It had been a total failure. I had tried to introduce poetry to my class and have them write some, but they were reluctant and bored. However, something inside told me to give it another shot a few months later. I had been introduced to the concept at a TESL London workshop. The presenter was a convincing person and very nice, so
I had to try again.
I looked at ways I could do things differently. Since I teach levels 6 to 8, there were several resources I could draw on.
First, I asked them what they thought poetry was. You know what? I didn’t get much of a response. Things didn’t look too good – again.
I have been teaching English for Academic Purposes (EAP) for a little over five years now. Compared to my previous jobs teaching general ESL and Business English, I find it incredibly satisfying; I think this is partly due to the course having a clear objective: preparing students for college and university.
But an important question that arose early on in the course, was
What does it mean to prepare students for college and university?
Are we talking about having their English at an equivalent level to their peers? Or is it more about mentally preparing them with academic skills needed for success? Continue reading →
October is here and most of us teachers have completed our get-to-know activities. However, if our classes happen to be a continuous intake LINC or ESL setting, it may mean having to repeat these activities more than once. In addition, in some classrooms, we might even have students who have remained with us. In other classroom settings, English for Academic Purposes (EAP) – for example – students might be advancing seven weeks at a time. However, no matter what classroom setting we are in, it is important that everyone feels comfortable and welcome. One way to do this is by spending time with get-to-know activities. These activities do not need to be the same every time. We might not necessarily want to plan for the usual “Hi, my name is ____________,and I am from _____________, and my first language is ___________________,” drill, drill, drill, and stop there. For example, the well-known table name cards activity could be modified according to students’ language level: Continue reading →
Recently, a colleague stopped me mid-rant and asked:
“How many hours a week do you spend looking for plagiarism?” The question made me realize that
I don’t know, but
it’s a lot.
In the EAP course I teach, students are required to write 2 essays each month. The essays need to be at least 750 words and include proper referencing, etc. Even though we spend a lot of time in class discussing plagiarism, the penalties both in our school and in a proper university, and the likelihood they will be caught, over the 3 months that students are in the course, many will copy / plagiarise in their first month for 2 main reasons: cultural plagiarism or simple plagiarism.
Cultural Plagiarism: As our Arabic counsellor told me a few years ago, when she was completing her university studies in Kuwait, she was penalized for not simply copying, word for word, from the sources. The requirements for university were just that. Continue reading →
We are so excited and proud of this initiative which all started because of YOU, TESL Ontario members. This blog is being run by volunteers who are passionate about sharing knowledge and building a wider community.
This blog site is completely new to TESL Ontario, so take some time and have a look through all the tabs and make yourself comfortable here. We’re sure you’ll find something that interests you.
Each Monday morning, we will post a new entry on our blog, so be sure to keep this site on your favourites tab! We encourage you to comment on the posts and open up or contribute to the Continue reading →