I’m sure what’s on everyone’s mind is this: When will this whole quarantine situation end? How will things be afterwards? And, will things actually return to normal?
It seems as though an endless period of time has passed during quarantine, and I sometimes have to check or be reminded what day it is. Weekends aren’t as exciting as they used to be because you can’t go anywhere, and worst of all, you can’t visit your loved ones and hug them.
When I was a student in elementary school, I used to love
“story time.” Some of my earliest and fondest memories as a child were sitting
around in a circle and having the teacher read stories to the class. I’ll never
forget the time my Kindergarten teacher cried while reading us “Love You
Forever” by Robert Munsch. Stories are powerful. Story time was the best!
I love stories, whether they be novels, movies, or a friend’s
adventure. So, naturally, as a teacher I like using stories in my classes.
Here are a few examples of how I have used stories as an ESL
The ten to fifteen minutes at the beginning
of an ESL class are so valuable to both teachers and students. That is the time
when students are fresh and eager to learn. I would go so far as to say that
students may even be optimistic and excited about what they are about to do (at
least that’s how I like to view the students in that part of the class). In the
spirit of that optimism, the warm-up is a great tool to increase students’
confidence, show them what they know and what they need to work on, and give
the teacher a clear understanding of where the class needs to go that day.
For years, I have
been fascinated with the work of Nel Noddings and her themes on care. In one of
her (2010) articles, she presses educators to become role models who shape healthy
and caring students. The students in my class were feeling stressed and
overwhelmed by being constantly assessed on their performance, so I decided to
create a set of lessons on the theme of stress. These lessons were prepared for
a high-intermediate level and each day represents a period of 50 minutes.
If you’re on Twitter, join the next #CdnELTchat on Tuesday, June 25th. Here is a summary of the June 4th chat compiled by Bonnie Nicholas
On June 4, 2019, the #CdnELTchat community brought their best and briefest words to talk about good practice in teaching vocabulary. We chose good practice over best practice because what is best can change and can depend on context. Agree? Disagree? Tweet your comments using the #CdnELTchat hashtag.
I recently completed an assignment as part of an interview process
for an ESL teaching position. This is the first time I was asked to do something
like this and I enjoyed completing the assignment immensely because it put my
teaching to good use and also demonstrated my abilities. It really gave me a
chance to shine.
you ever take your students on fields trips to a museum or art gallery? Are
there barriers to these field trips like time, transportation, money, or even
child minding or accessibility? Have you ever thought of doing a virtual field
blossoms are out! It’s spring and finally warm enough to ride my bike to
work. I do my best thinking on that
bike. With a new semester starting, I find myself reflecting on the semester
gone by. Peddling on cold, rainy days tends
to cause me to remember my failures, but on warm, sunny mornings, I recall my
successes. For 16 years I have been teaching
university prep writing, grammar, reading, speaking, and listening to students
from around the world.
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?