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.
This is thanks to all of your blog posts throughout May and June this year. Last month, over 65,000 people read your blog posts!
Our four new topics for July and August 2016 look at the theme of 'managing the lesson' and ask you to think about some of the approaches you use when teaching, giving feedback, challenging students and thinking about effective classroom management
In a classroom situation do we actually follow the models or stray away to respond to the emerging situation , and yet achieve the learning aims is something worth reflecting upon?
For me teaching methodologies are like ‘straight Jackets’ that help us slip into the lesson and ‘play safe’ making it easier for us to meet ‘our’ aims. But do we stick to these when we are in a classroom or wander away to deal with emergent language or spontaneity. I recount a lesson while being observed for my DELTA. It was a Vocabulary lesson and I was following text based approach.
Feedback plays a central role in the learning process - it reminds students of their strengths and weaknesses, provides them with the motivation to improve and gives them room for reflection, right? Well, not always. It's very easy for us teachers to fall into the trap of seeing feedback as a means of isolating and highlighting students' weaknesses. Sometimes we do so because we wholeheartedly believe that by drawing students attention to areas they struggle with they can identify their mistakes more easily and therefore work towards correcting them.
Apparently, the term originates in biology when a response comes back to an organism (Rinvalucri,1994) but coming from an engineering background, I had my own idea of the word ‘feedback’ when I first started to teach.
On hearing the word “challenging” what first comes to mind is a situation with discipline problems caused by rude and unruly students. However, in the following case the most serious impediment was their apathy, no matter what efforts were made.