Monday, November 30, 2009

219. Hey, can you see where the solution is?

Further games, for you to have fun in your classes!

This is the first premise: have fun. Inasmuch as possible.

Right a few minutes ago I was talking with a professor of Computering, at a university of Spain, and he told me... Well, let's change round the polarity of the conversation: he agreed with me, it's a great thing if I myself can have fun when teaching my boys. (This was so different when I began teaching: so tough, hard times, well, as any other comrade of mine, I s'ppose).

1. Simon says… They really enjoy this one! If you don't know what this game is about, let me know: worthy to ask me, believe me.

2. Hangman. Also to construct sentences.

3. Spelling words written by the teacher on the blackboard.

Oh, I forgot it. Photograph from www educar org

218. Games are useful for your kids

Here you have 3 more games to implement in your classroom. Very helpful to practise grammar, vocabulary and communication itself.

1. Dictionary. The teacher writes a new word on the blackboard. The student who finds the meaning first, one point. Very helpful to practise looking up words in a dictionary. Every activity can be done individually or in pairs or in groups of three. In different levels and different ages.

2. The teacher writes words beginning with the same letter. The students have to order those words as they are in the dictionary: belong, believe, beneath, be, beep, bend, bachelor, believer.

3. Who knows an object of the classroom? Who knows a means of transportation…? Who knows a colour in English? Who knows... ?

Photo from www pga com

Sunday, November 29, 2009

217. Self-confidence

H D Brown, an expert at TEFL/TESL, who has been quoted on previous posts, also states
'A foreign language is so complex a skill that self-confidence is one of the most important keystones for your success. Don't kid yourself. You're not going through this class just to add a few nonsense sounds and rules to your existing knowledge. This journey has ups dand downs, rapids to run, rivers to ford, narrow trails to negotiate, and mountains to climb.' P. 9

The bad guy in the film The Incredibles
wdavidphillips com

Friday, November 27, 2009

216. How long the same game?

Thank you, Eugenio, for your comment.
How long the same game or how long the game would take?
This point is so important.
(I tried to publish my reply to your comment, but I didn't get so and gave up).
Amount of time for a game?
Two things to take into account when implementing games in the classroom:
First: The game should take no longer than the moment when you feel the students may start getting bored. So as to say, 5 minutes, perhaps.
Second point: Implement the same game a bit shorter of what they would wish to play. I mean: let them make you feel they'd like to carry on with the same game. You'll repeat it another day!
Best for you and your family.

Thursday, November 26, 2009

215. Starting the class-conducting is 50% of the effort invested by you

automotivehistoryonline com. Henry Ford close to a model car in 1921.

Here you have the first release of games I have invented or copied to boost communication in English. They are taken from my book on TEFL.

Re-outfitting begun November 25, 2009

Apéndice 6

Games for classes

Aunque hay un apartado de este libro dedicado a la explicación de cada juego, en castellano, me ha parecido conveniente componer este guión de juegos. Ahora los coloco por orden de dificultad, o prefiero decir de desafío, para los alumnos. Se puede aprender una lengua jugando. El juego es una imitación de la vida, y más en el caso en que los chicos tienen que utilizar inglés para comunicarse en clase.

They are really fun, both for the teacher and the students. Besides, they practice real communication in English. Give them points for their scoring. They are just set on a list ---further developments and variations might be applied. They cover from basic English up to proficient learners. The protagonists and actors of the following games and challenges ought to be the students themselves. They practice from just words or spelling, up to long expositions or speeches. Present the game in English. Have fun!

1. TPR (Total Physical Response): doing actions said by the teacher or by student.

2. Soccer-players position on the field (or “pitch”): In Spain most of the kids support either of these two teams: Real Madrid and Barça. Ask them: who is the goalkeeper? The defenders? The midfields? The offensives (or “forwards”).

3. At any level: a warmer (or warm-up): a starting quick fun game or just questions to plunge the students into the class-period of English, after the math class-period.

Wednesday, November 25, 2009

214. These guys always win!

H D Brown puts, 'People who decide to become more of a winner than a loser [...] discover that they can rely, more and more, on their own capacities [...] They continue to discover and renew themselves. For them, life consists not in getting more but in being more. Winners are glad to be alive! (cited in the book by James, Muriel and Dorothy Jongeward (1976), Born to Win. Reading, MA: Addison-Wesley, p.13).'

Page 13 from the book by H D Brown (1989), whose title I have copied on some posts so far.
airbus corporate freewebs com

Tuesday, November 24, 2009

213. He will win

Photo from diferenciada org

In the article I wrote on the method proposed by genius H D Brown you can read on page 108 of journal Guadalbullón, of Universidad de Jaén, south Spain:

El estudiante también debe aprender a confiar en su propia capacidad. Ha nacido para vencer (cfr. título del capítulo 3). No es ni demasiado viejo ni demasiado torpe para ello, como dice el autor. Él puede, como otras personas han podido de igual manera. Tiene que pensar desde una mentalidad de vencedor.

In the next post you will read what this scholar states, with his own words.

212. Like growing fruitful plants

I have outfitted this text for a presentation by me, at the centre where I am preparing level C-2 of English.

Every term we pupils have to make a presentation on whatever we wish.

I have composed this series of 10 points, which is like a summary of the points that a teacher of languages should consider, for his daily labour in the classroom.

I hope it would be any help to you.

Centro de Lenguas Modernas: next presentation

How to Success on Teaching English?

Outline begun on 23 November 2009

I have been researching on this theme since 1992. This is my contribution.

1. You, teacher: Have fun. Make your pupils have fun. Fun builds success.

2. Communitation: this is the goal of my subject.

3. The learner who wishes to learn. To help to create autonomous learners. Learning


4. Affection. Love of benevolence. Real concern about him/her. You are educating persons.

5. All in English.

6. Words. Sentences. Coversations and presentations. This is the sequence that a learner should progress in to produce human communication.

7. How to study the book of English.

8. How to do the exercises.

9. Using the grammar and vocabulary of the book into games. Games prepare the pupils for life.

10. Positive motivation. ‘You are doing very well.’

race farmers pbase com

211. Is it me who made this?

The teacher trainer/coach told me,

'One day the learner realizes of his or her process of learning English; this learner realizes he is learning something indispensable for communication. Later on, this learner will realize, will get aware that he is learning a language, a language for communication.

Help your students, your pupils to realize of this cognitive and practical process... and progress.

Help him, as much as he is capable, according to his age, to get aware of his progress.

Tell him what he does well.'

almalura blogspot com. Ratatouille.

Monday, November 23, 2009

210. Spot this!

Just an announcement.
I'm preparing to pass international C-2 level in English. The highest level (!).
I attend a specific course at prestigious Centro de Lenguas Modernas, of Universidad de Granada.
The English variety used there is BrE.
And its teachers speak it. A nice team. Very communicative and commited.
That preparation entails the fact that I'm struggling hard, believe me, to recover this variety.
And this swift requires changes in various points:
usage of tenses,
some syntax,
even some thinking processing or indiosincraces,
the stress on syllables,
vowels qualities,
punctuation signs.
Help! One of the reasons I have used AmE so far, for how long? Say four years. One of the reasons has been the fact that most of my students came from the USA. These guys were, are prospective teachers of English.
I have many friends in this country beyond the Atlantic (I live in Spain).
This does not mean at all I have looked down BrE these years.
Besides, BrE also sounds catchy: listen to Prince Charles for example, or a cockey Londoner in those programmes on the radio in which people phone the presenter to tell him about their opinion about this or that piece of news.
Also, I owe my daily earning to the language invented in UK, to the people who have moulded RP along the centuries.
I gain with this swift. Definitely.
comicsolvidados blogspot com. Mortadelo and Filemón are very, very popular and funny characters of Spanish comics: they have got a deserved position in this literary genre.

Wednesday, November 18, 2009

209. Your students' topics

The teacher trainer/coach told me,
"Your students can get more involved into the class conducting and into participation and into concentration when you deal with a topic that is meaningful for them.
Villa, Puyol, Casillas, Kaká, Sergio Ramos, Abengoa, Inhiesta, Güiza, Navas...
Your students may know more about those guys than you.
If you include those soccer players of Barça and Real Madrid, you will create a certain good and nice atmosphere of confrontation.
Those players are for example the subject of sentences, when presenting a grammar pattern.
Deal with topics that touch their interests.
More than that: your students' likes and topics must be ones of your interest, whatever topic or things they are, whatever things they tell you; these things are important.
Listen to them between classes.
These topics are not trifles in their lives.
Not at all.
English language becomes something significant and meaningful."
Chelsea. www myfootball-wallpapers uk

208. What's the object?

Right yesterday evening I learned a game which is very helpful to practice and foster speaking and vocabulary.
It can be used for any level.
You get a card with a specific word, say, "vast".
You have got to describe it (the word can also be an adjective, etc.) but not by using certain words, like "huge", "big", and an extra one now I don't remember.
Fun and fostering communication.
The other players engage brain and communicative skills as well.

y4food com, I thank you for the photo.

Tuesday, November 17, 2009

207. This time is unique!

The teacher trainer/coach told me, "With regard to programming a class-period, I'd tell you: that very class-period is pinpointing, unique; that class-period ought to be a hit in their learning process. Decide what the main goal is, for that class-period, and plan the activities and games which will be appropriate for that goal. Students in mind; the students in mind."

lardsandjoeaustralia wordpress com

206. Their attitude?

The teacher trainer/coach told me,
"Delicately praise them: reckon their good willing, their good wish to learn, to work.
Get from the inner themselves the good attitude (if any).
Sometimes, many times, their attitude is positive.
Even more, they have something positive, always, there inside;
they have some good attitude, some positive wish to do things well.
In some students, this is apparent.
Let's pull, let's drag from that attitude they can become self-aware of; aware of their attitude, and aptitude, and doing that they will try to improve: interest, effort, attention, commitment, doing their best.
This is my experience, plus some anthropological reading."
Picture from www pleasval k12 ia us

Monday, November 16, 2009

205. How to hit the cricket ball?

The teacher trainer/coach told me,
"It's sound to plan every class-period.
Er... the activities they..., you all, teacher plus students are going to do, to achieve the goals you have in mind for them: this grammar, this semantic field; the practice, in a word: the communication you are going to hold in the class-period.
Some drill...
Asking them... about what they think essential to... be, to get naturalistic at using past simple.
I'd say... two aims for each class-period, maybe one regarding discipline, conducting their personal work and study, how to create an atmosphere of quiet... of working fine, of engaging their brains, a bit of humor...
Some homework, explaining to them that it will help them to grasp that grammar pattern, or set as homework re-reading that text on page 123, also using as an aid the nice picture that is included on the page, close to the text. You know?
These are just some tips which might help you out to program next class-period.
Oh, and think about Alex, who has that big problem inside his family, and which influences on his way of conducting along the class-period, you remember?"
cec-tuning com. A cricket game (match) in Australia.

204. Talk about your favorite topic

One pinponting activity you can implement with your class-group is Speaking for somewhat a long time.

It is not the same for our kids to say a full sentence than giving a speech, with its coherence and cohesion.

I learned this activity when teaching in Jaen, south of Spain. Mrs. M J A taught me how to implement this project. I'm going to try to recall all the steps, briefly.

1. You elicit possible topics or subject-matters from your pupils, and you write them on the BB. Every student will make a presentation about whatever they wish. However, by following this procedure here explained, you can teach them how to outfit a presentation. You all select one topic, by putting aside other topics, by votes from the students, discarding the rest of the topics.

2. In two columns you write what they can say about the selected topic, one column for the things they can express in L2 and the second one for the things they know how to say but in L1.

3. Next, you with your students choose three points, either in L2 or in L1. Those three points will be the introduction, development or main body, and conclusion.

4. A brainstorm about further development of each part, orally. Volunteers contribute with spoken sentences or at least some tries to utter sentences about each part of the topic.

You will have presented and practiced the linkers, like conjunctions, to join the sentences, with a meaningful thread.

Tell them that..., even better, ask them what the most important thing of their presentation is: that their classmates can understand what said by each speaker. Accept other suggestions: any thing is significant, any thing from your students.

Set a span of time they will have got to speak out, the lenght of their speeches.

I might have forgotten some step, but basically that is the stuff.

1969 Ford Mustang. Picture from hotrod com. I am after publishing larger pictures.

Saturday, November 14, 2009

203. A total 0 beginner

On #195 I told you about a program for an adult, who wanted to learn English, in order to settle and base in, say, Hong Kong, for example (this latter place has been changed). The adult: 0 beginner. This person had learned French at the school, quite long ago.

Here you have some further guidelines for this program. It's the first time I have such a case: adult and 0.

Document #2 (Document #1 was the stuff of post #195)

Finished 11/6/09 (Nov 6, 09)

1. This process of learning English can take… how long? 1, 6 years? It is a total new task for me (the teacher). Taking into account we will meet twice a week, for the class of English + his personal study and practice: he can need 6 years: the English language needs to be kind of interiorized, acquainted, familiarized, settled deep and naturalistic, and easy using and retrieving.

2. Goal: to arrive in Hong Kong and stay there: meeting and communicating with people, conducting everyday life, finding an academy, a house for his family, a job, contacting with a family known to me (teacher)…, what else?

3. He, in the class, tells me about what he has read so far on a simplified reader-book. In L1.

4. I comment on his strategies.

5. I tell him about what he has read, for him to feel and listen to the texture of English.

6. I think he should buy a new simplified reader-book (The one I gave him is grotty and so worn out!).

7. Grammar and vocabulary: the skeleton of language.

8. He should set a daily time for work and study, besides our classes together. The more he commits into this learning, the better.

9. I suggest: www mansioningles com. Click on “Curso de Aprendizaje”

10. Perhaps it’s sound to buy a book of CUP (Cambridge University Press). English Grammar in Use (beginners). Aim: do exercises after studying.

11. I suggest some strategies of learning.

12. He needs loads of oral practice in the class-periods.

13. I present some grammar and vocabulary from the simplified book.

14. For myself I revise the article I published, commenting on the awesome method of H. D. Brown and his suggestions and strategies. To refresh.

15. Practice the 4 skills of a language (L, S, R, W).

Photo from www ms-starship com . Captain Cook, like you know, discovered lands unseen so far by man, or by Western man.

Friday, November 13, 2009

202. A key to success

The teacher trainer/coach told me,

"The learner must be convinced, must interiorize, that he can reach fluency at speaking and writing in English; fluency or at least some capacity of mastering the language.

If he is not convinced, he won't struggle with all his possible commitment to reach that goal.

Ok, he can be studying now; think of an adult learner for example; he should bear in mind that he has a goal, a target, he should study with a goal in mind.

He shouldn't think he can't get this target, that he is too old, or he does not have the potential to hit the target.

These ideas were somehow expressed by genius H. D. Brown, in the book reference I told you some days ago, A Practical Guideline to Language Learning. A Fifteen-Week Program of Strategies for Success, published in 1989 ."

Picture from www moveyourmind es

Tuesday, November 10, 2009

201. Communication, communication

I'm sorry, but I lost the source site of the picture above. They are students in London; Japanese students. Thank you, anyway!
Here you have a comment I made yesterday, Monday Nov 9, to an interesting post one teacher entered into the website of The British Council - BBC. His post was about the communication skills a teacher ought to have in the classroom.

And beneath his post you have the reply to my comment, by the same teacher who had entered the post. He is a good teacher, from what he states. You can see his name.

You can contribute with your ideas to that website forum. For sure you have interesting things to share with us, teachers.

Remember we teachers are educating and forming the people of future. On top of that, also remember that it's his or her parents the ones who have the obligation and right to educate and form their children.

Fernando M Díez...

Communication skills for teachers of English

Submitted on 9 November, 2009 - 12:12

Hello, Albert and Girish,

I have just read your entries. I appreciate telling about your experience.

Definitely this point is paramount: communication. This is the goal of our job.

In case it be some useful for any teacher, I briefly tell my experience, plus what I have learned from my trainers, to whom I am so grateful.

My classes are fully in English. No Spanish. Although the students may be (false) beginners.

I pretend I do not speak Spanish; it's like a game: they do know I speak Spanish. It's funny.

In that way they struggle to make themselves understood with their English, and helping each other.

I try all things available for me to make myself understood. All kind of skills, and we all have real fun in the class-periods. We practice the grammar and vocab by games.

I use entonation, speaking slowly, giving examples, enthusiasm, good humor, the white board, mimicry, gestures, acting out.

We do have some communication, authentic communication.

The basic plan for my students are: first step: just words; second: we'll try full sentences; thirdly: conversations.

Just one more point. I notice a nice learning strategy by them: they try to "invent" the word they need in English; they try to make a mental but fast theory of what the real word might be. I gently praise them when communication is accomplished.

Someone told me that a teacher with enthusiasm fosters and boosts their students' success in learning/acquiring a foreign language.

Further about my experience and research on

Best for you all

Fernando Diez Gallego

Granada (south of Spain)



Dear Fernando Many thanks for

Submitted on 10 November, 2009 - 07:38

Dear Fernando

Many thanks for sharing your experience of making your students communicate in the English language. You have written: "Someone told me that a teacher with enthusiasm fosters and boosts their students' success in learning/acquiring a foreign language."

Yes, I do agree with the person who has made the statement. A great teacher is energetic, enthusiastic, and encouraging. A teacher of English who cannot smile at their students should not continue to be in the teaching profession.

Best wishes


Saturday, November 7, 2009

200. Blowing into the correct pipe

pic from www revistaturismo es
Here you have a full chapter from my book on TEFL: would it be any aid for you. Ciao!

30. Alegría y buen humor... en la tutoría personal

Muéstrate cercano y sonriente al empezar la tutoría o preceptuación con un alumno. Pregúntale qué tal, aunque de ordinario esta pregunta no sirve de mucho. Pero ven que intentas ayudarle. Cuando le preguntes por aspectos concretos de sus estudios, escúchale con atención y sinceridad. Nunca muestres escándalo por lo que te cuente, sea lo que sea. Eso sí, ayúdale. Te voy a contar varios aspectos que facilitan la tutoría. Al menos a mí me van bien, y algunos de ellos te pueden ayudar o hacer pensar.

Primero trátale con suma delicadeza. Que no es untuosidad. Escucha lo que te cuente, aunque a ti te parezca una tontería o algo sin importancia. Para él eso es muy importante. Retendrás mejor los datos y lo que te cuente no tanto por buena memoria, sino porque le escuchas con cariño. No tengas miedo a esta palabra. Cariño con naturalidad, sin ninguna cosa especial. Al querer al alumno le vas conociendo y así le puedes ayudar. El joven se deja educar por quien sabe le quiere[1].

Lo normal es que ellos de por sí no te cuenten nada en la tutoría: hay que saber preguntar, preguntar con la mayor delicadeza. Si algún alumno quisiera contarte algo ya te habría buscado e intentado quedar para hablar. Pregúntale por sus cosas, y atiende a lo que te diga. Tanto del equipo de fútbol sala en el que juega como del estudio y otras mil cosas.

Cuando te cuente algo que le preocupa o algo que le va mal, a veces sirve parafrasear lo que te ha dicho: así él ve que le estás escuchando. No hace falta ninguna actitud o forma particular de hacer la tutoría: sobre todo amor. Amor que Aristóteles decía que es amor de benevolencia (bene-volens): querer el bien para el otro.

Y alégrate con la cosas que a él le alegren. Y alábale discretamente las cosas que le van bien, que hace bien. Para que se estimule a seguir haciéndolas. Y ponte serio y circunspecto con lo que le hace llorar. Los psicólogos que acuden a los familiares de víctimas de accidentes o atentados terroristas (¡ay Dios mío!) no saben nada especial para consolar, no tienen un remedio mágico. Escuchan. Les dejan a un familiar que llore sobre su hombro. Les acompañan. Les hacen las gestiones para encontrar los restos y el papeleo. Lloran también. En fin, servirles, estar allí. Estar allí para lo que sea. Te aseguro que escribo estas líneas con emoción. Puede ser porque hace tres días tuvimos un terrible siniestro en Barajas. Y nuestro 11M.


Tú, con tu discernimiento, con tu psicología[2] , pregúntale sobre aquello que sabes que le pincha, que le preocupa. Quizá algo que le angustia. Facilítale la sinceridad. El profesor no se limita a enseñar historia, sino que su primera misión es educar, formar. Educar respetando la libertad del alumno y su manera de ser.

A la tutoría hay que ir, por tanto, a ayudar, a servir, a atender, a escuchar. Cuando le has preguntado y él te ha respondido, por ejemplo contándote que alguna asignatura o algunas le van mal, viene el momento de buscar la solución. Aquí existen dos posibilidades, unas veces utilizarás una y otras veces la otra. Primero: él, aunque no lo manifieste, necesita de las personas mayores –en primer lugar sus padres, después tú- que le muestren la dirección, el criterio a seguir, la norma de conducta más sensata, una orientación del tutor más general, si lo prefieres[3]. Segundo: no obstante, muchas veces pregúntale qué solución posible ve él. Primero qué piensa, cómo ve esos fracasos en Biología. Aunque la respuesta sea obvia. Hazle pensar. Que se saque él las castañas del fuego. Que vaya haciéndose con las riendas de su vida.

Antes aún de buscar soluciones: pregúntale si le gustaría, mejor, si quiere de verdad mejorar. Pero de verdad. Aunque la respuesta será que sí, claro, dile que es la buena manera de empezar a mejorar. Si sigue queriendo, mejorará. Díselo. Y que después concrete, y luche por mantenerse en el sí, hasta que constituya un hábito operativo bueno, que eso es la virtud. Ayúdale en tutorías sucesivas, tocando ese aspecto.

Si recuerdas lo dicho en el número anterior, sobre la alegría y la afabilidad, te ayudará y te pondrá en bandeja el consejo de la entrevista personal. Sé tú coherente con lo que predicas, que te vean luchar cada día por ser mejor. Así sí.

Había un chico que a la persona que más quería o apreciaba en el mundo era... el portero de su bloque. A sus padres, muy ocupados los dos, muy ocupados pero muy despreocupados por la educación de su hijo prácticamente solo les preocupaban las notas, que no cayera en la droga, y que no les diera mucha guerra; se limitaban a cruzar unas pocas palabras con él al día. Sin embargo, qué pasaba con el portero. Escuchaba al chaval, le saludaba con educación y hasta con cariño, le preguntaba, el chico le contaba sus cosas y el portero sonreía y le daba consejos muy de sentido común. Se llevaban bien, se conocían el uno al otro.

Reíos juntos en la tutoría. O al menos sonríe, sonríe tú. Mírale a la cara cuando habléis. Párate a pensar un momentito, si es necesario, si no se te ocurre una solución en ese momento. Él agradece que se le tome en serio. Y cuando hables con sus padres, enséñales, insísteles en dialogar tranquilamente con su hijo.

Ábrele horizontes, en el estudio y en su vida en general. En lo material y en lo transcendente. Respetando exquisitamente su libertad. Entérate bien cómo trabaja la asignatura de inglés, en el día a día y ante los exámenes, qué hace exactamente. Dile trucos. Ponle metas. Mejor que sean metas a corto plazo, asequibles, atractivas. Que le hagan dar pasos hacia la soltura en inglés. También metas o sueños a largo plazo: que adquiera soltura en hablar en inglés casi como un nativo, o como aquel profesor que conocéis. Lógicamente ayúdale en las demás asignaturas.

No te limites a hablar de los estudios. Pregúntale cómo se encuentra en clase, en las clases de otras asignaturas, si está a gusto. Conócele lo mejor que puedas, con el tiempo. Y sus circunstancias: sus padres, hermanos, cómo emplea las tardes, el fin de semana, amistades, sobre la Play[4], o la Wii, o la X-Box, cómo quiere a sus padres, cómo se lleva con su hermana pequeña, ilusiones, planes para el futuro, la novia (con suma delicadeza y si él te dice algo, o hay confianza y sabes que Verónica le hace tilín).

Buena cosa sería preguntarle qué recuerda de la conversación anterior, para que vaya haciendo suyo el consejo que le diste. Unas veces se acuerdan, pero a mí me pasa que no suelen acordarse. Seguiremos preguntando.

Sobre todo a los más jovencitos no les canses, no hagas la preceptuación demasiado larga. Y siempre, ponte a su altura, a la altura de su madurez.

Cree lo que te cuenta. Aunque después descubras que no era así. Es preferible, muy preferible darle confianza. Ya reaccionará al ver que te ha engañado, abusando de tu confianza.

La confianza en ti no se impone, se gana día a día.

[1] Cardona. Ver bibliografía, la parte de educación, no de estrategias.

[2] Si utilizo la palabra psicología no me refiere evidentemente a la ciencia y a la práctica de psicólogos y psiquiatras. El profesor puede no haber estudiado y practicado esta ciencia. Me refiero aquí al conocimiento e intuición de lo que le sucede a un chico al hablar con él y mirarle a la cara. Que me perdonen los médicos y los psicólogos. Esto lo da la experiencia, cierta técnica, el estudio de manuales, y sobre todo el cariño, que sabe ver estados de ánimo de una persona. Para la tutoría que practicamos este intuir es clave. De toda maneras, muchas veces he tenido que aconsejar a los padres que lleven al chico a un especialista, quizá presente en el centro académico. He tenido que sugerir esto a los padres porque percibía alguna deficiencia en la conducta o el aprendizaje, que el preceptor solo no puede arreglar. Sin embargo, determinadas anomalías sí pueden ser solucionadas por el tutor.

[3] Digo orientación general porque no se trata de fabricar robots, todos iguales, y que ejecutan según un manual de instrucciones.

[4] Play Station™, o en alguna de las versiones, como la PSP, etc. Quizá en el momento de la publicación de este manual estén de moda otros videojuegos.

Friday, November 6, 2009

199. He can't do all you would expect from him

The teacher trainer/coach told me,
"Bear in mind that your students must be capable and able to do the exercises of their coursebook, because you and your students have worked out a grammar pattern, long, adequately in the class-periods, you know?
You cannot expect, demand them to do an exercise well, if you, as a class-group, have not worked that grammar pattern in the class-periods.
They can do just what you as a group have studied and learned in the classroom.
Many times I find students, in my academy, who actually can't complete, do their exercises because they haven't worked out that grammar pattern sufficiently in the classroom."

Rompetechos (literally it means ceiling-breaking) is a comics character, popular in Spain when I was a kid. Typically he is absolutely absent-minded, naive, with a serious poor sight. Picture taken from adn es. Thank you.

Thursday, November 5, 2009

198. Keeping a diary

"For this week [one] , there's just one basic exercise that will help you gain some valuable insights into your own learning process. It's one that has worked remarkably well for many language learners: keeping a journal (a diary of your personal feelings, thoughts, ideas, fears, successes, problems, frustrations, breakthroughs) of your ongoing experience in learning this language."
I just let this master of teaching speak, no more coments. He's an ace at learning languages.
This quotation was taken fom page 2 , from the book aforementioned, by H. D. Brown. This scholar had been to my university, the one where I studied three academic years of Philology of English, in Jaen, south of Spain (the previous two years, in Seville; and these three in Universidad de Jaen, when it still was within the University of Granada).
Picture from www easse org.

Wednesday, November 4, 2009

197. Teaching new words from the blackboard

The teacher trainer/coach told me,
"One other game you can implement in your classes is about a specific semantic field.
You can name it as Christian-doctrine vocabulary.
You are going to understand the game.
First premise: it's common that the students don't know any word of this semantic field.
Even they don't know the word 'God'.
This vocabulary field can be taught in your classroom, here in Spain, a country with a deep Christian root, centuries long.
You, in one way or another, elicit this kind of vocabulary.
Also you'll have to teach them many of these words.
So, you write these words on the blackboard, or the digital one, or whatever.
So far, also, you have explained the meaning of those words.
The game proper is that you say the meaning of one of the words, and the first kid that says the exact word wins.
What vocabulary?
Think of church, monstrance, hope, charity, faith, fortitude, the Holy Mass, Jeseus Christ, bible, gospel, prayer, sacraments names, joy, the Hail Mary prayer...
We used to begin my classes saying a Hail Mary:
I said the first part, and they replied with the second part of this beautiful prayer to our Mom.
They had a copy paper with the prayer."
I was thinking whether these people on the picture are known singers, Spanish singers of the sixties. Dunno. Picture form europapress es