|
|
Browse by Tags
All Tags » autonomous learners (RSS)
-
Teacher B said to teacher A, “The following things are important for the learner of English: serenity, peace, studying and practicing peacefully (if possible). The point here is to be able to dream and think of the project of reaching far in the learning Read More...
|
|
|
-
Teacher A said to teacher B, “I know a student that invests a lot of hours studying, but his grades [marks] are low, fail. I guess he doesn’t know how to study, he doesn’t know how to develop his job now, which is being a student. He has the school subject Read More...
|
|
|
-
Teacher B said to teacher A, “One key point to learn/acquire a foreign language, like English, is just to invest effort, to study, to practice, to fight, to strive, to struggle, to rise if I fell. For example, the list of irregular verbs. Every generation Read More...
|
-
Teacher A said to teacher B, “So that teacher, the girl I was telling about, says that rules and mandatory things in the school are ok, but they need an explanation why. The students should know the why of discipline and norms. She also says that both Read More...
|
-
Teacher B said to teacher A, “We teachers need have fortitude to help and talk with a student whenever he needs some correction, but ALSO we can offer advice, suggestions to open up a broader perspective about really mastering English, or any other modern Read More...
|
-
Teacher B said to teacher A, “Teaching as service. This is an interesting perception of teaching. In English language teachers’ case they don’t just teach English. You don’t just teach and present a lesson and go home. These teachers help their students Read More...
|
-
Teacher B said to teacher A, “Anxiety is something we should take into account as teachers. Now I’m referring to kids’ tests. Some sane tension is good in life to survive, or some people can feel anxious when they’ve got to take a flight. In our case Read More...
|
-
Sometimes a student is going bad because either (or both) he doesn’t understand the textbook or he doesn’t like/wish learning. Or one could be the consequence of the other. So, the teacher’s mission is helping the student wish to learn, but alas! with Read More...
|
-
Teacher A said to teacher B, “Lucas got a Pass in the last test. He looked not much satisfied, but he told me he used to fail so far. Now he’s being more optimistic and positive: he has improved, and thinks he can go on improving the mastering of English. Read More...
|
-
Julio Gallego Codes is an expert in studying, learning and motivation. In one of his books he says that parents, or the father for instance, should talk to the kids, one by one, about their studying. And this within an atmosphere of confidence, trusting, Read More...
|
-
Teacher A said to teacher B, “I give credits to my students – now I’m referring to the adults. I don’t tell them to do any homework, they study though. They work on the worksheets I hand them out. With perseverance they can reach high standards. Namely Read More...
|
-
Teacher A said to teacher B, “You as the teacher can assign as homework for the students to do whatever they think is okay. Implement it one day. Give them examples of what they could need: re-read a text to understand it, to revise a graded [or marked] Read More...
|
-
Teacher A said to teacher B, “Perseverance is a key to open up a good process of learning and acquiring English or any other language. The people who have achieved the goal of being able to, for example, talk about anything are perseverant. They study Read More...
|
-
Teacher B said to teacher A, “If someone really wishes to learn and acquire English or any other modern language, he has to plunge into the water, he has to take risks, he has to practice as much as possible, he has to make good use of chances to speak Read More...
|
-
Teacher B said to teacher A, “Some high-achiever students get bored in the classes of English, and say they are learning nothing new. A teacher, some years ago, told me that we teachers of modern languages could provide extra high-level activities for Read More...
|
|
|
|
|