I often tell my students that last lessons should be like first lessons as the beginning and end of year represent for me the two sides of the same coin. While we are celebrating the achievements of the nine-month learning journey we are at the same time getting ready to embark on a new one which will start after the summer break.
While we are celebrating the achievements of the nine-month learning journey we are at the same time getting ready to embark on a new one which will start after the summer break. Over the years, I've seen that my end of year lessons have shifted from purely language-related tasks (reading activities, vocabulary recap tasks, writing challenges) to ones which focus more on each student's individual learning journey, their reflection of the year that's passed, their thoughts on their areas of improvement/strength as well as challenges for the year ahead.
Assessment and grading are traditional indispensable staples of teaching and learning; it encompasses any subject and all the aspects of our work. Ideally it is supposed to show a student’s progress and our own ability to teach. In a simplified way, it goes like this: we “give” a topic, students do exercises and homework, regurgitate all the new knowledge in the classroom with various success. They get daily marks for every exercise fulfilled which produces an overall impression about the new material for us and for them.
But the cultural background of students has always been a core factor that could perplex teachers when they assess the students’ performance, especially in the linguistic domain. This means that teachers are to be aware of all the thorny issues that could impede the accurate assessment and assist students in making academic progression.
21st century skills are a must in many innovative teaching methods, and they appear so naturally that we don't even notice them. These skills are not an approach or method, they simply represent the needed characteristics for achieving academic and professional success in the 21st century. Teachers usually single out one 21st century skill and make a lesson around it, when in fact, we should use innovative methods which incorporate many of these skills.
Interculturalism may be a common research topic, but in many instances, it is really hard to introduce different cultures into the regular curriculum. In our country, primary school children have approximately two English lessons per week, and we don't have public English preschools at all.
As educators, we look for the resources that can help us incorporate new teaching trends and improve our professional knowledge. In addition to these sources, one can also benefit from class observations. Taking the time to visit our colleagues’ classes will open up a variety of helpful tools as well as an opportunity for reflection.
We are waiting for our flight at the airport. My husband talks quietly to his colleagues discussing a scientific project while I check in with our children, then click on various favorite links like The Free Dictionary, Teaching English and a few others. All around us people of all ages and nationalities are engaged in similar activities, talking, listening, writing, using their smartphones, iPads and other devices. The number of languages spoken is very impressive.
Here is a ready-made scenario for the lesson "in Russian traditions":
Powtoon is a free, easy and intuitive digital tool with incredible possibilities. I use it frequently with my trainee English teachers at University. I find it is beneficial for developing their digital skills and, at the same time, for discovering new tools that they can use in their classes.