September is the only month that rivals January for that feeling of a new beginning, a fresh start. As many of us have enjoyed the lazy days of summer, Fall brings a sense of change and a newfound energy with it. Whether you are headed back to school, back to the office in some capacity, or are looking for a career change, the Fall is a great time to refocus and set goals.
Even during prosperous times ESL professionals in Canada encounter precarious employment: contract work, limited hours, and no/minimal benefits (Breshears, 2019). TESL graduates often struggle as they enter the field with limited knowledge of how to navigate the diverse segments of Canada’s TESL market (Wu, 2019).
In Part One and Part Two of this series I’ve talked about issues that may affect attendance for literacy learners, as well as some best practices I’ve picked up over the years. In this post, I’ll pass along some more effective teaching practices for literacy learners and tips on PBLA.
Do you struggle to reflect your value in your resume and cover letter? Ever wonder what exactly a hiring manager is looking for in the interview? Feeling stuck in your career and don’t know where to begin? We all seem to know there is a recipe for success when it comes to job competition, but few of us have sought professional guidance on what that is.
Let me introduce myself. I’m Catherine Crawford, a Certified Career Strategist and Resume Strategist, and I’m very excited to help support TESL Ontario members with career strategies for better outcomes.
#CdnELTchat was happy to have Anna Bartosik (@ambartosik) share her expertise on Self-Directed Professional Development (SDPD) on June 1. Anna is an English language teacher at George Brown College, instructional designer, and PhD Candidate at OISE. Her research is in self-directed professional development in digital networks. Learn more by reading her blog: https://annabartosik.wordpress.com/.
As we continue with online teaching and learning, I think all of us have discovered the importance of building community in the online spaces in which we spend so much time. I suspect that we have all also discovered that it’s more challenging to build a community in an online environment than in a face-to-face class. #CdnELTchat hosted a Twitter chat to talk about this ongoing challenge.
Observing a student’s progress is an exhilarating moment in a teacher’s life. Creating, executing, and grading assignments however, constitutes the part of teaching that I enjoy the least. I invest a lot of time and effort in a fair and thorough examination of my students’ progress. Online English teaching has imposed new challenges, and opened new opportunities in assessing student progress.
Based on my experience, how you apply PBLA assessments depends on whether you are using synchronous or asynchronous online teaching. PBLA assessments can be conducted with some modifications in both formats.
In Part One, I talked about the background of literacy students and issues regarding their attendance. In this post, I’ll be listing some of the best teaching practices that I find useful from my personal experience teaching literacy students.