April saw over 45,000 people from over 200 countries reading the blog posts written by you, which is hugely impressive!
Our four new topics for May and June look at the theme of Managing resources. Choosing engaging resources that go beyond the coursebook (if you use one), that meet the students' needs and help them to personalise their learning experience is sometimes a difficult process. We'd love to read your ideas about how you select the resources you use.
If you are not currently a TeachingEnglish blogger but would like to become one, please click here to find out how you can do this. It is a great opportunity to have your thoughts and ideas published and read by an audience of over 500,000 teachers worldwide!
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.
As I've developed as a teacher, my relationship with supplementary materials has also evolved. I no longer view supplementary materials as being mandatory for a 'good' lesson, but rather they are something I choose carefully, selectively, and, I think, when I need to. Here are some of the questions I ask myself when deciding how to supplement for a particular class.
1. What do my students need/will supplementing be useful?
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.
Nina MK, Ph.D.
The Choices We Make.
Nina MK, Ph.D.
It has helped me become more aware of my students and what they respond well to and it has helped me become more aware of the beliefs and ideals that underpin the way I approach my work.
It has also helped me develop when few other options are available. Until recently, I worked in Gabon, where there was no chance to attend workshops or conferences, no outside experts visiting the school, and only a small team of language teachers to work with. Introspective reflection and engaging with online networks were often my only sources of development.