Last fall, I was walking through Cabbagetown with Lou towards Riverdale Park West, a wide open space with four baseball diamonds where people not only play ball, but also cricket, do yoga, have picnics, and let their dogs run off-leash freely and quickly. I’d come there weekly for some time, walking the perimeter three or four times with Lou tagging behind me, stopping every so often to smell the grass or roll around in it and then run to catch up. It was an OK time to be with my thoughts, but it was also a little boring. One day in October would change my attitude toward these walks forever (and inspire a few ELT podcast dreams: one always has ‘teacher eyes/ears’ on after all. #nerd). 

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Nearly three years have passed since I wrote about academic reading circles here, the last being in September 2012 on the Visualiser role. I didn’t realise then that five posts on ARC would collectively build an online audience of nearly 5000 views. Looking back at the first ARC post ever, I had little intention of this activity becoming a central figure in my pedagogical repertoire, the focus of many talks, or my first foray into vended publication. But I’m very glad it has. While its evolution has never been a solitary task, with the support of colleagues willing to experiment and students embracing an unfamiliar classroom activity, my ownership over ARC has been ever present.  I feel responsible to share it with other teachers, clearly explain its value, gather evidence of its effects, and adapt accordingly. As I do so, my enthusiasm for working with students grows with every passing ARC cycle. So as the ARC book was released this week, it feels like a natural (and necessary?) time to look back at that first post and discuss the evolution from it to now.

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I took photos of slides. I tweeted. I gave up and simply listened intensely. I typed up notes on my laptop. I switched to my iPad or phone. I sat in the back. I sat in the front row. I sat near the wall. I participated with others. I avoided participating. IATEFL sessions ran the gamut of circumstances for me. My takeaways from them, likewise, aren’t necessarily the intended point by the presenter, but what spoke to me.

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