Do you ever teach CLB 5 narrative paragraph writing? Do your students usually write something with pencil on paper that they later discard? Have you ever thought of using Storybird to engage and enhance writing skills or create a class anthology of stories?
Why is it important for our higher education learners to receive positive reinforcement? Do adult learners have this need? In what ways can instructors provide their adult learners with positive reinforcement?
Sharp (2011) lays it down beautifully, explaining that as we grow up we receive incentives, prices, stickers, and encouragement for the most mundane actions such as making our beds. However, as we grow and become more self-motivated, the amount of positive reinforcement declines exponentially by the time we pursue higher education.
If you’re on Twitter, join the next #CdnELTchat on Tuesday, April 16th – Advocacy in #ELT. Below is a recap of the March 25th chat from the #CdnELTchat moderators.
Dealing with Sensitive Topics in ELT
On March 26th, ELT practitioners from across Canada and beyond connected on Twitter for #CdnELTchat to talk about Dealing with Sensitive Topics in ELT. Bonnie Nicholas (@EALstories) kept the conversation moving by posting questions, while Augusta Avram (@LINCinstructor) helped out by replying and retweeting, and Svetlana Lupasco (@stanzasl) and Jennifer (@jennifermchow) provided background support.
I recently got certified as an
adult ESL teacher, more than a decade after graduating with a bachelor’s degree
in English. Although teaching had been an option in the past, I decided to
pursue other avenues—and I’m glad I did.
Over the years, I had many
great experiences, learned many things, and acquired skills that make me a
better teacher today. There truly are many different roads to teaching and I
would like to share mine.
You probably heard by
now that there is a new Food Guide. Maybe you took a peek online at its new
look (Canada.ca/FoodGuide) and
wondered what to say to your students or what those changes really are.
Just looking at the
plate, you will see some familiar messages – like filling half of your plate
No surprise, eating vegetables is good for you because they have lots of fibre,
vitamins, and minerals. Eating a variety of vegetables and fruit everyday can
reduce the risk of heart disease. Choosing fresh, frozen, or canned can all be
great choices; just choose ones without added salt or sugar.
In a time where TESOL
teaching is turning away from prescriptive methods, and teachers may have the
increasing freedom and responsibility of adapting to their students’ needs, a
question that faces ongoing consideration is whether or not the first language
(L1) has a role in the EFL classroom. The good news for teachers who engage or
would like to engage L1 use in the classroom is that this approach is strongly
backed by theory and research-based evidence in the field of second language
acquisition. Here, in the first part of a three-part series on this topic, I
will outline this body of support for incorporating the L1.
“There’s an app for that” ™ is a statement that is so common that Apple trademarked it. As consumers and instructors we all know that there are so many different mobile device applications or apps available to us through online stores. If you want to measure pollution in your location, download the Plume app. Do you want to talk to a friend? Use FaceTime. Order takeout? Just launch the Skip the Dishes app. Some of us have been trying out different language learning apps for the purpose of language teaching. Many of us use apps designed for purposes other than language learning with our students to foster learning. If you think about it, you may have used Whatsapp to communicate with your students or Tinkercad to create real objects or Haikudeck to make a class presentation. There are so many apps available it is difficult to determine if you are making an informed choice when choosing an app for your lessons.
With the arrival of winter comes an entire month devoted to the hardest working muscle in our bodies – the heart. February was heart health month, but it’s important to continue to talk about what we can do to make sure we keep our heart in tiptop shape. The heart works hard to pump blood to all parts of the body 24 hours a day, 7 days a week!
happens when we don’t have good heart health? And why is it important for ESL
educators to know about this?
If you’re on Twitter, join the next #CdnELTchat on Tuesday, March 12th. Below is a recap of the the most recent chat from the #CdnELTchat moderators.
On February 26th, ELT practitioners connected on Twitter for #CdnELTchat to discuss Giving Quality #Feedback, a topic that was chosen by #CdnELTchat enthusiasts. Jennifer Chow (@jennifermchow) kept the conversation moving by posting questions, while Bonnie Nicholas (@EALstories) helped out by replying and retweeting, and Augusta Avram (@LINCinstructor) and Svetlana Lupasco (@stanzasl) provided background support. Please contact any of the team members if you have ideas for chats or if you’d like to help out, maybe by co-moderating a chat or collecting the tweets for a summary like this one.
Feedback can be very powerful if done well. Good feedback gives students information they need so they can understand where they are in their learning and what to do next. During the conversation, we shared tips, experiences and resources on giving effective feedback. We’ve collected the discussion around each question using Wakelet. Click to read the questions and replies.
Do you use Canadian or American spelling
in your classroom? Do you “correct” your students when they write color instead of colour? Have your students ever asked why you write metre when their dictionaries say meter?