollocks, then?

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