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!
Funnily enough, I was a trainee when those ideas were implemented by the trainers, and therefore, can vow for their effectiveness.
Nothing is more interesting to a student than knowing more about the mystery person who stands before the class announcing himself as its teacher!
My life in numbers
Write down 3 numbers that represent something in your life and get students to guess what this number means to you. Try to make it as interesting as possible.
The value of the support offered by participants of a learning community to its members is widely acknowledged. When studies were conducted face-to-face rather than screen-to-screen, our faculty prided itself on the strong learning communities forged between teachers and students, and students and students alike. However, in moving over to online studies, we, as lecturers, needed to find ways to promote and maintain a successful learning community in unfamiliar circumstances.
WHAT’S IN A NAME: FIRST CLASSES.
UDL stands for Universal Design for Learning and we are not talking about a methodology here, we are talking more about a model or even a philosophy. It seeks to achieve the inclusion of all students by flexibility and personalization.
WHAT IS UDL?
UDL is based on three main principles:
Most English teachers turn a blind eye to teaching listening skill. It is not because they underestimate this skill but rather because they lack professional development to maneuver listening skill in their lessons. Others might be reluctant to incorporate listening skill in their lessons due to their misconception that it is a complicated process.
LISTENING AND HEARING.
Rhythm is the flow in the learning process.
Getting started and persistence increases learning. Let me share a few proven methods that help the reading journey.
1) Flow for fascination: Just like other skills, reading too demands continuous practice and training. With no significant academic interruptions, learners’ basic reading skills are developed. Once this routine gets embedded, it can lead to branching novel ideas in the reading process. The continuity of any skill, especially reading, has the power to make the task easy and interesting.
Familiarization with criteria used for feedback provision and feedback provision are two of them and will be discussed in this post.