Procrastination
film-english-com
+ video from "Tales from mere existence in youtube"
teach v/n/person who...
vocabulary:
get things done
get down to doing
...avoding doing... pattern
(maybe contrast avoid with help and prevent?)
since I am...
get expressions in the video (youtube) - notice - meaning - classify
Thursday 9 April 2015
Tuesday 7 April 2015
L1 and non-native teachers
There seems to be little controversy nowadays about the use of students L1 when common in the class. I've always been a supporter of this as it speeds up the process of understanding rules and creating equivalences when things work out differently in the L1 and target language. Again, this is for adults who have studied English all their lives and they can't seem to get through the stage of only using the present continuous and still get the stay instead of be.
This really makes the process quicker and it sheds light on them.
As a non-native speaker teacher, you
- can better empathise with your learners
- have a clearer idea of what can be tricky for them to learn because you may have gone through a similar process
- know more than one set of grammar rules and find it easier to find examples and provide explanations
- ...
... expand later
cambridge english teacher has a great webinar given by Sylvana Richardson which will resonate with many of you, non-native teachers. Check it out if you have a spare hour.
This really makes the process quicker and it sheds light on them.
As a non-native speaker teacher, you
- can better empathise with your learners
- have a clearer idea of what can be tricky for them to learn because you may have gone through a similar process
- know more than one set of grammar rules and find it easier to find examples and provide explanations
- ...
... expand later
cambridge english teacher has a great webinar given by Sylvana Richardson which will resonate with many of you, non-native teachers. Check it out if you have a spare hour.
I became a teacher because...
I became a teacher ...
for selfish reasons.
How can a teacher be selfish?
As far back as I can remember, I have always wanted my job to have an ever-lasting positive impact on the "receiver's" life. I've wanted it to stay with the person so they can benefit from what I do. And the truth is that much as teaching has its challenges, involves a good deal of frustration sometimes, it also involves a great sense of worthiness, satisfaction and fulfilment.
I like it when I can help others with whatever knowledge I have. I wonder what that says about me.
for selfish reasons.
How can a teacher be selfish?
As far back as I can remember, I have always wanted my job to have an ever-lasting positive impact on the "receiver's" life. I've wanted it to stay with the person so they can benefit from what I do. And the truth is that much as teaching has its challenges, involves a good deal of frustration sometimes, it also involves a great sense of worthiness, satisfaction and fulfilment.
I like it when I can help others with whatever knowledge I have. I wonder what that says about me.
Beginners
To Frustrated teachers
You think you're not measuring up?
you're a bit dissatisfied with your teaching method?
Slow learners? or wrong method?
Before you flog yourself for not succeeding in getting them to learn what you want them to learn and how you want them to learn it, speak to your students, get their feedback. The odds are that you'll feel uplifted by what they say about you. They want results, if there are results, if they feel they are making progress they are likely to be happy with your performance even if they and you think you can perform better.
Try not to be too tough on your teaching skills, on yourself.
What I do with false beginners is book work plus writing and speaking practice that involves them and their family, friends or colleagues to get them to use the phrases seen. And get them to take one step further. We're doing Jobs, ask them what the people in the photos studied to become xyz and see how much they retain, show analogies with endings as a secondary (or terciary) objective, as an awareness-raising goal.
Ideas with readers:
Readers reading seem to be a task they enjoy. Read at home (listen and read with audio available), go through vocab they lookeed up at home in class, read in class,choose scenes and perform, put illustrations in order (negotiate, discuss),
favorite character, why? describe
favourite scene, why?
summary of book/chapters
author
time it was set in
test their new vocabulary
chronology of events
translate paragraphrs
...
You think you're not measuring up?
you're a bit dissatisfied with your teaching method?
Slow learners? or wrong method?
Before you flog yourself for not succeeding in getting them to learn what you want them to learn and how you want them to learn it, speak to your students, get their feedback. The odds are that you'll feel uplifted by what they say about you. They want results, if there are results, if they feel they are making progress they are likely to be happy with your performance even if they and you think you can perform better.
Try not to be too tough on your teaching skills, on yourself.
What I do with false beginners is book work plus writing and speaking practice that involves them and their family, friends or colleagues to get them to use the phrases seen. And get them to take one step further. We're doing Jobs, ask them what the people in the photos studied to become xyz and see how much they retain, show analogies with endings as a secondary (or terciary) objective, as an awareness-raising goal.
Ideas with readers:
Readers reading seem to be a task they enjoy. Read at home (listen and read with audio available), go through vocab they lookeed up at home in class, read in class,choose scenes and perform, put illustrations in order (negotiate, discuss),
favorite character, why? describe
favourite scene, why?
summary of book/chapters
author
time it was set in
test their new vocabulary
chronology of events
translate paragraphrs
...
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