Professional Development: it's a love/hate thing

Professional Development is like eating vegetables. We all know it's good for us but we only really get our 5-a-day if someone is being really pushy about it.

Who has the time these days to sit around and develop ourselves? Certainly not busy teachers. Besides, our classes are going just fine, so why can't we just keep on doing what we're doing?

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Am I Fully Equipped To Be A Resourceful English Teacher And Trainer At The Highest Level?

1. These are the days of knowledge explosion, blended learning, virtual on line conferences, webinars.Every body –highly educated or rather ill educated is using smart phones, I pads, tabs, Androids or even Skype most of which I don’t use or I do not know even how to use not because I can not afford to use them but because I m not techno savvy and a low tech man though highly motivated and rather fairly trained and equipped to teach students up to degree level and teachers at primary and secondary level in English.I use only personal desk top computer with full internet facility.Though I k

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Shakespeare the Eternal Magician

SHAKESPEARE, THE ETERNAL MAGICIAN.
Nina MK, Ph.D.
As chance would have it, “Shakespeare, le Magicien Eternel” was the phrase which greeted me on a French magazine cover in Paris. The words do not require a translation: Shakespeare indeed is the eternal magician. The church book in Stratford-on-Avon tells us that he was born on April 23, 1564, and died on the same day in 1616. His memory is carefully preserved in his birth place, and his writings are revered around the world.

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Teacher reflection: asking yourself, "Did I . . . ?"

Over the years I have found the most fruitful method of reflecting on my teaching is by asking myself a series of “Did I . . . ?” questions at regular intervals while planning and teaching my lessons. These questions help focus my attention on elements of my teaching which are either helping or hindering student learning. In this article I will discuss some questions that I habitually ask myself and which I believe can help teachers reflect on their own practice.

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Observation - Reflections in my Context

Organisational Background
I work for the British Council in Bangkok, Thailand. I am a Senior Teacher for Young Learners and Recruitment. I currently manage a team of 6 teachers working in a language centre.
Average: 3 (1 vote)

Observation Jitters

- Knock knock!
- Who’s there?
[silence]
- Knock knock!
- Yes, please? Come on in.
[silence]
- Knock knock!

Puzzled, you leave your desk and go to the door only to see the guy with a wide, grim smile and meaningful look on his face holding a laptop pointedly asking for a seat in your class for some 40 minutes. Only then do you start to get the jitters. ‘It’s not a joke,’ you think, ‘It’s formal observation time and seems like my number’s up!’

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Reflection in a Spontaneous World

Until not so long ago, ‘good’ teaching was as much about spontaneity as it was about knowledge of the language and teaching skills. In the view of many a layperson and professional alike, the definition of a ‘good’ teacher went inasmuch as it equated with the ability to teach ‘off the cuff.’ This misconception (or is it?) had so deeply penetrated nation-wide that drove teacher trainers towards discouraging teachers from taking along with them into the classroom their lesson plans or even a copy of the coursebook.

Average: 2 (2 votes)

David Petrie: On reflection

My schedule is such that on teaching days I feel as though I rush from my house to the teachers’ room and from there to the classroom and from there back home in the evening. I sometimes feel as though I barely have time for getting through all the marking, let alone for reflecting on my teaching.

Average: 4.3 (3 votes)
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