I’ve become accustomed to taking a hatchet to my own writing. I’m a severe editor of my own bad stuff, but that has never bothered me. I keep at it, trying to arrive at what I want to say.
Fifteen odd years of editing and re-editing of my own work (and that of others) has helped me build a semblance of emotional elasticity. But, how am I to communicate this elasticity to the handful of internationally-trained adult English language learners who are now under my guidance? Continue reading →
Not too long ago I created an activity with my students where I asked them to write three types of literary genres they enjoy the most. The task involved writing three words on index cards. I then asked them to meet in groups to share their words. Group by group, they would come to the podium and add their words on Wordle.net – adding each word repeatedly at times and only once other times. At the end, I would let WordleTM do its thing. The result was a collective word cloud that would visualize the commonalities among everyone in my class. Continue reading →
We all want our teaching to be interesting and effective. I regularly reflect on my teaching practice, and try to consider each of the following aspects of lesson planning*, particularly for grammar and pronunciation lessons. Let me share some tips that help me improve my lessons, and perhaps you will find an idea you could use.
Presenting the point
First, remind yourself of the scope of the lesson; know the needs and abilities of your students, and the time frame and focus of your class session. Aim not to overwhelm your class with too much information, but also not to under-interest your students with too little challenge. Continue reading →