We all have our own beliefs about teaching and learning English. Sometimes these beliefs are explicit, and we can articulate them. Other times, these beliefs are more implicit. We may not be aware of them and we may not be able to articulate them, but they are still there.
Professionally, we have beliefs about many things, including our students, the effectiveness of various pedagogical practices, the nature of knowledge itself, and even our capabilities as teachers (i.e. self-efficacy). Continue reading →
Teaching verbs can be accomplished through a combination of miming, games, worksheets, video clips, discussion, lecture, translation, and perhaps a host of other strategies. Reinforcing the meaning of many verbs by providing a video clip can help with retention. Flashcards can also assist with vocabulary acquisition. Quizlet’s flashcards deliver still images or animated clips online. Animated clips can accelerate acquisition through motion in context. Quizlet’s ability to include animated GIFs makes it a useful tool for language students learning base verbs.
Group work – just the mere mention of this makes some students cringe. In fact, I have heard from students who actively choose courses that don’t involve group work even if at first the course sounds really interesting, but in reality, that limits the choices tremendously! In other cases, I’ve stood at the front of the class and announced, “ok, let’s get into groups and…” and all of a sudden, I hear this cacophony of sighs transcend the room – no holding back, no filters. Let’s face it, there’s a lot of group work in education, and Continue reading →
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Do you have some go-to activities that you use for multiple teaching points? I have a few. I think it’s reassuring for students to see activities they recognize. They feel confident when they know what to do, and they can focus on the point being taught instead of learning the rules of a new game (ahem, I mean “learning activity”). It also doesn’t hurt that reusing ideas and materials reduces teacher prep time. For these reasons, here are three of my favourite flexible activities.Continue reading →
I recently came across a web resource that reminded me of using Data-driven learning (DDL) with students. I have not tried using DDL for a few years but I think that WordSift will allow instructors to use basic DDL techniques with their students.
What is DDL?
Data-driven learning is a learning approach in which learning is driven by research-like access to linguistic data (Johns, 1991). DDL examines a corpora or body of text. WordSift can generate useful usage data Continue reading →
Portfolio Based Language Assessment (PBLA) has created a new world, where the doing of tasks is a must, with no exceptions whatsoever. The first thing that comes to mind when you hear the word task is the notion that you have something to do, most likely something you are not too keen on doing. A task by any definition is a piece of work you must do or undertake. The Merriam-Webster dictionary goes further to add: “Something hard or unpleasant that has to be done.” Some common synonyms for the word task are chore, job, duty, labour, toil, and burden. Both as a noun and a verb, the word task does not evoke anything pleasant someone has to do. How the word task came into adult ESL teaching methodology now troubles me. There has to be a better Continue reading →
Recently I had written about why I joined TESL Ontario and my local affiliate chapter in Ottawa. To follow up, I would like to explain how I went about the process in hopes that this would inspire others to see just how easy it is to participate. Having attended a number of TESL Ottawa events, I was in awe of the amount of work and effort put forth by the local volunteers. There were always messages encouraging new members to join its executive and when curiosity got the best of me, I Continue reading →
Have you ever explained a task to your students, checked to make sure they understood, and then let them go to work – only to realize as they stared blankly at their work, that they actually didn’t understand? In my first years of teaching, I was so puzzled by students telling me they understood when they clearly didn’t. Even when I would ask directly, “Do you understand?” the answer I was given was often “Yes, teacher” before it became clear that the opposite was true. This was frustrating! It seemed so obvious Continue reading →
It’s fall again and that means it’s time to talk about progress reports. Whether you are talking about LINC learners’ progress reports, or the progress reports their children bring home from school, reports often contain a grade and some coinciding comments. However, in my experience, I find most of my students only look at the grades and don’t even read the comments. This is a shame because the comments can add helpful information, for both parents who may be learning English in a LINC program and their children. Continue reading →