To Video or Not to Video: That Is the Question


Written by - Eve Mazereeuw
Image source: www.bigstockphoto.com

Welcome to the world of Covid-19 and online teaching! Do you like teaching this way? Is it working for you? Are your classes synchronous or asynchronous? At the University of Guelph, we’re using a combination of synchronous and asynchronous EAP classes. This means that every week I meet my class online at a set time while they are located in Guelph, in Korea, in Japan, and in China. These students have never met me or one another face-to-face.  Is it ethical, therefore, for me to require them to turn on their video and show their face to the class?

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PBLA CHECKS AND RECHECKS AND RECORDS HAVE SHADES OF TOTALITARIAN RULE, SAY LEARNERS


Written by - Guest Contributor
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Many teachers who have questioned portfolio-based language assessment (PBLA) have been wrongly described as “resistors” by PBLA administrators (for a discussion, see Desyatova, 2020). The students in my classes are not resistors: They are keen observers who have seen something that has not been raised before about the portfolio.  In one particular class, my students have observed that the “culture of assessment” inherent in PBLA (Desyatova, 2020, p.11) has features reminiscent of their lives under rule by the former Soviet Union, Union of Soviet Socialist Republics (USSR).        

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Effective Strategies for Distance Teaching


Written by - Sherry Hejazi

It is the third week of social distancing in 2020, and I am constantly amazed and overwhelmed by the number of best practices being shared by colleagues and other educators. It is 2020 and the number of platforms to learn from and to share information about is just too many. Even so, I thought it might be a great time for me to share some of the best practices I have learned for effective online teaching strategies with my TESL community.

Many of us teaching at Ontario colleges were given a week to transfer our courses to distance learning. Keeping in mind that one week is definitely not enough time to learn and plan to teach from a distance, here are a few strategies that I follow while planning my courses.

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Being a Skillful Teacher


Written by - Martina Finnegan
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What does being a skillful teacher mean to you? Is it the same as or similar to being a powerful teacher? Are there any expectations inherent in unravelling any difference between these two perceptions?

Stephen Brookfield, a scholar in adult education, is someone I look up to because his focus is on helping adults learn how to critically think about internalized ideologies.  He believes that we teach to change the world and that being a sincere and reflective educator can be complex but that we need to be aware of those complexities in order to learn and empower our students (Brookfield, 2015). I have always enjoyed learning about his perspective and determining how I can use it in my teaching techniques.

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The Outrageous Refuse of PBLA


Written by - Stacey Vandenberg
image source: Stacey Vandenberg

If you work with PBLA, what does your program site do with the leftover Language Companion Binders?  What you are looking at in the picture are leftover PBLA binders at our location. Most are full of the quintessential “artifacts.”  We have tried to encourage students to take the binders with them when they leave the program, but the fact is that they are not wanted. Management and staff have discussed different strategies to facilitate binder departures, but so far most of our students just smile politely and say “no thank you” before exiting as fast as possible, lest we try to put it into their hands. Can you blame them? Who wants this huge awkward emblem of the past century filling shelf space at home, not to mention the weight when it is fully loaded?

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Reflections of Summer Teaching on a Snowy Day


Written by - Svjetlana Vrbanic @lanavrb
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I’m looking forward to the summer months. Even though there’s still snow on the ground, I recall my adventures teaching ESL at a children’s summer camp. I learned a lot, as I do every year. I enjoyed adapting existing material and creating my own instead of working strictly from a textbook. It was challenging and time consuming, but I would argue better, more student-centered, and fun.

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After Decades in the Field, I Am on the Board!


Written by - Guest Contributor
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In 2018, after some 37 years in the TESL field, I joined the TESL Ontario Board. This is the ideal volunteer challenge for me at this point in my life. I am keen to do what I can to contribute to the health of the organization and, most importantly, to the ongoing professionalization of TESL. Throughout the life of a teacher, you gain perspective as your career progresses and at one point you realize that you are ready to pitch in and give some time to the profession at large.

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October 22 #CdnELTchat (Technology, Organization, Blended Learning and Online Learning)


Written by - teslontario
Image source: #CdnELTchat

by Jennifer Chow

On October 22, enthusiastic #CdnELTchat participants talked about “Technology, Organization, Blended Learning and Online Learning”. We were excited to have Rob McBride (@LearnIT2Teach) of New Language Solutions join us as our guest moderator for this chat. Rob is one of the project managers for the EduLINC coursewareand LearnIT2Teach/Avenue.ca. Thank-you to all those who added their thoughts before, during and after the chat. 

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Self-care for teachers: #CdnELTchat September 24, 2019


Written by - teslontario
image source: #CdnELTchat

written by Bonnie Nicholas

As always, during the live chat, participants had a lively discussion responding to the questions posted by our moderator, Augusta Avram. And as always, people who couldn’t participate in the live chat added to the richness of the conversation afterwards through the #slowburn format. Thanks to everyone who participated! A couple of themes emerged from the ongoing conversation: #ELT can be stressful work, and we need to take care of ourselves and support each other. Some ideas that were shared included having an emergency self-care kit, remembering that “no” is a complete sentence, making  time and space to debrief, blocking off me time, advocating for ourselves as well as for our students, setting boundaries, and remembering the importance of exercise and physical health.

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