Why teachers need to care about self-care – Part 2


Written by - Guest Contributor
image source: bigstockphoto.com

Last Monday, Patrice introduced a discussion on why teachers need to care about self-care. This Monday’s blog continues that discussion.

Self-Care Solutions

The implementation of self-care requires a mindset change and the belief that we deserve time and attention for our own needs. This is difficult for many teachers to do since caring seems to be part of our DNA.  I strongly believe that self-care should be easy to follow, of little to no cost, and should not add time or stress to an already busy career. I incorporated “new tiny habits” such as daily walks, setting reasonable marking expectations and boundaries (such as no emails at night or weekends), spending time doing things I enjoy, connecting with people important to me, and setting Sunday as a no-work/re-set day. Continue reading →

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Why Teachers Need to care about self-care – Part 1


Written by - Guest Contributor
image source: bigstockphoto.com

Why Teachers Need to Care about Self-Care

Have you ever thought about self-care? Do you practice self-care now?  Unfortunately, self-care was never part of my vocabulary, so when I left teaching in December 2015 due to professional burn-out, I never thought about my own needs.  When I returned to teaching in November 2017, I knew that I needed to practice self-care.  This post discusses what I have learned about teacher self-care and the information shared in a December 7, 2018 TESL Ontario webinar. I also include some valuable insights and comments from more than 80 participants who took part.

Continue reading →

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Timely Talk About Tobacco


Written by - Guest Contributor
image source: Toronto Public Health

You’ve noticed that many students in your class smoke.  Is quitting smoking something you should talk about? Is it any of your business?  Many of your students have children.  Do they smoke around their children?  Is it part of your role as an instructor to discuss the negative health effects of smoking?  Continue reading →

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#CdnELTchat: join the chat on Tuesday!


Written by - teslontario

is back on Tuesday, Jan. 29th to discuss “Balancing Language and in the Classroom”. We hope that you can join them.

Here’s a recap of their January 15th chat.

#CdnELTchat got off to a thoughtful start in 2019 with a focused chat on Resolutions in #ELT. Jennifer Chow (@jennifermchow) led the discussion by posting the questions, with Augusta Avram (@LINCinstructor) and Bonnie Nicholas (@EALstories) welcoming participants and replying to posts, and Svetlana Lupasco (@StanzaSL) providing support in the background. The team has published an article reflecting on their experiences with #CdnELTchat, Building a Community of Connected ELT Professionals on Twitter. The article appears in the most recent issue of the TESL Canada Journal Special Issue, The Shifting Landscape of Professional Self-Development for ELT Practitioners. Continue reading →

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Creating Self-Regulated Learners Through Critical Thinking: A Pronunciation Lesson


Written by - Daniela Greco-Giancola

 

Helping the Students to be Independent

I believe that the first step to foster Self-Regulated Learning (SRL) and independency in our students is to use critical thinking and inquiry. I teach English for Academic Purposes (EAP) to students who  very often come from countries where neither SRL nor inquiry are particularly encouraged. I have been experimenting with critical thinking and inquiry and SRL skills in the classroom during my Master’s degree and I haven’t stopped. It is quite fascinating and rewarding. I would like to share a lesson in pronunciation I have recently adopted with one of my advanced EAP classes. Continue reading →

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Google Drive for Busy Teachers


Written by - Sherry Hejazi
image source: bigstockphoto.com

It was almost 4 years ago that I began my master’s program and started teaching at an amazing English department in addition to continuing my other part time job. It was then that I realized my organizational skills needed help.

I had to work with various LMS (Learning Management Systems) such as Moodle, Blackboard, Desire to Learn at school and at work. In addition to creating lesson plans, marking, doing research, attending meetings, and collaborating with colleagues for projects, I had to make sure that I Continue reading →

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#CdnELTchat: join the chat on Tuesday!


Written by - teslontario

If you’re a Twitter user, join the next #CdnELTchat usually every second Tuesday. Below is a recap of the November 27th chat from the #CdnELTchat moderators.

I have been learning how to speak Mandarin for the better part of twenty years, but I still can’t produce the fourth tone correctly. I automatically say the first tone instead of the fourth tone in conversation. I am aware that I do this, yet I can’t seem to correct this bad habit. Is this a fossilized error? Is there anything I can do to overcome this error? On November 27th, a group of educators discussed these questions and more on #CdnELTchat.

Thank-you so much to the enthusiastic participants who contributed their ideas and shared resources during this chat. Continue reading →

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Make 2019 Your Year to Connect


Written by - Tamsin Cobb
2019 New year's Resolution text on notepad on top of white office desk
image source: www.bigstockphoto.com

As we open our new calendars (for those of us who love paper calendars) to start 2019, we begin to think about what the new year has in store and maybe some of us dabble in making New Year’s Resolutions. But what if there was a way to not only reach some of our own goals, but also build a stronger community? This year, that’s an achievable endeavor. TESL Ontario has many ways for us to get involved with our community, connect with peers, and check off some professional goals. Continue reading →

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TESOL’s Electronic Village Online


Written by - John Allan @mrpottz

Boost your instruction with Free TESOL courses

Since 2001, the Electronic Village Online (EVO) has offered free, online courses starting in mid-January and finishing in mid-February. Facilitators and organizers volunteer their time and expertise to contribute to our profession.  Participants learn through lecture, activities and peer discussions on relevant TESOL topics.   Course facilitators and participants share fresh perspectives from their diverse experience and expertise. Continue reading →

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