It ended in the desert heat of Bahrain in charge of ICT at one of the largest teaching centres in the region. Any new job brings new challenges and the need to adapt and rethink our approach to a different context. This post outlines the major challenges my new role brought about:
Teaching Beginner YLs
Just thinking back over some of the training sessions I have attended on the topic over the years, there has been a wide range of areas covered. Some workshops have focused on giving instructions and transitioning from one lesson stage to the next, others have looked at motivating and engaging learners, some have presented ideas for establishing class routines, and others have centred on discipline and class rules.
Yes, having engaging lessons is an important element of good overall classroom management, but it's not enough.
We live in the world as it is, and not as we'd like it to be. No matter how good of a teacher you are, not every lesson is going to be engaging to every student. Not only might the content or the process not hit the mark, but our students experience stress both inside and outside of school that affects how they see and act in the world - just as we all do.
They are an excellent way to work on your, or your students’, listening skills, as you can listen to them as many times as you want to. If you’re feeling adventurous, you can also manipulate files so that they are faster or slower, or so that you are only listening to an excerpt of the whole programme.
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The blog topics for March/April are below:
But deeper understanding can only occur with the ability to reflect: to review, to notice, and to think carefully about what had taken place.
This is true for our students and is certainly true for us teachers looking to improve our practice.
But how can we become more reflective teachers?
1. Formal Observations
Many schools have a Director of Studies observing a teacher when they are newly employed, and subsequently, once every 6 months or more. Such observations often have an evaluative function.
I recently started to brush up my German. I last studied German many years ago at school and I can’t say that it was a great success. In fact, I failed the exam and had to retake it. Hardly surprising, as I seem to remember spending a good portion of the exam time writing out David Bowie lyrics!
Apologies for the late posting of this month's blog topics! Here they are.
Promoting 21st Century Skills is one of the professional practices in the British Council’s new Continuing Professional Development (CPD) framework. But what exactly are 21st Century skills and are they the same as digital literacies?
In two recent articles written by Gavin Dudeney, he explores the four key digital literacies: focus on connections, on language, on information and on (re)design. He also looks at the distinction between these and 21st century skills.
Writing is something that people ‘evade’ because it is least needed for survival. Given its importance today, it is paradoxical that writing is sometimes referred to as a less ‘necessary skill’ not needed in day to day life. I couldn’t agree more to Tribble that the ’authority and permanence’ a written piece conveys in comparison to a spoken text or discourse only contrasts the aforesaid view.
This was in the days before Edtech when we frequently used photocopiers and made worksheets by cutting up and sticking bits of paper together, and often our hands. Then when I got my first job, my heavy schedule and a 70% coursebook rule meant my creative worksheet hobby made way for extra coursebook resources like workbooks and test books. Once I’d used the same coursebooks a few times and got to grips with the content, I rediscovered my interest in making worksheets to not just complement the coursebooks but to sometimes replace them and even enhance the content.