Search results matching tags 'communication' and 'sense of humor'

837. Hopefully shedding some light to your classes

Anonymous — Sun, 06 May 2012 15:10:00 GMT

One day teacher of English A said to teacher of English B, “One way to avoid your classes be a boredom or something of mere routine can be this. Look. For example, tomorrow in your class you can do something different: ask your teens, or either your adult students, what strategies or techniques they use for learning English: for learning new words, for retrieving them, for defining things, for understanding what you say, what they read… At that moment you can be smiling, and this question is like a challenge to them: What do you think about the way you understand me, and about this and that, etc. – so what learning strategies you utilize in the class of English to learn it.

They likely will participate and this fact will push others to say more things about this topic – learning strategies. In this way as well they may become aware that they do use tricks or small inadvertent techniques when dealing with language and communication in the classroom.

First try to bring out this discussion in English; try this discussion be in the target language.

This discussion, about ‘serious’ and realistic things they actually do in the classes can help them become conscious they’re investing a big and nice effort in daily learning and using English, because it’s something useful and practical.

Summing up: try to bring up some humor, positive views about learning English, the usefulness of learning a language for authentic communication, some joy, some kind of stirring up their brains… Hopefully they’ll appreciate all this conducting in that class. Or they’ll do with passing time.

Students expect much from you, though they can show all the contrary in the classes. This kind of activities provide more sense and meaning to the classes, as though they thought ‘Okay, we used to do useful and meaningful things in the subject of English’. Remember, do something lively out of the daily class routine.” / Photo from: mainedoenews net. teacher and student talking in class.

825. Learning to communicate afresh

Anonymous — Wed, 11 Apr 2012 09:59:00 GMT

One day teacher of English B said to teacher of English A, “If your students have the words, they can have the communication they want to hold. No words and no grammar: no communication.

Something you can do is providing your students with the words and grammar they need to give a message, like ‘It’s everyone’s duty to preserve our world’. For example one student has to explain this sentence, this idea to her classmates, in the front of the classroom. Beforehand, also in the class, and shortly, you and she can work together on useful words and expressions. You yourself can provide a few of your own.

Next, her classmates have got to understand her message. They don’t know the sentence itself. So as to explain it, for instance she can use concepts, like: nature, wild life, atmosphere, smog, forests, water, litter, solidarity among peoples; she also can explain healthy and environment-friendly customs; she can use the verb ‘can’ and ‘can’t’; also talk about our descendants, etc. The students will be understanding because of the vocabulary they know, also maybe because of similar words in Spanish (cognates), grammar patterns they already know... And these kids will approximate the meaning of the message, maybe by saying aloud just single words, sentences yet in broken English, longer contributions.

Thus: What are they all having in that class? Not less than communication, and in English, which is your ultimate goal of your school subject. Besides they’re thinking in English.” / Photo from: eastpuertoricodiving com. scuba diving lessons

499. Very communicative people

Anonymous — Wed, 17 Nov 2010 07:38:00 GMT

From www.teachingenglish.org.uk , British Council – BBC website. valentina02 asked a question and I replied. For this entry of my blog I have corrected some mistakes. / Photo from: breakfasttiffanys gothamist com

Teaching English

Submitted by valentina02 on 9 November, 2010 - 21:11

Is it advised to use L1 when teaching English? What do you think?

Hello valentina02,

I would have to get to know your case to offer something really useful. However, I'm telling you what I do. Sorry for referring to myself, but hopefully it might help you out.

I do not use any L1, namely Spanish. All I say in the class is in English, absolutely everything, although my students beg me to use Spanish, ‘un poquito’.

My students are false-beginners and have nearly no capability to speak in English. Well, "It's own their business": they have got to say something, for me to "understand them". I pretend I know no Spanish at all; they know I'm Spanish like them, but at the class-time, all through it, the only language used is English. It's fun. It's like a treat and they accept it. A sort of English-speaking atmosphere is created among us all.

I think it is very important, first of all, that they would listen to me speaking, massively, so that they hear the more-or-less new language.

I give them prompts to respond something in English. If they cannot say anything, I tell them not to worry, helping my message with gestures and making faces.

This is the beginning of real communication, this is already communication, in a wide but authentic sense.

Thus I'd tell you this suggestion, if you let me so: all in English. Little by little they can even hold some conversation, with the help of the grammar and vocabulary they are learning. I'm firm at this resolution: only L2.

If they don't understand me, I'll try several other ways. They appreciate this interest from you.

Finally, I’d say I congratulate them whenever they say one word in English, whenever they struggle to make themselves be understood by me.

More ideas on post nº 492 from my blog. Sorry again for quoting myself; I owe a lot to other fellow-teachers.

Best wishes!

Fernando

Teacher of English and teacher trainer. Granada (Spain)

http://fernandoexperiences.blogspot.com

397. He will likely see the fruit

Anonymous — Wed, 07 Jul 2010 14:16:00 GMT

One day teacher A said to teacher B, "You've asked me for a class planning of mine, so as to have one example of my classes. Here you go.

These notes are for a regular day of my schedule: they may be not the best-thought ones, just one class at random. I've written them briefly, as a prompt for myself: behind are years of experience and battle.

In no way do they show exhaustive notes of the class planning.

The main goal of the current course is some craic in the classroom: practicing listening and speaking - it's an extra-curricular course. Kids 11 and 12 year-old. One hour approx."

1. Learning their names.

2.Tell them "I do not understand Spanish at this time..." [So they've got to say their messages however they can]

3. Competition. Two players. Topic: means of transportation.

4. Competition. All the class vs me! Topic their choice.

5. Revise alphabet.

6. Hangman. Clue: objects in this room. DICTIONARY. BOOKCASE. TRASH CAN. ATLAS.

7. Dictionary competition. The kids who find the given words (3) are the winners.

9. Hangman with words. THE SWAT SQUAD BROKE INTO THE HOUSE OF THE MAFFIA, IN GLANDALE [I write the words scrambled on the whiteboard].

10. Simon says. Also one volunteer acts out as the teacher.

11. Describing pictures by me [From National Geographic. They just listen, they cannot see the picture; follow-up questions. I show them the picture].

12. One student describes one picture [from NG too]. / Photo from www lavozdigital es cadiz

393. An overview of the classroom

Anonymous — Sun, 04 Jul 2010 17:17:00 GMT

One day teacher B said to teacher A, "Management and conducting of the class? When discipline is already settled, say, in a few weeks (or longer!), in your classroom, I'd tell you three points that help a lot the class performance: affection/authentic concerning your students; sense of humor; and roping the students in work: if engaged, more likely there will be lesser [fewer] problems." Photo from www astronomy-pictures net The ISS is overflying... where you think? Try a guess - so simple for us Europeans.

384. Toward excellence

Anonymous — Thu, 24 Jun 2010 07:34:00 GMT

I found the next stuff on the Internet: it’s bang on our classes, very helpful and useful for our classes. I hope so. I hadn’t got a baldy about some these tips, I mean, I thought otherwise. Sorry for possible formatting bugs: I copied and pasted this stuff from a Word document I had created before. Here you go:

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By GetEnglishLessons

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10 strategies for creating and sustaining motivation in the classroom

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1. Rapport. Build quality relantionship with your students.

2. Relevance. Help students see the relevance to them:
“What’s in it for me?”

3. Choice. Give students choice and sense of control. Let them decide. Give responsibility to get responsible behavior.

4. Individuals. Allow students to learn in ways that are significant to them. Explain different learning styles.

5. Environment. Make the classroom a bright, pleasant and relaxed place. Use 1-minute breaks to enliven mood and increase attention.

6. Self-talk and self-esteem. Teach the value of positive self-talk and high self-esteem. Teach students to manage their own motivation.

7. Feedback. Make it safe to make mistakes. Give feedback as information. Be aware of the dangers of praise or punishment.

8. The power of suggestion. Everything should suggest success. Encourage students to help each other.

9. Involve the parents. Parents want to help, but often don’t know how. Give them information and seek their active input.

10. Juicify!!!! Put yourself in a motivated state first. Have passion-enthusiasm.

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Do you find it hard to have your teenage students talk?

How about a lesson in which they interview and are interviewed? I’m sure they will have a good time, as these questions relate to their own life and experience!

If you have a large group, the conversation might be set up in pairs or even a small group. If you have a small group, students might be given time to talk among themselves! Teacher goes around monitoring and writing down eventual mistakes!

They might start using their first language, or just say it is too difficult, but you have to explain them it is important to try out and give themselves the time. They will realise it will be fun and at the end they will say they practiced a lot!

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Snap from www scientificamerican com Some winners at kind of project contest or competition, at High School.

346. Shhhhhhhh! He is very concentrated

Anonymous — Mon, 10 May 2010 17:26:00 GMT

Here is an oral presentation on TEFL. I hope it would be any helpful for you. Picture from the website of institutosantamarta.

CLM presentation

Fernando Díez Gallego

Begun on 6 May 2010

Theme: What makes a good teacher of English? My experiences and research on TEFL

Self-introduction, and introduction to the presentation.

The goal of teaching English: communication, communication, communication.

For that goal: help the learners become autonomous learners. Who actually learns English? The learner who wishes to learn. The two protagonists of the class: the teacher and the learner. The successful learner is the one who utilizes learning strategies.

Class management: the best discipline? Self-discipline: the learner who wishes to learn L2. Adolescents don’t like rules (normally; but they expect them from you!), and they are building up their personalities (they feel unsure).

Importance of grammar and vocabulary: the skeleton of communication. Exercises and drills are important.

Plan every class, and you will achieve success in TEFL, more likely.

Plan your classes thinking of their real life in the future: implement solving-problem activities, for example, games.

About education, some points: treatment of each student, love of benevolence, they need to be listened to, affection. Put in his/her shoes. Remember: you are educating persons. You, above anything else, are an educator.

The class: all in L2? The class should be an environment where the language of communication is English. I myself ‘pretend’ I don’t understand L1 in the classes (obviously they know the truth). I ‘act’ as though I wouldn’t be Spanish.

The common thing is that you will encounter mixed-ability classes.

Create responsibility and roping your students in the conducting of the course: assign to them small jobs and a council of three representatives.

If you become enthused: you will transmit sense of humour and an optimistic view. If you struggle, day after day, to improve your labour, you will very positively transmit high ideals and the wishing to learn L2. An adult like is closely observed by his pupils: whatever you do, whatever you don’t, influence on them. I’d advise you to improve as a person. They rebel against lack of coherence by you, and against hyprocrisy. First educators: their parents.

The teacher is the main resource of the class: you need (and you’ll develop) creativity. Teaching is an art. The teacher keeps on learning L2 and also keeps on a lifelong learning techniques of TEFL, and anthropology. Oh, and phsycology!

More about creativity: you, teacher, (I would tell you) inoculate the good ‘virus’ of writing compositions. They love listening to and reading stories. I had a nice experience in Jaén: my school issued a magazine in three languages. Realize what their interests are – For example, in many games in my classes I put examples about Real Madrid and Barça (not always...): they ‘take the bait’. Currently my students are boys aged 10 to 14.

What is CBI?

Have fun. You, teacher, have fun; your pupils, make them have fun. Fun builds up actual learning.

No effort = No learning the L2.

Steps to take in the process of becoming capable of communicating: words – sentences - conversations.

A farther step: presentations.

A post from my blog, http://fernandoexperiences.blogspot.com, with some wise advice from a teacher of teachers, H D Brown – Emeritus Professor at The State University of San Francisco:

"You've got to be willing to put in your fair share of effort, and that effort amounts to lot more than just sitting back and listening to some tapes. If you dive into this language with a willingness to try hard, and with a belief that you can actually do it, then you will be successful!" (1) H. D. Brown(1989) A Practical Guide to Language Learning. A Fifteen-Week Program of Strategies for Success. New York: McGraw-Hill. I owe a lot to this expert, for my teaching: he has great ideas: he hits the target, believe me.

331. New technologies

Anonymous — Fri, 16 Apr 2010 08:02:00 GMT

One day teacher B said to teacher A, “A few years ago I was registered in a course of English myself, at an advanced level. We were adults. We were few in the classroom, and used to talk in English most of the time, which is a good practice for advanced learners of this language (as a foreign one, EFL). The point is that in the classroom we had access to the Internet and a screen to watch YouTube; so, authentic material in the target language. Also we could consult the Web to look up a word (Spanish or English) on a dictionary online, or a point of grammar somewhere in the Web, with examples of the usage. As well we could watch dvd’s from the coursebook. I mean, the Internet in the classroom is a great source of material for your classes.” On the picture is an “autogiro”, a Spanish invention by De la cierva; kind of a predecessor of helicopters; from www gasolinealleyantiques com

312. He has made us happier

Anonymous — Mon, 15 Mar 2010 10:06:00 GMT

One day teacher A said to teacher B,

“Every person leaves some trace in history, either some good or some bad dregs. You influence on history, on humankind. Just with your everyday work. You serve society, with your teaching. You connect people with your teaching a language.

If you fulfill your work nice, you make goodness to people, although your work could seem insignificant for all the people in the world. And moreover, you are teaching your students also to leave some good in history. It’s not necessary to do something Big. But you can do something Great. Attending your post of work one day after another day.

Tell your students that they alike can serve society with the language they are learning.”

Thanks for the picture to images allmoviephoto com. Peter Jackson is the genius director of the movie of The Lord of the Rings. I certainly know that he directed The Fellowship of the Ring, but I don’t know whether the sequels.

288. She was human and humane

Anonymous — Mon, 15 Feb 2010 11:51:00 GMT

One day teacher A said to teacher B,

"A few days ago teacher C told me that right after the classes, when she was clearing up her stuff, some girls used to come to her desk, just to talk with her, to chat for a small while, just to have a peek at her stuff, and things like thtat. Other times one girl spoke with her, when waiting for the rest of the girls to arrive at the classroom. It's a chance opportunity, she says, to chatter about any thing, to listen to their kids' things, sometimes more affectionate and attentive than even a few of their parents."

Picture from www attendis com