There are several questions that we can ask ourselves when correcting and marking an activity. Test yourself and check your final score:
1. Is it necessary to correct every single mistake? (YES 0 points/ NO 1 point)
Mostly when marking a written activity, we tend to underline or cross out every mistake our students make.
There are ethical debates about AI and inclusivity which humanity as a whole, and we as educators, must be mindful of; however, AI-assisted online resources in education are already here. In this blog post, I'll examine how AI can address specific needs regarding reading skills and enable teaching strategies to foster an inclusive learning environment and positive experience for English language learners.
I have been a teacher trainer/educator, town department of education methodologist, unofficial mentor and author for many years. As I came to work at school after a decade of university lecturing and some years at Columbia College - Columbia University Alumni Affairs Office, in addition to being the only Ph.D. out of a hundred staff, I was asked by the district authorities to conduct several courses for the local EL teachers during my very first year at school. Since I had my own three children at school I could not very well say “No” to any extra tasks.
That's great, it is because you have explained that grammatical topic incredibly well, of course, it's all your merit. But, the problem is that you may not have any other activity prepared, you know, we are just only human! Don´t beat yourself up about it!
Observation is fundamental during a lesson so that you can know how an activity is developing in the classroom:
-Have they understood the instructions?
By Vicky Saumell
It is difficult to imagine a world without technology and, therefore, for me it is difficult to imagine a classroom without technology. But…. Yes, but. It’s important to remember that all that glitters is not gold.
Some of the benefits
I will start with the benefits I perceive as the most important.
The first is that there shouldn’t be a mismatch between the classroom and the outside world.
Quite a lot of research and academic articles point out that for our students to be engaged in learning, we need to appear engaged as well. To put it simply - positive energy is contagious, and if you are excited about teaching with a certain method, the students will share your excitement as well.
Here are some methods I use to motivate my teenage students:
Teenagers, motivation, hmm…
I’ve been teaching teenagers now for over twenty years and something that has always interested (and challenged) me is how to ignite and maintain alight intrinsic motivation.
Intrinsic Motivation: A person with intrinsic motivation wants to do a task for the pleasure involved in doing the task itself.
Extrinsic motivation has never been quite as elusive.
Extrinsic Motivation: A person with extrinsic motivation wants to do a task in order to receive a reward or avoid a punishment.
Perhaps there is no WIFI, the computers don't work, the photocopier is broken, there is a power cut, the number of students in the classroom is unexpected, the activity you had prepared for the whole hour finishes in just thirty minutes or the other way around, the activity you had prepared for twenty minutes goes on for the whole hour…and so on.
So yes, we do need a whole alphabet of backup plans for our lessons:
A for adaptation. This is the most important of all. Every activity should be able to be adapted on the go.
When you don't share a common language with your students, it can seem very challenging to work with very low-level students. However, it can also be incredibly rewarding as this is the level when you can see the most progress in your students over the time that you work with them. Here are 5 things to remember to help you have PRIDE in your teaching.