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
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
I find myself asking this question often, but in all seriousness, where has the time gone?
I can’t believe November is a week away! It’s fair to say that some of us don’t have that drive we once had at the start of the school year to get up first thing in the morning, eager to start the workday. And honestly, no one can be blamed for feeling run down already. Our profession can take a lot out of us. There’s no
denying that. And with the influx of newcomers – due to what’s been happening in the world – it hasn’t lightened the load any. So teacher burnout is a real possibility.
So much demand is placed upon teachers, and the needs of the students can really affect your will and drive to stay motivated. Especially around this time of year, it’s easy to Continue reading
Over the next year, I would like to share what I consider to be some of the 10 most important unwritten social rules in Canada that newcomers and their families need to know to succeed in Canada. In this first post, I’ll give you the list of all 10 secrets, as well as the first secret.
How am I qualified to know these secrets?
Keep in mind that these are what *I* consider to be the most important secrets. I am drawing on a lifetime of experience in Canada as a mother of 3 and as a worker in education, banking, computers, and employment counselling, but that doesn’t mean these social rules are cast in stone or true in every community across Canada.
Okay, so here is the list of the 10 most important secrets I’ve learned for succeeding socially, as well as in Canadian schools and workplaces:
The way we deliver our message has a big effect on how it is received. Not only do we receive the message, but we receive the way it is presented or “wrapped”. It’s the whole package. How we say things adds another layer of meaning to the message. Teaching about the delivery of a message in ESL classes adds a lot of value for students. Continue reading
A typical conversation that I have with students near the beginning of a semester goes like this:
Me: How are things going? What would you like to do today?
Student: Ugh I have so many assignments you know, and I have to study a lot and write so many papers. It took me a long time to write this essay… like 6, 7 days. That’s too much. Please teach me how to write faster.
Me: Writing essays takes me a long time, too.
Student: No. It can’t take you this long… you are a professional and English is your first language. I want to write essays in maybe 4 hours total.
For many students, this request is a very logical one. How do they juggle the multitude of assignments in a 14 or 15 week semester? Writing faster is more efficient and beneficial to them than not writing at all. After all these years, I still don’t have a clear answer because I can’t even write a 10 page paper in 4 hours. Once we get through the initial conversation, here are some strategies I do provide: Continue reading
As an ESL teacher, my first priorities are the linguistic development of my students and the attainment of their language learning goals. As an educational researcher, my first priority is to study and develop extremely effective teaching and learning strategies to get students to where they want to be. Students might not like it too much, but research is really starting to show that the ball is almost entirely in their court.
As Thomas Carruthers said, “A teacher is one who makes himself progressively unnecessary”. Ignoring how this might make us feel about our paycheques (insert chuckle), it is important to mention just how accurate this is, especially in terms of in-class strategies. Our students want to improve their English language ability, so they should be doing all the talking, reading and writing The effective and simultaneously “unnecessary” teacher is one who is more of a learning experience designer, who spends most of her time designing learning moments and strategies outside of class time, reflecting on student difficulties and successes when not in class, and using these as beacons in the dark when planning the next class. And now, we finally have confirmation that we teachers are useless – well, almost. Continue reading