Fun with AI: Day 1 Introductions and Boundaries

     Image sourcewww.bigstockphoto.com

This post is for those of us who are thinking of ways to introduce Dos and Don’ts about AI to our students from the very first day of classes. We can make this fun while ensuring that the task helps to establish our expectations of what constitutes appropriate AI use and what does not. For the following example, I used ChatGPT 3.5.

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TESL Ontario – Conference Blog: Career Booster

By Kiara Y.R. Kim, Resource Development Assistant

The Career Booster Forum held on Thursday, November 9, 2023, from 1:30 to 2:30 pm, attracted participants eager to gain insights into employer expectations, resume-building, and effective interview practices. The event featured seasoned professionals sharing employment opportunities as well as their hiring expertise to empower new adult ESL teachers.

Employability at St. Charles

The St. Charles Adult and Continuing Education Centre offers programs in a number of categories which include English language instruction: ESL/LINC classes, citizenship, IELTS, English for Everyday Living, Care for Newcomer Children (CNC), and VISITORs. Holly Bartoszek (Supervisor) and Melita Vrakela (Lead Instructor), both from the ESL/LINC program at the Hamilton-Wentworth Catholic District School Board (HWCDSB), provided a detailed presentation of employment opportunities and hiring expectations at St. Charles. Successful candidates would begin on the supply list, then apply for permanent positions that become available. Some of the qualifications outlined included:

  • TESL Ontario Certified (OCELT)
  • Ability to instruct ESL according to CLB
  • Familiarity with PBLA
  • Evaluate student learning outcomes on an ongoing basis
  • Engage in accurate St. Charles reporting process
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TESL Ontario – Conference Blog: Career Connections

By Kiara Y.R. Kim, Resource Development Assistant

The TESL Ontario Annual Conference held on Thursday, November 9, 2023, featured a Career Connections webinar from 12:00 to 1:00 pm. This session, led by Reza Mazloom-Farzaghy, Accreditation Services Manager at TESL Ontario, and Krista Walsh-Murrayn, Project Manager at Centre for Canadian Language Benchmarks (CCLB), provided a detailed overview of the TESL certification application process, efficient job searching strategies, and resources provided by the CCLB.

Key Takeaways from the TESL Ontario Certification Application Process (Reza Mazloom-Farzaghy)

OCELT and ICTEAL are officially registered professional designations and certificate trademarks. OCELT certification recognizes that a certificate holder has the knowledge and skills required for teaching English to adult learners in all publicly funded and private programs in Ontario, other Canadian provinces and territories, and abroad. ICTEAL certification recognizes that a certificate holder has the knowledge and skills required for teaching English as an Additional Language in international settings. TESL Ontario offers three application pathways to gain certification:

  • Application pathway 1 is for graduates of TESL Ontario accredited training programs.
  • Application pathway 2 – CCPLAR Stream A is a credit-based evaluation pathway for those who hold prior education from non-TESL Ontario accredited training programs.
  • Application pathway 2 – CCPLAR Stream B is a competency-based evaluation pathway for those who only hold prior ESL/EFL teaching experience.
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Happy New Year!

Here are some short and sweet messages from some on our TESL ON Blog Team. We asked the question: What are you hoping to discover and learn about in 2024 with regard to your TESL practice or any other endeavours? 

Jennifer Hutchinson: Happy New Year everyone! I hope this year brings you the contentment of routine as well as the excitement of trying new things.  My resolution is to lower my screen time, watch TV less, read more, and spruce up my teaching practice with new strategies and tools. Hope I succeed!  Here’s to a happy, healthy and engaging 2024 to you all.

Derek Czajkowski: I’m reading a book by Stanford University Professor Jo Boaler called Limitless Mind, which supports the science behind neuroplasticity, the idea that we don’t have fixed brains, and we are capable of learning any subject, at any age. I want to explore this topic in my blogs, as it has definite relevance to our students, who are learning a new language, many of whom are older, and are dealing with learning impediments. I also want to expand my subject range for my blogs. In 2024, I want to learn how to be a better teacher, improve, especially how to be a more effective teacher to lower level students. I would also like to become more adept using online platforms such as Avenue, as well as incorporating AI and ChatGP in my lessons, which I keep at arm’s length, for now, but am becoming somewhat more open to. Last, I want to wish everyone a creative and dynamic year in and out of the classroom, and that despite all the frustrations that come with being an ESL teacher, we are helping our students flourish. 

John Allan:  In 2024, I am hoping to share projects that I have been contributing to over the past few years.  These are New Language Solutions, the team behind Avenue, resources being shared to the Canadian LINC sector. Posts may include discussions about online technology standards, open independent learning resources, new Canadian graded readers and considerations to make online courses more efficient. If there is an opportunity, maybe some commentary on AI and language teaching. 

Ozma Siddiqui: As the year turns over another leaf, I would like to start the new year with learning more about how AI can be used for successful learning in the classroom. AI seems to be the way forward and I would love to see how it can be integrated into the English classroom. I wish the TESL fraternity around the world the best of 2024 and hope to continue on this journey of lifelong learning!

Gordon Hatt: I’m currently doing twenty, one-hour classes per week. They are one-on-one and small group coaching classes with native French speakers whose abilities range from level 4 to 7. All of these students have studied English since grade one, and many through the college level. All of them need to be able to function in English at work at least occasionally. Finding authentic texts that stimulate the upper-level learners and learners needing specialized vocabulary is an ongoing challenge: Too easy, and there is no learning. Too difficult, and the students founder. Recently, I have experimented using ChatGPT to convert authentic news articles to the appropriate CLB level. I felt it was very successful and will be using it again in the coming year.

Elyse Borgdorf: Wishing everyone a happy and fruitful 2024.  I’ll be taking maternity leave during the year, but hope to use time away from the classroom to understand AI better and look into TESL opportunities that complement my current life stage as a young mom.

Beth Beardall: Best wishes to everyone for a healthful and fulfilling 2024. I hope to continue to hone my skills as a LINC/ESL Instructor. I am especially thinking about how to incorporate a more holistic approach to “doing” PBLA.  On a personal note, I want to continue to strengthen my newly discovered practice in Qigong.

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Managing Disruptive Behaviour

Image taken from: Big Stock Photo

While teaching young people is often not easy, managing classrooms with students of mixed abilities and diverse backgrounds can be really challenging. Perhaps one of the biggest challenges is getting a class to be quiet. Picture this: it’s the first day of school and you are required to be the homeroom teacher for a class of boys in their early teens. Boys at this age can be a handful! 

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Metrics that Matter: Indicators of Success in ELT Admin Roles

By Kiara Y.R. Kim, Resource Development Assistant

Administrative roles are important in the overall management, functioning, and strategic direction of educational institutions. These roles can encompass a wide range of responsibilities that may involve overseeing operations, implementing policies, or managing resources to ensure the overall success of the educational programs and institutions.

Whether you are an educator seeking to broaden your impact on a larger scale, drawn to leadership and mentorship for educators, or motivated for professional growth, embarking on the path from educator to administrator is a journey that demands both ambition and strategic navigation.

In this unique blog series, we explore the pursuit of administrative roles in the field of English Language Training (ELT). TESL Ontario collaborated with six (6) hiring managers representing various sectors of the Ontario ELT landscape, who stand ready to share their experience, advice, and wisdom along this transitional journey. This fifth and final installment of the series is designed to shed light on key performance measures that contribute to excellence in the field.

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The Power of Storytelling

Photo by NiseriN http://www.photocreo.com/

Everyone loves a good story. For generations, people of all ages and backgrounds have entertained one other with their exploits and adventures, sometimes fanciful, sometimes not. Stories can be told over dinner, sung in a song, enacted on stage, painted on canvas, or printed in a book. They can be long, short, sad, uplifting, serious or funny. You don’t need much to create a story, other than a couple of ideas and a voice or pen and paper. And yet, for such a simple tool, its benefits are prolific.

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Transitioning from Educator to Administrator: Challenges & Difficulties

By Kiara Y.R. Kim, Resource Development Assistant

Administrative roles are important in the overall management, functioning, and strategic direction of educational institutions. These roles can encompass a wide range of responsibilities that may involve overseeing operations, implementing policies, or managing resources to ensure the overall success of the educational programs and institutions.

Whether you are an educator seeking to broaden your impact on a larger scale, drawn to leadership and mentorship for educators, or motivated for professional growth, embarking on the path from educator to administrator is a journey that demands both ambition and strategic navigation.

In this unique blog series, we explore the pursuit of administrative roles in the field of English Language Training (ELT). TESL Ontario collaborated with six (6) hiring managers representing various sectors of the Ontario ELT landscape, who stand ready to share their experience, advice, and wisdom along this transitional journey. This fourth installment of the series is designed to provide insight into potential challenges and difficulties when transitioning into this role.

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Climbing Up and Sliding Down the AI Slope of Enlightenment

It has been a year since OpenAI released its generative chat app, ChatGPT. As an avid education technologist, I must confess that I jumped headfirst into the ChatGPT spectacle. This enthusiasm is documented by more than twenty professional development activities that have been facilitated or written over the past months. These are listed in the Resources section below. 

Recently, I have taken a breath to reflect on ChatGPT and how it has dominated the conversation in education technology in 2023. Within this reflection I have mapped my experience against Gartner’s Hype Cycle of new technologies to document how I am faring in relation to education’s adoption of generative chat technologies. 

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