In December of 2022, Cecilia Aponte-de-Hanna brought the discussion of artificial intelligence or “AI” to the TESL Ontario community with her post, AI in the Classroom: Love It or Hate It – It’s Here. Cecilia piqued our curiosity by showing us an example of a test text generation and suggested three ways that she was considering using AI with her lessons.Continue reading
January is typically a time when people are looking forward – considering new goals and new approaches. In this post, however, I’ve decided to look back. I’m revisiting some of the information I gave in my very first professional development activity for TESL Ontario: a webinar I co-delivered in 2016 entitled Getting Animated: Graphic Novels in the ESL Classroom. My hope is that this blog will encourage readers to find ways to incorporate graphic novels and/or comics into their 2023 teaching practices.Continue reading
If you do not have a permanent, year-round teaching contract in Ontario, I am sure that you have considered alternative careers or income streams from time to time. We all have our own reasons for our professional situations whether they are extrinsic or intrinsic. As I see it, there are five paths forward for short-term, contract ESL instructors in our sector:Continue reading
Written by Reza Mazloom-Farzaghy, Accreditation Services Manager, TESL Ontario
Equipped with OCELT (Ontario Certified English Language Teacher) certification, job seekers have access to employment opportunities across a broad spectrum of teaching sectors in Ontario and beyond.Continue reading
Guest Contributors: Allyson Eamer, Amea Wilbur, Katie Crossman, and Jennifer Allore
This blog is the second in a two-part series on trauma in the classroom. Part 1 discusses how teachers can better facilitate learning and provide support for students who have experienced trauma, such as refugees. This segment focuses on vicarious trauma?
Vicarious trauma is a form of second-hand trauma. It is experienced by people in helping professions when they are deeply affected by their exposure to others’ trauma. The term was coined in 1995 by Laurie Pearlman and Karen Saakvitne, and originally was used to describe symptoms that clinicians experienced from working with clients with trauma experiences. Vicarious trauma has since been recognized in other fields. It can occur in various ways, such as listening to traumatic stories or viewing disturbing images.Continue reading
Guest Contributors: Allyson Eamer, Amea Wilbur, Katie Crossman, Jennifer Allore
If you are a LINC or ESL instructor, there is a good chance that you have taught learners who have experienced trauma. Syrian, Afghan and now Ukrainian refugees, for example, have been arriving in Canada in large numbers and are increasingly part of our classrooms. Although you are not a mental health specialist, you are often the first point of contact for many students. They likely see you more often and for longer blocks of time than they see their settlement workers or other professionals in their lives. Your students undoubtedly view you as quintessentially Canadian and very much a part of “the system” that directly impacts their lives and futures in Canada. Because you work hard to be a caring instructor and to build trust in the classroom, you are likely to witness the effects of trauma on student learning, and/or to have trauma disclosed to you by a student. You are therefore an important, if unwitting (and likely unprepared, we will argue), key player in responding to trauma.Continue reading
In 2018, Beth Beardall posted that reading advances learner grammar comprehension, vocabulary, writing skills, critical thinking skills and speaking fluency in the post Reading, Reading, Reading. Why it is so important! One way to assist your learners with reading is to encourage them to use the Microsoft Immersive Reader tool.Continue reading
I recently had the pleasure of delving into TESL Ontario’s past by reading through decades of annual reports, Contact magazines, conference reports and other historical documents. It was fascinating to discover this organization’s rich and remarkable history, and to uncover TESL Ontario’s role in the development of the TESL profession over the past 50 years.
In a recent interview with some of TESL Ontario’s most influential members, (a project we are developing for our 50th anniversary celebrations at the conference), Shailja Verma stated “TESL Ontario has taken us from church basements to recognized institutions and buildings.”Continue reading
While I am sure most instructors have begun classes for the fall term, perhaps you have new students trickling in – or haven’t had a chance to do a “get-to-know-you activity. Follow the link below to read Cecilia’s ideas from her October 2014 post.