If you’re a Twitter user, read on to learn all about how you can join the next #CdnELTchat which takes place tomorrow, November 6th. Below is a recap of last month’s chat from the #CdnELTchat moderators.
In our personal lives, we use YouTube playlists, Facebook feeds, pins on Pinterest, Instagram feeds, saved tweets on Twitter etc. to save and share videos, news, images and information. With the increase of accessible information and resources online, what can educators and students do to curate content effectively? Bonnie Jean Nicholas (@EALStories) and Jennifer Chow (@jennifermchow) moderated a #CdnELTchat on “Content Curation” to explore this topic.
This year at the TESL ON conference, Asmaa Cober, Sanctuary Refugee Health Centre, will be one of our Keynote Speakers. The following blog post was written by Asmaa. Here she gives you a synopsis of her keynote address:
Learning never happens in a vacuum — people bring all of their experiences with them to the classroom. Newcomers (and refugees in particular) have a life history — experiences that greatly affect their ability to learn. We will explore some of the types of experiences that refugees bring with them to the classroom. Continue reading →
This blog post is about the verb “to get,” and how sometimes this verb can get in the way of progress. Biber and Conrad (2001) list the verb “to get” as one of the twelve most commonly used verbs in spoken English, which explains why it would be an important verb to know. However, too much of a good thing can sometimes get in the way of progress. The verb “to get” and all its inflections can end up replacing every other possible verb, which in turn might prevent some learners from moving to the next stage of language proficiency. Continue reading →
I imagine we’ve all had classes in which one or two students dominate the room. Maybe they ask questions at every turn or monopolize discussions, not leaving room for others to speak. Making room for everyone in the classroom without alienating these students can be a difficult task. Here are some methods that can be used to keep a balanced classroom: 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.
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 →
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Have you ever explained a task to your students, checked to make sure they understood, and then let them go to work – only to realize as they stared blankly at their work, that they actually didn’t understand? In my first years of teaching, I was so puzzled by students telling me they understood when they clearly didn’t. Even when I would ask directly, “Do you understand?” the answer I was given was often “Yes, teacher” before it became clear that the opposite was true. This was frustrating! It seemed so obvious 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 →
Teaching critical thinking through reading in the information age
Attending PD conferences of your local chapter of TESL Ontario is a great way to meet other teachers, network, and learn new ideas and techniques to add to your teaching toolbox. On May 13th, I attended the Waterloo-Wellington Spring AGM and PD event. The theme was “Thinking Critically” and the guest speaker for the plenary session, Tyson Seburn, spoke on the topic of teaching critical reading in an age of (mis)information and fake news. Tyson Seburn is Lead Instructor of Critical Reading and Writing in the International Foundation Program at New College, University of Toronto, and he recently published a book entitled, Academic Reading Circles.
In this blog, I want to share some of the strategies that Tyson raised in his address Continue reading →