I tried to scour the Internet for motivational/inspirational quotations to start this post. I wanted to really capture the essence of my intention and put it into words using a famous quotation or an iconic figure that would resonate with you. I read quotation after quotation, visited page after page, and no string of words truly said what I wanted to convey today. Why is today so special? Why am I trying to find just the right combination of words? Continue reading
We’ve all been there and heard it – “Why are these two words spelled the same but sound different?” or “Why do I need a comma there? You might have answered, “Because you don’t want to eat your mom; it’s “I want to eat, mom.””
I came across this humorous article Continue reading
During the fall term, I was privileged to teach a group of 10 ESL Literacy students. Although in the past I had volunteer-tutored a literacy student and had taught various computer literacy classes, teaching a whole class of beginner ESL students with literacy needs was a whole new challenge. I have to say it was thoroughly rewarding Continue reading
I find myself asking this question often, but in all seriousness, where has the time gone?
I can’t believe November is a week away! It’s fair to say that some of us don’t have that drive we once had at the start of the school year to get up first thing in the morning, eager to start the workday. And honestly, no one can be blamed for feeling run down already. Our profession can take a lot out of us. There’s no
denying that. And with the influx of newcomers – due to what’s been happening in the world – it hasn’t lightened the load any. So teacher burnout is a real possibility.
So much demand is placed upon teachers, and the needs of the students can really affect your will and drive to stay motivated. Especially around this time of year, it’s easy to Continue reading
While many of you may already be going into your 2nd or 3rd week of classes, we wanted to share some ideas to get over those first day jitters that so many new instructors and students may be feeling. For more ideas on get-to-know activities, please click on the link to read Cecilia’s blog posted previously: Get-to-know activities in the language classroom
I don’t know about you, but I find the first days of class can be a little scary, yet exciting at the same time. Students probably wonder what the teacher will be like and how they will fit in with the other students. Thoughts such as, “Will everybody be at my level of English?” or “I hope I’m not at the bottom of the class!” are likely common.
But what about us – the instructors? Continue reading
Over the next year, I would like to share what I consider to be some of the 10 most important unwritten social rules in Canada that newcomers and their families need to know to succeed in Canada. In this first post, I’ll give you the list of all 10 secrets, as well as the first secret.
How am I qualified to know these secrets?
Keep in mind that these are what *I* consider to be the most important secrets. I am drawing on a lifetime of experience in Canada as a mother of 3 and as a worker in education, banking, computers, and employment counselling, but that doesn’t mean these social rules are cast in stone or true in every community across Canada.
Okay, so here is the list of the 10 most important secrets I’ve learned for succeeding socially, as well as in Canadian schools and workplaces:
Something that I have struggled with for the last ten years as an ESL teacher has been whether or not to properly inform my students about the implications of studying a new language. There seems to be a prevalent preconception among many ESL students that learning to speak English is easier than say, learning the subjects in a college level math course.
To many, abstract subjects like theoretical mathematics or computer programming are obviously more difficult than linguistic subjects. There may be some truth to this concept. However, these courses are often very specific in scope, last anywhere from thirty-two to ninety hours, and require students to simply “remember” and maybe “apply” what they learn. Even though it is a common practice to segment English language programs by level of ability, say levels 1 to 5, or like the CLB, 12 levels in total, these courses are often far from adequate in providing enough time to properly “learn” the content of these levels. Continue reading
I have been teaching in an EAP program for the last six years. The goal of our program is to prepare international students for the experience of studying in a post-secondary program alongside their domestic peers. Understandably, competence in their use of English is paramount. However, I am constantly struck by the fact that domestic students and international students, regardless of their ability to speak English well, remain largely separate on campus, both in and out of classes.
My students often comment that they don’t know how to make friends with Canadian students, and they are worried about the quality of their English and how they will be received. In an effort to bridge this ‘great divide’, I recently had the opportunity for my students to participate in a communicative activity that, for a change, did not involve their own classmates. Working alongside a wonderful colleague and professor in another discipline*, I was able to offer my class of twenty students a chance to meet and converse with the very Canadians they had been worried about meeting (and intimidated by) for a long time. Continue reading
The business of education is riddled with complexity and counter-productive demands. Teachers are often content-centered, students diploma-oriented and administrators bow down to the almighty dollar when making pedagogical decisions. In other words, students just want a job, and teachers want to profess the wonders of their discipline, while administrators want to show a profit. It is no surprise that the real goal of education is obfuscated by these demands, and the expectations that our students have are often misplaced.
Picture this. It’s the first day of an EAP (English for Academic Purposes) class. A particular student approaches you at the end of class and in broken English asks, “Teacher, will my English be like yours at the end of this course?” You want to say yes, but you know it is impossible. By telling the student the truth, you risk demoralizing her to the point that she drops the course. Why? Because she wants a job and she wants it now. Her motivation is employment. Yours is to improve her English. How do we square that circle? Simple. Chocolate. Continue reading
Where has the time gone? It seems like just yesterday I was planning what I wanted to do this summer with my family, and here I am already preparing for classes. I can’t believe how fast the school year got here! Everyone will soon be going back to the daily grind of lesson prepping, dry mouth from excessive talking, and marking, so I hope you’ve all enjoyed your time off.
I’m going to be honest — I was struggling to come up with a topic, especially on such a beautiful day like today. But then I thought about going back to work and how to best transition from no school habits like: sleeping in, (well, I haven’t had the pleasure of doing that since becoming a mom), and going wherever the wind takes me, to a quick shift into the routine of waking up early, standing for hours teaching, and the usual work-related things. Continue reading