336. A nice picture


These are the titles of the chapters of my book on TEFL/TESL. If you are interested in some stuff, we could reach an agreement. Photo from www castlemania han ks ua: an Irish castle, but I don't know where. -- From the titles you could get some clues about the contents. I wrote this book a few years ago, right after my trying to carry out my doctorate in TEFL/Philology of English.


Para el Índice


Títulos de capítulos


  1. Esta introducción da sentido al libro

  2. Atención: ahora viene cuál es la clave del éxito en la enseñanza de una lengua

  3. Aunar fuerzas proporciona una enorme potencialidad...

  4. ¿Tengo que querer a mis alumnos?

  5. Lo más importante: comunicación, comunicación, comunicación

  6. Ten en cuenta sus intereses

  7. Ganar una batalla exige unas buenas estrategias

  8. Si quieres que hablen, tienen que escuchar antes mucho

  9. De lo que se trata es de comunicación

  10. ¿Un concurso en clase?

  11. Profundicemos: haz que empleen estrategias

  12. Si yo quiero aprender un idioma, tengo que apuntar alto

  13. Hazles que piensen por su cuenta y riesgo

  14. Dales puntos a tus alumnos

  15. Cómo puedes conseguir que te hablen en inglés o francés

  16. Recuerda que lo importante es la comunicación

  17. Si eres creativo, tendrás éxito

  18. Programa cada clase

  19. Pon cariño en lo que haces

  20. Insiste en los juegos

  21. Que aprendan a estudiar... y si no, que monten una tómbola

  22. Ponles a trabajar a tope

  23. Anima, empuja a tu alumno. Momento privilegiado: la tutoría a solas

  24. Desde el minuto 1

  25. Sus padres: clave en el aprendizaje de los hijos

  26. Para trabajar y aprender: imprescindible un clima de paz

  27. El esqueleto del idioma: la gramática

  28. Cómo aprender palabras nuevas

  29. La alegría y el buen humor en clase

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

  31. La programación debe facilitar tus clases

  32. Cómo encarar la diversidad de los alumnos

  33. ¿Sigues aprendiendo tú como profesor?

  34. ¡Qué haría yo sin la pizarra!

  35. Aprenden mejor el idioma si les entra por los ojos: ayudas visuales

  36. Tu alumno aprende por necesidad

  37. Cómo hacer que el alumno sea el interesado en aprender…

  38. Las nuevas ayudas: uso de Power Point™ e Internet

  39. La comunicación es entre personas

  40. Les encanta que les cuentes historias

  41. Cómo sacar más partido a las cuatro destrezas de la lengua

  42. Aprovecha su natural interés por leer

  43. Envían y reciben emails de personas reales en L2

  44. Pon una biblioteca de aula a su disposición

  45. Cómo evaluar los adelantos del alumno

  46. Cada clase es un paso adelante para el alumno

  47. Aprueba (y aprende) el que quiere: matemático

  48. Tienes personas humanas a tu cargo

  49. El alumno: su propio tutor

  50. ¿Dónde mejor aprender inglés o francés que en un país angloparlante o francoparlante?

  51. El veraneo es para descansar

  52. Este curso podemos contar con una profesora nativa

  53. Que hagan deberes... significativos para ellos

  54. ¡Imita a un nativo!

  55. Cómo deben preparar un examen con éxito

  56. ¿Aprenden la lengua de igual manera las chicas que los chicos?

  57. Les ayuda a aprender la lengua si tienen encargos en clase

  58. ¿Qué les ayuda más, hacer un mismo tipo de actividad o la variedad?

  59. Principal fuente de recursos: el profesor

  60. El alumno: su propio profesor

  61. Aprendizaje interdisciplinario

  62. Intuición

  63. ¿Qué hago con los inmigrantes?

  64. Apéndices

  65. Juegos

Bibliografía

Comments

Post a Comment

Popular posts from this blog

3678. What to Do to Have Nice Discussions in Class

  I’m an English language teacher. And I consider that my dear students would speak in that language is the main goal, don’t you think so?  They often say sentences in class, if they are at a low level of mastering English. My higher-level ones intervene for longer and we hold nice discussions in class. Definitely I have to have them all of my students would contribute to the class for longer than mere sentences. I must have them speak for rather long.  Some years they have prepared oral presentations to speak for some minutes … or the whole lesson sometimes.  Definitely also it’s not the same to say just sentences than to have some conversations or some discussions.  Lately more than before this current school year I can observe that the textbooks we’re utilizing help out a lot.  By the way, I teach adults and when I ask them, well, I try and ask tactfully, because obviously they have their privacy.  Moreover if we wish we would have discussions in cl...
Read more

3679. If You Still Have Disruptive Problems in Class with Your Students. Some Ideas

  One issue every teacher thinks of from time to time, or perhaps often because that teacher may have that kind of problem, above all if he or she is beginning their career as a teacher, is how to manage classroom behavior.  Today I’m trying to say something, apart from what I’ve written so far on quite many posts. You may find more under the tag or label management of the class .  The main point I think is important is to have the clear idea that both the teacher and his or her students are in the classroom to work, as said in plain English. They come to the schoolroom to work. The students to learn, to learn by working, and their dear teacher to teach them and help them become full and honorable persons.  So the main concern of their teacher ought not to be classroom management, but how to have those dear people to work and learn.  Nevertheless if some problem comes up in class, some behavior problem I mean, that teacher might say or show something, depending ...
Read more

840. Are you eager to learn a language?

Image
One day teacher of English A said to teacher of English B, “One difference in favor of good language learners? I believe a good learner does wish to learn, for example English or Hindi or... This is a remarkable and clear trait of that person. He or she makes good use of any situation where they can speak, or practice in general. He offers himself to some South Korean gang in an ice-cream parlor to help them with their poor English, so as to order some ice-creams of this or that flavor... albeit in the end the assistant-girl also did speak English – this happened here in Granada, near Alhambra palaces. This learner takes notes in his diary or smartphone in English. And he likes to do so. He takes advantage of being on a British Airlines plane to talk to a flight-attendant in English. He listens to something recorded in his iPode, while traveling by bus. He’s not lazy and speaks only in his L1. He does use English, and not only in the cases where it’s totally necessary...
Read more

1454. Bullying

Image
Teacher B said to teacher A, “Bullying. In a school of the south of Spain where I worked for some unforgettable years we used to cut off any nuance among the students, when a few of them for example started on and teased one specific kid.  We on one side called the victim kid to talk with him and also called his parents – his tutor did this latter thing. The idea was to have the kid relax and retrieve information from him about the bullying actions he had suffered.  On the other side we summoned the suspected authors of the bullying, also to talk with them. We asked them some questions to learn about what could have disturbed the kid victim.  We then, on following days, invigilated the play ground in a more focused way.  Plus in those students’ classes we spoke about friendship and comradeship.  Close to all the other classmates did know about these actions of bullying. Even the authors could receive some kind of punishment (more hours...
Read more

839. Learning to learn

Image
One day teacher of English A said to teacher of English B, “A teacher of math, literature, English... cannot confine his work to pass on, to teach, information, knowledge, math operations, the theoretical part of English..., but he or she has to teach their students to learn; to learn what? That information, knowledge, linguistic competence for communication... Obviously it’s true that the teacher for example tells his students about historical deeds, their connection to our present history, etc. The English teacher’s mission is not just to teach English but also to teach how to learn English, and this latter thing in a practical way: aimed at communication. The point is not to teach information about the language but to teach to use English for communication between, among people. Within this context, moreover the teacher’s role is to better his students, and he himself too. The first showing or sign of this bettering of the student is the learning itself, the fact ...
Read more