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This post is in response to Karenne’s Dogme Blog Challenge #4, which focuses this time on the idea of teaching materials light.

Well, I’ve already written about my approach to teaching materials. If you don’t fancy clicking through to read that, here’s the digested version: potential teaching materials are everywhere; newspapers, books, magazines, songs, radio shows, podcasts, vodcasts, video, YouTube, white/blackboards (be they interactive or not), good, old-fashioned pen (or pencil) and paper, practice exam papers are all fair game for me. The teacher (with, and this is important, the learners) decides the when, where, how and why these materials are used for language teaching. Of course, as with anything when teaching you’ve got to be careful, you might ruin the enjoyment of something for your learners (or indeed, yourself).

But, then I don’t think dogme teaching is really about materials, despite what people often read into what has been written and said about dogme (aside, what do we call it – movement, appreciation, ideal?).

I think it’s a bit more about truth.

As in, as long as my materials (and I’m including what I bring to the table as a teacher in this) resonate with my students, I might be heading for dogme teaching (or more often a dogme ‘moment’). So, I choose my materials (or try to) in a way that is going to mean something for my students. That’s more important, right?

Other bloggers responding to Round 4: A boring pub conversation by Willy Cardoso, How I accidently started my teaching career unplugged by James Taylor, What’s in the bottle? by Candy Von Ost, Not to be taken lightly by David Dodgson, The heart of dogme by Nick Jaworski, Hocus Pocus “Light Materials” Focus by Tara Benwell, Sense and memorability by David Warr, A boring library conversation by David Deubel, Everybody can paint! by Sabrina de Vita, Dogme and me or me and my dog by Patrick Jackson