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.
A wise, very experienced German colleague once told me that while it may be relatively easy to teach students how to build all the types of questions, it is infinitely more difficult to teach them how to understand all the types of answers they may get. This wisdom stayed with me. We teach speaking skills step-by-step, using texts, audios, pictures. Students read a text and compose comments, listen to dialogues and make up their own, look at pictures and describe them. These are all staples, our daily props. We encourage them to produce full sentences, not just Yes-No answers.
This post is a reflection on a previous experience of assessing a project that was relying heavily on creativity.
It was in celebration of the international women's day that we at Al Azhar English Training Center started a poster competition to celebrate it. The competition was to create a poster around a female role model who had an impact on society, which was two weeks before the 8th of March and it was open for all levels.