After a short break from the blog, during which time the TeachingEnglish website has been updated, we are back with a new format and a new list of topics.
If you are registered as a TeachingEnglish blogger, you should have received an email from us about some of the changes to the website. A summary of important changes is included below:
The new 'Magazine'
The Magazine is where your blog posts are available to read.
Previously, the Magazine was a standalone part of the website, divided into a number of teaching areas. The new Magazine is still organised by different teaching areas, but these are now in sync with the twelve areas from our Continuing Professional Development (CPD) Framework, called 'Professional Practices'. Within the CPD Framework for Teachers, the professional practices are:
- Planning lessons and courses
- Managing the lesson
- Understanding learners
- Knowing the subject
- Managing resources
- Assessing learning
- Integrating ICT
- Talking responsibility for professional development
- Using inclusive practices
- Using multilingual approaches
- Promoting 21st century skills
- Understanding educational policies and practices
All of your previous blog posts have been mapped to one of the above professional practices and there are now individual magazines for each one. For example, if you go to 'Integrating ICT' in 'Professional development for teachers', you will see a section called 'Magazine', which only contains blog posts relevant to that theme.
This is how your blog posts will be organised from now on.
Until recently, there were four topics available every two months. From April 2020, there will be three topics every three months, which will focus on an aspect of classroom practice and teacher development. In addition, there will be an extra topic focusing specifically on teacher educators (teacher trainers, materials writers, researchers, managers, etc.). Please choose only one topic to write about.
The main reason for these changes is that TeachingEnglish now incorporates our sister website EnglishAgenda, which was mainly for our teacher educator audience. We recognise that many teachers go on in their careers to become teacher educators. Rather than having two websites, we feel that having a single website for ELT professionals at different stages in their careers would provide a more supportive and logical space to encourage growth and development.
We hope that you like the new organisation of TeachingEnglish, particularly how your blogs are arranged, and that you continue to find it useful.
March 2020 blog topics (new topics will be available for April-June later this month)
- Topic 1: Feedback
Providing feedback to students is an important part of our job as teachers - teacher to learners, peer feedback, learners to teacher, teacher to teacher peer feedback, instant vs delayed, written and oral, feedback activities, feedback on writing, on speaking, on 21st century skills, for example collaboration or teamwork, and attitude, effort, etc. What kind of activity do you use for feedback and how effective have you / your students found it?
Professional practices: Managing the lesson; Planning lessons and courses; Promoting 21st century skills
- Topic 2: Quiet students
The silent student - Have you ever had a student who just didn't want to talk? What happened? What would you suggest is the best way to deal with it?
Professional practices: Understanding learners; Using inclusive practices
- Topic 3: Inclusive learning
What does inclusive learning look like in the classroom and how can teachers enable it? What can teachers do to support and include all learners as much as possible?
Professional practice: Using inclusive practices
- Topic 4: Motivating teachers (teacher educator topic)
Productive staffrooms are generally ones in which teachers share ideas, discuss classes and support each other. Often, schools have mentoring schemes, where more experienced teachers help less experienced ones. What are your experiences of working in a positive staffroom environment? How have you helped colleagues in the past? Have you ever been mentored by a more experienced teacher, or have you been a mentor previously? What was the experience like - what worked well and what advice would you give?
Professional practice: Supporting and mentoring teachers (from the CPD framework for teacher educators)