In spite of all of the negative effects of the COVID-19 crisis, do you think you could find some positive events that you experienced in 2020? It is difficult to imagine, as we are still in the eye of this storm. Over the winter break, however, I started a brainstorm sketch about the positive effects that have come during the pandemic in order to reframe my focus for 2021. This is my list below; possibly you might try the same exercise to reset your expectations for your teaching and personal life in 2021.
I came to Canada as an immigrant from Bosnia – a war-torn country – which, to this day, is difficult to return to when I want to visit family. Not only do I remember things no child should, but physical remnants remain at every corner of the country itself. My family was one of those that escaped with a random truck driver in hopes of getting out and not being denied entry into Croatia, which was safe.Continue reading
Last Monday, Patrice introduced a discussion on why teachers need to care about self-care. This Monday’s blog continues that discussion.
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
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.
Twitter is a microblogging tool that has recently been made most famous by the American President Donald Trump. Ok, it was popular before he started running for office, but my point is that everyone is familiar with Twitter. It has approximately one hundred million active users daily. A twitter chat is simply a collection of users that contribute to an online conversation using a common hashtag (#). Twitter chats sometimes feature a guest that allows a community access to his/her expertise.
This post is addressed to English language teachers across Canada. Continue reading
The topic for this post has been on my mind for a while. It is more of a question arising out of my experience with multi-modal text, specifically students’ work when transducing words to image. Perhaps you can help me answer the question:
Whose images should students be required to produce when asked to analyze the author’s writing: The visualization of what they read or what the author intended?
I ask because I have found that controlling what students visualize while reading might be just as controversial as asking students to think in English. Continue reading
I was talking with a colleague, Lisa, during lunch break the other day. At our school, the students have a 1-hour class with a pronunciation instructor once per week. Lisa was suggesting the merits of having a similar intensive lesson every week on reading. After our discussion, I began to consider the importance of reading versus the other skills. I am beginning to wonder if reading is the key skill to developing English proficiency.
Don’t get me wrong – Teaching pronunciation is one of my favourite classes to teach. I guess I like the focus of language use and playing with the sounds, the stress, intonation and inflection. Many students have expressed that it is important for them, as well.
Anyway, back to reading. Continue reading
One of the best things teachers can do for their students is to help them learn to help themselves. To promote learner autonomy, we need to build students’ self-confidence and give them strategies for teaching themselves. Some of the ways we can do this include the following. Continue reading
How often do you reflect on your teaching? Do you have enough time to reflect in a meaningful way? Reflective practice is an area I’m quite passionate about. However, I understand that many teachers struggle to find the time to reflect, or they may not know how to reflect in a way that enhances their teaching and benefits their learners. Making the time to reflect is key. I know first-hand the feeling of not having enough time to reflect when, for example, you have a pile of essays to mark. The second hurdle to reflection is figuring out how to reflect in a practical and purposeful way. In this post, I’d like to share some practical tools and ways to reflect Continue reading
This activity is meant to be a student’s journey to self-regulation (see Schunk & Zimmerman, 1997). The activity can take place at any time during the school term and is meant to awaken in students the desire to achieve their goals one step at a time. Hence, the process to self-regulation is the goal. Continue reading