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The Teacher Development Series
Learning Teaching
Learning Teaching has been one of the most successful guides to the practice of teaching since it was first published in 1994. Part initial training textbook, part handbook for practicing teachers it is the definitive guide to what happens in the language classroom. Jim Scrivener's approach is not just theoretical - the book is packed with practical and useable activities.
This new edition has been fully revised and extended to cover new trends and theories in ELT.
This new edition has been fully revised and extended to cover new trends and theories in ELT.
432 pages, Paperback
First published January 1, 1994
166 people are currently reading
1515 people want to read
About the author
Jim Scrivener
70 books93 followersHead of Teacher Development for Bell. Author for Macmillan and OUP.
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Displaying 1 - 30 of 61 reviews
November 24, 2014
Sad to say, but I’ve lived more intimately with this book than just about any other in my life. I used Learning Teaching on a daily basis in Korea, where I spent a couple of years instilling the finer points of EFL pedagogy into trainee teachers to whom the finer points of the English language were themselves a little murky. But Koreans always make up in enthusiasm what they lack in know-how, so I have no complaints there. As for Learning Teaching, it’s not a bad resource. I mean, it’ll still suck a little joy out of your soul every day, like most textbooks, but at least it won’t lead you into the arid wastes of Jeremy Harmer’s How to Teach English , where passion goes to die (in the withered arms of hope). Unfortunately, there are certain brute, existential facts about teaching that even the best training manual won’t address, because to do so would undermine both its own raison d’etre and the tacit assumptions behind the whole education racket.
In job interviews over the years, I’ve often been asked to outline my teaching philosophy. There are two basic approaches to this question: there’s the ‘correct’ one, composed of whatever bland and reassuring jargon you’ve picked up from books like Learning Teaching, and then there’s the truth. Of course, you can never tell the truth in a job interview, but you can sometimes tell it on the Internet. I’m going to tell the truth here.
For me, teaching has always been a form of seduction. Now, just in case my boss ever stumbles onto Goodreads, I’ll add that this seduction ought to remain purely (and non-actionably) metaphorical. There’s a real conquest involved—if you’re doing it right—but it’s mostly a moral conquest, even before it becomes an intellectual one. When you walk into a classroom and get your first look at the lumpish human material you’ve been fated to work with—mere swaying slabs of boredom, nervousness or hostility, as the case may be—your overriding concern is simply to win those people over, to get them on your side. To do this, you need to draw on the same inner resource used by salesmen, pickup artists, entertainers and similar lowlifes: i.e. charisma. Authority and expertise are nice too, but they only come into play later on, once you’ve sold them on whatever jerry-rigged classroom persona you’ve outfitted yourself with.
Jim Scrivener, the author of Learning Teaching, naturally avoids the word ‘seduction’, but he does acknowledge that good teaching boils down to a cluster of winning personality traits such as empathy, honesty, a sense of humour etc. Where he goes wrong—where he gets downright mendacious—is in suggesting that all these qualities can be learned and improved upon by the diligent trainee. I don’t have a lot of hard data to back me up here (any more than Scrivener does), but from what I’ve seen of humanity, things like empathy and honesty are, beyond the age of seven or so, pretty much innate. Either you empathize with others or you don’t; either you’re reasonably honest or you’re a lying sack of shit; either you’re naturally funny or you’re Sinbad. Even assuming that lifelong, incremental progress is possible in some of these areas, it certainly won’t come about by skimming Jim Scrivener’s little handbook, or taking a TESOL class on weekends.
Teacher-training programs, then, are governed by the same cruel law as MFA programs: the really gifted students don't need them, and the really bad ones won’t profit from them, but are nonetheless sent out into the world, shiny diplomas in hand, to sow boredom and confusion wherever they go. In my years of training teachers, I never saw a shitty one get good; all you can do is try to help them become a little less egregiously shitty. Now maybe that failure is down to my inadequacies as a trainer, but I sincerely doubt that an Albert Pujols, for instance, could teach the weak and uncoordinated how to crush a hanging breaking ball, or that Elizabeth Bishop could show the verbally inept how to spin out brilliant metaphors. A gift for teaching may not be as remunerative as the ability to hit a curveball or as exalted as the ability to write a beautiful sestina, but like those other talents, it has its source in some deep-seated mojo that can’t be explained or passed on.
Despite my weary tone, I actually don’t have a huge problem with mediocrity. Every profession is beset by mediocrity. It’s the statistical mean to which human enterprise always regresses. I just have a small problem with covering it up and wishing it away. But then, my hunch is that these textbooks are usually written by teachers who are themselves mediocre. Most good teachers wouldn’t bother, because they know that what makes them good is, ironically enough, the one thing they can’t teach.
In job interviews over the years, I’ve often been asked to outline my teaching philosophy. There are two basic approaches to this question: there’s the ‘correct’ one, composed of whatever bland and reassuring jargon you’ve picked up from books like Learning Teaching, and then there’s the truth. Of course, you can never tell the truth in a job interview, but you can sometimes tell it on the Internet. I’m going to tell the truth here.
For me, teaching has always been a form of seduction. Now, just in case my boss ever stumbles onto Goodreads, I’ll add that this seduction ought to remain purely (and non-actionably) metaphorical. There’s a real conquest involved—if you’re doing it right—but it’s mostly a moral conquest, even before it becomes an intellectual one. When you walk into a classroom and get your first look at the lumpish human material you’ve been fated to work with—mere swaying slabs of boredom, nervousness or hostility, as the case may be—your overriding concern is simply to win those people over, to get them on your side. To do this, you need to draw on the same inner resource used by salesmen, pickup artists, entertainers and similar lowlifes: i.e. charisma. Authority and expertise are nice too, but they only come into play later on, once you’ve sold them on whatever jerry-rigged classroom persona you’ve outfitted yourself with.
Jim Scrivener, the author of Learning Teaching, naturally avoids the word ‘seduction’, but he does acknowledge that good teaching boils down to a cluster of winning personality traits such as empathy, honesty, a sense of humour etc. Where he goes wrong—where he gets downright mendacious—is in suggesting that all these qualities can be learned and improved upon by the diligent trainee. I don’t have a lot of hard data to back me up here (any more than Scrivener does), but from what I’ve seen of humanity, things like empathy and honesty are, beyond the age of seven or so, pretty much innate. Either you empathize with others or you don’t; either you’re reasonably honest or you’re a lying sack of shit; either you’re naturally funny or you’re Sinbad. Even assuming that lifelong, incremental progress is possible in some of these areas, it certainly won’t come about by skimming Jim Scrivener’s little handbook, or taking a TESOL class on weekends.
Teacher-training programs, then, are governed by the same cruel law as MFA programs: the really gifted students don't need them, and the really bad ones won’t profit from them, but are nonetheless sent out into the world, shiny diplomas in hand, to sow boredom and confusion wherever they go. In my years of training teachers, I never saw a shitty one get good; all you can do is try to help them become a little less egregiously shitty. Now maybe that failure is down to my inadequacies as a trainer, but I sincerely doubt that an Albert Pujols, for instance, could teach the weak and uncoordinated how to crush a hanging breaking ball, or that Elizabeth Bishop could show the verbally inept how to spin out brilliant metaphors. A gift for teaching may not be as remunerative as the ability to hit a curveball or as exalted as the ability to write a beautiful sestina, but like those other talents, it has its source in some deep-seated mojo that can’t be explained or passed on.
Despite my weary tone, I actually don’t have a huge problem with mediocrity. Every profession is beset by mediocrity. It’s the statistical mean to which human enterprise always regresses. I just have a small problem with covering it up and wishing it away. But then, my hunch is that these textbooks are usually written by teachers who are themselves mediocre. Most good teachers wouldn’t bother, because they know that what makes them good is, ironically enough, the one thing they can’t teach.
July 29, 2011
There are three books that are often cited as excellent introductions to the methodology of teaching English as a second language. One is a simple two day read, another is a theoretical treatise, and this one strikes a balance between the two. Scrivener covers all the practical information needed to begin the journey as a TEFL teacher, and does so in a clear and engaging way. The book also has many examples and samples of activities that can be used in the ESL classroom. I am starting the CELTA teacher training next week, and although I have heard nothing can fully prepare a student for CELTA, at least this book makes me FEEL confident.
November 13, 2010
As someone going to be taking the CELTA course soon, this was put on my recommended reading list. All I can say is that this will be my bible during training (and possibly beyond). This demystifies everything to do with EFL teaching and really gives you a great starting point. If you have a TEFL or TESL and haven't come across this book yet, I can't recommend it enough!
May 24, 2019
good book to refresh the English teaching knowledge
July 12, 2022
This book is saving my life!
August 26, 2011
Excellent manual that I've just finished reading through. But doubtless, I'll be coming to it again and again. One of the best books of its kind.
August 31, 2013
we all started our teaching careers with the guide of this book
October 17, 2009
A guidebook for ELT teachers, this is one of a series for teachers, trainers and academic managers which aims to promote development by dealing with professional topics in a personal way, in order to deepen understanding, raise self-awareness, and encourage self-direction and choice.
The book covers pretty all aspects of teaching, from the use of course books, planning a syllabus, getting meaning across, restricted practice and more. It is a thin book, so the coverage is introductory and definitely not in-depth. The chapters are arranged in a logical, topical order, and you will get information and input on error correction, using time lines and more.
I recommend it highly if you have no experience in this field and are looking for a book to tell you more about the bricks and mortar of what you are actually getting yourself into, as it goes into plenty of detail about things you have never thought about before setting foot in a classroom on the teacher's end.
Book Details:
Title Learning Teaching
Author Jim Scrivener
Reviewed By Purplycookie
The book covers pretty all aspects of teaching, from the use of course books, planning a syllabus, getting meaning across, restricted practice and more. It is a thin book, so the coverage is introductory and definitely not in-depth. The chapters are arranged in a logical, topical order, and you will get information and input on error correction, using time lines and more.
I recommend it highly if you have no experience in this field and are looking for a book to tell you more about the bricks and mortar of what you are actually getting yourself into, as it goes into plenty of detail about things you have never thought about before setting foot in a classroom on the teacher's end.
Book Details:
Title Learning Teaching
Author Jim Scrivener
Reviewed By Purplycookie
March 25, 2012
This is one of the better learning resources I have come across for teachers of English. Scrivener has mapped out every process you could want to explore in your teaching practice, and he grades his language for teachers entering this profession succinctly. His research has identified problems in the classroom, with learning and teaching, providing methodologies that limit these problems, as well as basics of classroom management and the implementation of learning theories. If you are planning to teach English, as a second language or even to native speakers, Learning Teaching is a valuable guidebook for planning and delivering dynamic lessons where everyone learns.
January 27, 2013
Learning Teaching attempts to kill two birds with one stone - it aims to be an initial training handbook and also a guide to continuing teacher development - and it manages to do both better than many single-focussed books. The key to its success is its focus on practical advice. Throughout the different sections, it offers clear practical tips and hints on getting through a language teaching class with confidence. Highly recommended for anyone starting a certificate course in TEFL/TESOL as well as new and practising teachers. Everyone will find something of value in these pages, which are likely to become the most well-worn in any teacher's library.
April 8, 2017
I recently picked up this book and was very impressed! I am a teacher trainer and teach many of the concepts in this book. I found it well laid out, informative, and an all around great resource. It includes a wonderful mixture of methodology as well as practical activities. It was very down to earth--something that English teachers whose native language is NOT English could understand. Very accessible and practical!
Highly recommend! I am very interested in the differences between 2nd and 3rd editions!
Highly recommend! I am very interested in the differences between 2nd and 3rd editions!
November 24, 2013
I read this book because it is required reading for a course I am taking. I went into reading it expecting to be bored to tears (it is a textbook after all). However, it was one of the most intriguing and fascinating textbooks I've ever read. The principles and methods Scrivener describes for every facet of the EFL classroom had me envisioning how I could apply them to my own classroom. The DVD resource is extremely beneficial as well. I can't wait for school to start!
March 8, 2011
Prescribed pre-course reading. This is especially useful for trainee teachers without any classroom experience because it explains how a lesson is planned and conducted. However, theory can only take you so far. It does not replace practicum. That said, I am glad I have Scrivener to turn to when I am struggling with my lesson plan.
August 3, 2011
Good beginners book or refresher book for Teachers of ESL or TESOL... whatever, We used it in our Cert. course and I highly recommend its practical usefulness!
March 9, 2014
Came across this in my CELTA course a few years back. One that I continue to refer to over the years.
July 20, 2017
For all you new & experienced teachers out there.. This is one great book to help improve your teaching journey :)
Have a look here.. http://www.tesol.brawnblog.com/HUFS-T...
Have a look here.. http://www.tesol.brawnblog.com/HUFS-T...
October 9, 2024
Super informative and useful for anyone who is interested in improving their teaching skills in a very communicative way. The writing is clear and easy to follow and the activities are fun and inspiring!
August 23, 2022
A lot of great and innovative ideas. A good introductory book for those who have not taught foreign languages before. I hope what I read will be useful for the CELTA course, as it was recommended to me for this purpose! :)
December 31, 2022
Excellent book that I read alongside my CELTA course. You definitely can't learn how to teach ESOL from a book but this would be the closest thing. Scrivener is clear and directive, which is really helpful when you're diving into something new. (although there were a few things I disagreed with him about...)
Very clearly set out, example activities, things to make you properly question your role as a teacher. 4.5 stars - brilliant companion to a course.
Very clearly set out, example activities, things to make you properly question your role as a teacher. 4.5 stars - brilliant companion to a course.
September 26, 2017
I won't be the first one to say that this book is a must-read for all language teachers. It takes language teaching as a whole, from all possible angles, eg What is a teacher, Teaching grammar, lexis, pronunciation, productive/receptive skills, what to do if you have 10 minutes left at the end of the class (I found the section 'Fillers' extremely helpful), using software in the class, different classes (CLIL, EAP, ESP). I read this book completely three months after CELTA, I wish I had read it before, it would have saved me so much trouble. Here are some captures I found worth quoting:
"In order to grow (as a teacher), we need to remain open to the possibility of change".
"A centimetre of input; a metre of practice".
"Don't over-help. The learning is often in the struggle. Don't feel you have to save them from every difficulty".
"In looking for ways to move forward as a teacher, you will also find ways to grow as a person".
"What you tell me, I forget; what I discover myself, I remember".
and the most vital for me -
"Work with - rather than in front of - your students. Don't feel the need to be the presenter or entertainer at the front of the class all the time. More a colleague in the next seat".
"In order to grow (as a teacher), we need to remain open to the possibility of change".
"A centimetre of input; a metre of practice".
"Don't over-help. The learning is often in the struggle. Don't feel you have to save them from every difficulty".
"In looking for ways to move forward as a teacher, you will also find ways to grow as a person".
"What you tell me, I forget; what I discover myself, I remember".
and the most vital for me -
"Work with - rather than in front of - your students. Don't feel the need to be the presenter or entertainer at the front of the class all the time. More a colleague in the next seat".
May 9, 2014
I've been an EFL teacher in Brazil for 29 years now. When I worked at schools, this book was used in dozens of teachers' meetings and other courses by people who saw it as a sort of teaching Bible. I absolutely detested the sessions and the book itself. Bubbling with drivel and abounding in nonsense, this is one that I will happily leave to gather dust. The problem with people who write books like this and give courses using it is that they haven't been in a real classroom for decades. At one boring course in 1998, when the lecturer was trying to impart to us her enthusiasm for one of the pointless "tips" given in this book, I interrupted her to ask when was the last time she had actually taught real students. "In 1971," she said proudly. I guess that just about says it all. Another instructor, who used "isn't it?" as a question tag for everything (This would be helpful, isn't it? I know you all enjoy this, isn't it?) was another big fan, who seemed to delight in having a native writer lend creedence to her stupid ideas. Give me David Crystal any day.
December 30, 2015
Often introduced as a primer for anyone intent on taking TEFL or TESOL certificates, this book is not perfect, but helps clear out doubts and misconceptions. In comparison with books by Harmer or Thornbury, it is much more intuitive in structure, less anecdotal and usually easier to read. Once you start teaching and embrace the daily complexities of imparting knowledge of a language you probably know little about, this book becomes a useful companion. You'll love the variety of techniques and the logical explanations of what you have to do and why you have to do it. That's fair enough, however, what you'll remember most is the humanistic tone and reassuring voice that keeps you on track and lifts your spirits when you fail to understand what you are doing in class. That being said, this book guides you with complete honesty towards learning teaching.
January 10, 2016
This is a great introductory book for English language teachers. Some of the ideas might be challenged by more experienced teachers, but it is a great way to start asking some questions and to familiarise with some key aspects of language learning.
The DVD is very useful as it shows some of the techniques mentioned in the book in practice.
The DVD is very useful as it shows some of the techniques mentioned in the book in practice.
February 25, 2009
Good introduction that I suspect will be a good reference. And, bonus, British author so fun little phrases.
July 28, 2011
All you need to know to teach. A must-have for all trainees.
August 31, 2011
A bit wordy but many wonderful teaching ideas.
September 19, 2015
This book was pretty comprehensive. It helped to reinforce a lot of the things I learned in the CELTA course I just took.
June 8, 2015
Gripping! It IS the backbone of novice EFL/ESL teachers.
August 14, 2017
Excellent handbook of good ideas for interactive English language teaching. Solid theory and related activities.
February 16, 2022
ho preso 30 e lode quindi le stelle sono meritate :)
Displaying 1 - 30 of 61 reviews