Experiences of a teacher of English

One day teacher B said to teacher A, 'For this summer-camp course of English we have made three groups according to the level of English of the students. In past years a few of the students of these courses used to come to me upset, and told me they felt disappointed, because the level they had been placed in was too low, and that they already knew the grammar and other stuff the teacher was presenting in the class-periods. What to do? This year the small staff of teachers have reached a solution. Chiefly they help their students to participate more, more times. They make them intervene more frequently. They let them speak for longer, they listen with interest to what such or such adolescent is explaining, although this message seems unimportant or trivial. The teachers tease them to speak for a longer time, although the student may have serious problems for a communication in English. These professionals put in the student's messages, even they try to view what the student wan...

One day teacher B said to teacher A, “Arrange the misbehavior problem with that kid who was teasing out his classmates, and disrupting the class. Take him to talk aside, if possible, sitting in your office or in an empty classroom. Otherwise, if it is not simple to talk with him this way, when they are writing an exercise on the course book, and silently, approach the small-terrorist’s desk. Speak to him in a low voice, gently, putting him before his responsibility and his yet maybe fading wish to do things good. Push him upward, to a noble behavior. You too are ‘alone’ in the middle of the classroom, even more, you can duck close to him. Albeit his classmates are perfectly listening to your dialog, say, it is as if psychologically, in some way, you two were alone. Thus you do not humilliate him before his friends, which is terrible for an adolescent. Discipline: if possible, in a positive mood, in a constructive way, helping them gain virtues: hard-working, maturity, comradeship, soli...

Here is a comment about teaching Roman handwriting to Arabic children. Basically (sorry to summarize the problem) Sandy Millin has some Arabic children aged around 9 years, plus other children who use Roman characters. For the former ones is so tough to learn our characters, and may become demotivated. Both posts, Sandy’s and mine, have been published on the web site of British Council – BBC (link at the right column). I have corrected some mistakes. Hello Sandy, I've studied Arabic myself, so I can see the problem... from the other side. Well, I learnt very little, anyway. I'm trying some advice. If any helpful. First, utilise TPR, I'd say. It's so motivating when the kids can see their progress! Make one student stand up; the others just watching. Miming here is crucial, believe me. Give him or her instructions, perhaps by using gestures more than words. Better said, show him/her what you demand from the kid, and say the instruction in simple terms, and with gentle re...

One day teacher A said to teacher B, “The teacher must assess the learning or acquisition of the target language every day. A single test once a term doesn’t reflect the learning process with liability. The test, the written one, should be practical, authentic communication. Perfectly compatible with assessing grammar and vocabulary. On top of what said, the very test is an act of communication. The skill of speaking may be assessed day after day as well, and if you consider it convenient, arrange oral tests furthermore. Talk with your students about these points; it’ll help them out to prepare their tests.” Photo from radiology uthscsa edu

From the web site of British Council – BBC. Another bang on for our classes: very inspiring. Thank you, Carol Read. / Photo from lss schoolwires com A legionar soldier. – Ms m, I had a problem with your following this blog. I wouldn’t like to miss you. Please try again: I guess you can fix the problem from your side. Thank you! http://www.teachingengklish.org.uk/ The magic of story time Submitted by Carol Read on 16 June, 2010 - 14:53 Have you ever noticed children listening to a story so attentively that the classroom is completely quiet? Or have you ever noticed children participating in a story so actively that everyone in the class wants to contribute? If so, then you've witnessed the 'magic of story time'! Where the 'magic' lies Stories provide shared contexts for rich, natural language development from a very young age, and throughout the primary years. The 'magic' lies in the way stories potentially engage children's hearts and minds, as people...

One day teacher B said to teacher A, "You told me yesterday you are concerned with using the coursebook. All the philosophy of this blog can be applied to the activities and texts of the coursebook. The point, bear this in mind, is that the stuff from the coursebook serve the purpose of facilitating and practicing communication. Authentic communication among persons. For example, make them practice drills of one grammar pattern from one exercise in the book, and secondly you all utilize that grammar to facilitate communication, about whatever topic, interesting to them, or about a topic that might enrich their minds, like art, history, feelings, inventions, the ideas that have made the world progress; depending on their level of English." Photo from spip ibsofprovence com, some Dutch girls

Hello Mima, welcome to my blog; well, mine and, in some way, of my followers'. If you would please say something else about you, I'd appreciate it. With all my respect toward you. I've found out just a bit about you. One day teacher B said to teacher A, "So far, we've talked a lot about loads of things we can implement in the class, right, but what can I do with the expensive coursebooks my students bought?". And teacher A replied, "All the stuff said here, on this blog, is targeted toward making your learners learn English, right? The coursebook is an aid. Your discernment plus your increasing experience will tell you, for sure, how and how not utilize the coursebook. The stuff said here is completely compatible with using the coursebook. Just one example: take the grammar pattern of Unit 2, and make the students use and interiorize that grammar pattern according with the posts where I wrote about 'learning verbal tenses' or with a similar title....

You can find what follows to be very useful. Composed by Georgina Hudson, and published on the site of British-Council BBC. Within the teacher forum of this web site/ Picture from www the-laser com speaking skills Submitted on 13 July, 2010 - 02:22 I go along with Mr Díez in every point he made. He has been so clear that there isn't a lot of room to add more comments. I had the most enriching experience teaching a Franco-African boy some years ago. We couldn't resort to L1 just because I had no knowledge of Senegalese or French and my young learner didn't have any knowkedge of Spanish, my mother tongue. It's absolutely possible to carry out your class in English a 100% of the time. For the most part from my experience with that boy, I had to resort to realia, story telling, songs, miming, role-playing etc. to convey meaning. My expectations were very realistic from the very beginning. We drilled lots of classroom language to ease the learning-teaching experience (look ...

One day teacher A said to teacher B, "Now I'm referring to boys. Since they are ten year, approximately, until late adolescence, are more and more self-conscious. They are finding and building up their personality. Therefore they feel insecurity, insecurity in their regular behavior, sentiments, feelings of rebellion against any rule... and a primeval age to have great ideals and a thirst of genuinity. This is the reason, for example, of their, say, peculiar ways of dressing, also in the case of girls. There are many other traits of adolescence, like you know. Coming to the head, they are experiencing big changes, both in their bodies and mind. One trait this age is shouting, speaking aloud, acting up, showing off, not submitting themselves to rules. In general terms, because each kid is unique. Consequently, do not get scared of having these boys in your classroom. Or recover whenever you felt scared yourself. Carry on with your great labor of educating them. Ah, explain the ...

Welcome, Ms Georgina Hudson, to my blog, and the blog of some other teachers. We hope you might find something useful. Kind regards again. / Photo from www imagescloud com

One day teacher B said to teacher A, “I have a good experience of teaching boys. Schools for boys and schools for girls are one educative option, and obviously you know teachers that are in favor and others that are against the separation of boys and girls. In my experience and from what I’ve read and discussed, when there are only boys, these ones aren’t distracted with showing off before the girls. Boys are more focused on the class, albeit there may be further disruption problems. When girls are with boys are in the same classroom, the former ones may be, I believe, more timid to say things in the target language. Besides, I think girls view and learn languages more easily than boys, in general terms.” Photo from www territoriogolf com

One day teacher A said to teacher B, “The assessment of knowledge and usage of English, when the teacher corrects the written tests, should also be useful for the student’s awareness of his or her process of learning the target language. Just a collateral comment. You should evaluate listening, speaking, reading and writing. We’ll discuss about this point another moment. In my classes, after my correcting their tests, I hand the sheets out to each student. We correct the exam in the class. One by one question or activity, on the blackboard. I ask them to give me the correct response to every question. I accept their contributions. Also I provide possible correct answers if no one says anything. I think, by doing this, they can get more aware of their errors and mistakes. After this class I let them keep the tests. I have seen some of the students keep them; I guess others would throw them to the waste-can.” Photo from teachers sdushsd k1 ca us

One day teacher A said to teacher B, “I’ve just found a text I was looking up in the Catechism of the Catholic Church , on education. The text provides a nice basement for us teachers in our duty to help parents educate their children, I believe. Remember some days ago we two were talking about teachers’ role in the thorough education of young people, don’t you? The text is universal; I mean, the text is natural, is based on the person’s natural stuff. It’s useful, I believe, as a background for my daily teaching and for my tutorials with parents. *** 2206. The relationships within the family bring an affinity of feelings, affections and interests, arising above all from the members' respect for one another. The family is a privileged community called to achieve a "sharing of thought and common deliberation by the spouses as well as their eager cooperation as parents in the children's upbringing." Photo from ahorrodiario com – Thank you.

One day teacher B said to teacher A, "I'm glad, ya know?, because my elder daughter has told me she has begun to write a book, a novel. I like the idea. One person who decides to write a book, well, or a story, a shorter story, sounds great, you know? She reads a lot of novels, kind of one every two or three weeks. I'm after she wouldn't lose time of her studies - she is 15. She has a sketch of the characters and some ideas. I gently try to suggest to her possible useful tips. Beauty, creativity, fantasy, just trying to write something, are very educative, aren't them? Also reading good literature." www disneypicture net The movie is The Pacifier . Starring Vin Diesel. The movie was released in 2005. - I hadn't got a baldy on this film.

This is a comment I’ve just written, for British Council – BBC site, to answer a teacher who wants to receive ideas to teach the speaking skill. / Photo from learningsupport co uk (The comment has not been published yet: the staff is moderating whether being outlet on the site). Hello Maria Victoria, small9 and vlnraojagatha, You know what? This morning I wrote a comment to try to help you, Maria Victoria. But, at sudden, right after having composed the comment, I clicked on I don't know where, with my mouse, and puuuf!!, everything disappeared. Now I'm going to write the things I can remember. First, what I've just said above, well, is... funny. Let's put the anecdote aside. You ought to, or you can speak in English, I'd tell you, from the very beginning until the very end of the class. Although your students may have close to no knowledge of English. It's like a treat between you and them. They soon will make up the image that you only speak in...

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 com...

Hello, Rose, a big welcome to my blog, to our blog, for the number of followers is rising, fortunately. I see you are a teacher of Eglish, right? I tried to watch the blogs you follow and gained an ample view of some. Your comments are also welcome, for sure. Nice to meet you. - Oh, I forgot it - the picture is from mysite verizon ne. Rose, let us know something else about you, if you would please and not inconsiderate. I tried to learn something about you, but I got little. My compliments.

One day teacher A said to teacher B, “Before a Reading activity of a text you have previously handed out to your students, I believe it’s sound to create certain eagerness to read it. I mean, make a pre-reading, a lead-in: ask them questions whose answers will appear in the text; ask your teens about the gist or details about the topic. You, read it before. It’ll be less bore than if just reading a printed text. Spur their curiosity, their thirst to read it.” Photo from www iml granada com

One day teacher A said to teacher B, "So, you told me you're teaching 11-12-year girls now, and they are so jumpy. What eagla is on you? You told me you stop talking when two of them are talking. Ok, but we wide: they're cunning. They want to lose class time. And you, often, stop talking. Thus you lose more class time. They wanna lose time. Okay, when they stop talking, be quick and start a new activity or game. Thus you get them more plunged into the class. Anyway, if you think the class was a total failure, do not worry at all: you won, because you did your best. Nothing is lost. Whatever you do with your girls, for their sake, and for God's love too, believe me, nothing is lost. You are carrying out the students' education. More and more they'll pick up the messages and actions directed to their personal eduation. -Remember, Marie, next time we two meet together again, you gotta spot me a drink, for my pieces of advice..." Picture from img dailymail co ...

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.

From the web site of British Council – BBC, www.teachingenglish.org.uk It’s a comment by me, about the usage and difference between present continuous and the present participle. Photo from andreselbarbero blogspot com Oh, sorry, I got to say that this, my comment, is one more contribution to what other teachers have said on this site. Worth to visit this teachers’ web site, no doubt, awesome. Submitted on 3 July, 2010 - 12:29 Hello shyamag, Heath, mhinde, and everyone, For present continuous and related progressive tenses: I'm trying to give some, hopefully, useful clues. For my classes I draw puppets or sort of characters, even with their names, and I ask: "So, what is Anne doing?", emphasising the -ing word, and my students say, e. g., "Eating!". Funny: they shout out the same word!, as high as possible, as though that shouting would make them be more right than their classmates. Well, this is the way Spanish kids do; I had two German brothers, few years a...

A few days ago I came accross a cracker web site fitting adult learners, or even adolescents. So so useful, look: By GetEnglishLessons on 06/07/09 at 9:50 am “ A Job Interview in English – ESL/EFL/Business English Some adult students are learning English for their jobs and some other to apply for jobs. Nothing better than a list of questions they are going to be asked on the day of the interview. Interviewing Questions Below is a listing of sample interview questions to use as a guideline when developing questions you might ask a potential employee. The trend in developing these interview questions has been to make them behavioral based, allowing the interviewer to get the maximum benefit from the interview. *** General · Tell me about your recent work experience(s). · Why did you leave your previous place of employment? · Why are there gaps in your employment history? · What strengths and weaknesses would you bring to this position? · What is your understanding of this position...