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  Excerpt from The Invisible Foreign Language Classroom by Laura Dabbs and Betty Lou Leaver. Defining and Recognizing the Invisible Classroom Artisans General Orientation The SP seeks freedom and action.  Artisans would rather not have rules to follow but go where the impulse takes them.  To them, work is essentially play.  They have no real desire for closure or completion of a task or assignment—to the Artisan, the doing is the learning independent of any conclusion.   As Learners SPs are often the most misunderstood learner in the average classroom.  The SP craves action and hands-on learning;sitting in a regimented row, day after day, can seem like the ultimate torture.  Giving the SP freedom to be creative and to experience hands-on learning can be the key to reaching the SP learner.  SPs are often misunderstood in the classroom and seen as discipline problems because they can’t sit still daily and routinely perform as does the SJ.  The SP wants and needs choices and independe

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  excerpt from The Invisible Foreign Language Classroom (Dabbs & Leaver),  from Chapter 1 Defining and Recognizing the Invisible Classroom: Guardians Guardians General Orientation SJ personality types, more especially as adults, feel compelled to pass on the values of their society. As such, the Guardians in every society are essential to the continuation of that society. As Learners As learners, Guardians work to belong in the group, whether that is a social group of their place in the class. For this reason, they possess a strong work ethic. They crave rules, accept and support tradition and traditional approaches, and want to know exactly what is expected of them.   Because many teachers are themselves SJs, the SJ learner fits right in.   The student understands and feels comfortable with the teacher’s methods because that is how they learn.   The SJ likes the structure, likes knowing what is expected, and since the SJ teacher will generally lay things out in a logica

  Introduction Ever wonder why you just could not get along with Sally Jo in high school?   Why you, as a teacher, cannot reach a particular student no matter how much one-on-one time you provide them?   Why two learners in your classroom squabble all the time and seem to delight in challenging you? Why some classes seem so harmonious, and others are clearly dysfunctional? The answer to these questions and many others lies in understanding intragroup dynamics.   These dynamics, exposed, show us an invisible, or hidden, classroom, that can differ quite remarkably from the classroom we think we are seeing, whether we are a student in it or a teacher of it (Ehrman & Dornyei, 1998). In this book, we will be using examples from and demonstrating the dysfunction that occurs in foreign language classrooms, including English as a Second/Foreign Language. Although we address the language classroom specifically in this book, the core causes of dysfunction can occur in any classroom—any

Laura Dabbs works at the University of Alabama at Birmingham where she is pursuing her MA-TESOL degree.  Laura teaches Community English Classes at UAB and formerly taught ESL and GED classes in Georgia at Dalton State College.  Working at a diverse university as afforded her the opportunity to see first-hand how personality traits, learning styles and learning strategies play a role in a variety of educational and professional situations.  Laura and her family have enjoyed a multi-cultural household by hosting foreign exchange students from various locations around the world. Her book, co-authored with Betty Lou Leaver,  The Invisible Foreign Language Classroom: Bringing Hidden Dynamics to Light for Individual and Group Harmony and Success . explains why some classrooms become dysfunctional and suggests what to do about them. The Invisible Foreign Language Classroom was released in September 2019. A sequel for teacher education is planned for this year. Read posts on this b

Released today! An in-depth guide for teachers seeking to understand dysfunctional classrooms and create a mathemagenic experience. A unique resource, based on experience with thousands of language learners. Based on Jungian psychology, using MBTI categories (with a passing reference to equivalents in Socionics), this book presents an explanation behind dysfunctional language classrooms (though much could apply to any K-16 classroom) and provides a heuristic for managing the classroom successfully. For each MBTI type, there is a section posing a teacher of that type and a classroom of randomly gathered types (as in real life). A discussion follows as to the source of any dysfunction, the way to accommodate all learners, an exploration of the probable comfort level of that teacher, and a posed question as to what would be the case if the class were the same but the teacher the polar opposite. Meant for application by teachers and for use in faculty development, it is a book that t