Monday, October 31, 2011

736. She's planning effcient classes




This is a post by a teacher of English and a reply by me. Published on the web site of British Council – BBC. Very interesting to read the articles http://www.teachingenglish.co.uk/





TeachingEnglish


absolute beginners




Submitted by Marja Hewitt on 29 October, 2011 - 16:36



Hello,


Would anybody be kind enough to point me in the right direction. I do not have teaching experience but have been asked to help a friend to learn English. I thought I would go for a walk with her and have simple conversations about our surroundings, but she doesn't understand the simplest of sentences, so we have decided to start from scratch. She is Spanish and finds certain English sounds a real challenge, but by repeating words and sounds she is improving all the time. I am looking for a teacher's plan and worksheets for an absolute beginner. Any suggestions are most welcome. Thank you in advance,


Marja Hewitt









Fernando Díez G...




Absolute beginners. Answer to Marja Hewitt




Submitted on 30 October, 2011 - 19:29




Hi Marja,



All right, let’s see if I can give you some helpful hints.



First, you’re doing great to teach English to a Spanish girl or lady. We here in Spain, as you may know, do need to really learn your (our, I’d dare to say) lovely language.



I’ve attentively read your post. Let’s see.



I don’t know your case, but here in Spain there’re lots of false beginners. We call so to those learners who know some, perhaps little, English and wish every year, every whatever time, to actually learn English. They say, Enough is enough, but they have no time, or something is more important now. The situation in Spain is changing nonetheless. As I’ve said, we must learn English, beginning from the case of applying for a job!



Your case, as you write is: she has no idea, you both walk and talk about the surroundings, she catches words, your commitment and hers as well about teaching/learning English are big! Good beginning all the same! I’d tell you:




1. It’s sensible she’d listen to you speaking in English, so she would sense the texture of English. You can repeat, say things, don’t worry she doesn’t understand...; she may seem she doesn’t understand, but this is part of Krashen’s Silent Period. Repeat single words to her; have her repeat, you both may have a small laugh at certain situations. Don’t worry you catch yourself saying like childish words and short messages. Little by little.




2. Use miming, slightly if you prefer so. Language is communication, and we accomplish this latter by language itself, and by body language.




3.Stop to talk and make her focus on something interesting in the street. You might, in a low voice, comment on some point: slowly, repeating, building upon words she already knows. She understands, I suppose, some words either because she already knows them or because those words have a cognate in Spanish, say for instance, traffic, lamp, garden, park, taxi; sorry, but right now I can only remember those so simple words. Stopping to talk makes her focus on the messages in a special way.




4SShe doesn’t understand a simple sentence. How about teaching a substantive and teaching a verb? Then, sort of you could say and have her say a simple sentence of two words.




5. I’d like to finish. Oh, the walkings should be really interesting to her. She wants to learn how you native speakers say things she every day sees. A possible syllabus or the kind? First have a look at this very web site, section of Learning English. Anyway: objects and people in the street, everyday objects in a house, objects in the living-room, daily routines, very usual verbs, determiners, numbers, colours, things of her favourite field or hobby – I think she’ll go fast in this topic!



I hope all this might be of any relevance for your classes. Smile and praise her hittings the target and her progress. Have fun.



At your disposal



Fernando Díez Gallego



Teacher of English and teacher trainer



Granada, Spain



http://fernandoexperiences.blogspot.com


/ Photo from: cbc ca. woman laptop. Obviously the girl of the picture is not Marja Hewitt

Sunday, October 30, 2011

735. Something about her everyday work




One day teacher of English B said to teacher of English A, “I like everyday teaching, and talking with my kids, with the other teachers, with the students’ parents. Better said, I love all this.



Some people say every day is the same, the same routine. I don’t mean to boast but I can assure you each day for me is a new battle to beat, in a positive way, you know.



Some days ago another teacher, of literature, told us she tries to better herself as a teacher. She’s after that. She reads the experts, other teachers...



She told us she’s continually ‘recycling’ herself: she has some years of experience, but she’s determined to keep on learning, for her personal human growth, and also about techniques and teaching strategies.



This teacher teaches literature and attemps to present the units in a nice way, so as to get her students really interested in literature.



This girl said her students now read more books than last year, but this goal isn’t only hers, but she’s convinced her students have gotten hooked on reading.



Now the students write better and clearer in written tests, and have got lesser [fewer] spelling mistakes. Her students say to her they’ve been influenced with flash messages through the new technologies and so, and it takes them hard to write and compose nice.” / Photo from: apsva us. kindergarten teacher

Saturday, October 29, 2011

734. A demanding profession




One day teacher of English A said to teacher of English B, “I just heard this is in the school cafeteria: One teacher of English, if someone adult asks him or her for taking private classes, the first thing, at the first interview between they two, is for the teacher to listen to the potential client. So as to make out an ample view of his or her needs.



This is of a paramount importance, look. You know, the point here is to clearly find out which the student’s necessities are: some learners look for getting the ability of reading scientific texts in English – just that. Others want to focus on gaining fluency at speaking - just that.



The teacher, coming to head, must adapt his teaching in order to really be useful to cover those needs, in rather a short period, usually.



How? First listen and put in his or her shoes. Thus, the point is to teach him English to face up those expectations and needs, with all his experience at teaching and planning classes - now they’re classes of English for Specific Purposes (ESP).



This implies taking into account the specific topics, vocabulary and grammar, as the tools and skeleton and aid for the student’s needs and requirements, different for instance from the general English that teacher should teach in small or large classes of teens.



The teacher should make up a written plan to meet the final result of gaining the expected skills the student’s eagerly demands.



The teacher would put his or her experience at teaching English at the entire service of that student. It would be grand, in this case, to have the student realize of the learning strategies and style he or she uses.



All this along with penetrating in the student’s mind and likely anxiety: he needs you and so turns to a competent professional! Don’t disappoint him.” / Photo from: todaysdrum com. cockpit crew

Thursday, October 27, 2011

733. Learning to pilot the vessel of classes



One day teacher of English B said to teacher of English A, “Last night, when my kids and wife were all in bed, and I was super busy, planning classes, I suddenly remembered what happened to a student of my class, few years ago. Then he was 10, I think, or 9.


The classes I taught were extra-curricular. The first day that young boy didn’t bring his books of English. I had agreed with his parents to help him with his homework/study plus speaking in English through games. The second day he did not bring his books. I made him think about how he could remember to take his books from the classroom bookcase to my class of English.


He didn’t bring his books the third day, the fourth... He always forgot to take the books... umm!


His eldest sister those days answered to my comment about this point.


Oh, she told me, the same happens with his math book sometimes, he forgets his book: just he doesn’t want to work much.


Soon I dated an appointment with their parents. I ought to talk about this point as soon as possible: we had to mend this problem, before it might go on more and more often. That was a nice age to educate the kid concerning this discipline.


The teacher – don’t get me wrong – must be ‘cunning’ (sorry, right now I don’t find any other word in English): on one hand believe his or her students, offer them trust and educate in honesty, make them find the learning strategies that go okay with each of them. On the other hand we ought to avoid being too naive or rookie. Got it?



Last: this means in no way the teacher is like cold and distant from his or her students, and shows he or she suspects of all the students say.” / Photo from: sl nsw gov au. anctartic

Tuesday, October 25, 2011

732. Let your students talk!




One day teacher of English A said to teacher of English B, “It’s not necessary for you to repeat aloud the words or the sentences your students say as a response to your questions or prompts.



I guess you may do it inadvertently. You want to repeat their answers – sentences or words – for their classmates to hear clearly, or like your repetition was better than their own responses.

I’d tell you to stop, to not repeat those answers. Help your students to talk by themselves, to be listened to with their own voices. Thus you’re helping them become more aware of their contributions, a bit more and more autonomous. With passing weeks you’ll get used to this boosting their – not yours! – contributions.” / Photo from: nctm org. Classroom teacher students

Monday, October 24, 2011

731. Showing one possible way




Here are: a post by loubylou in www.teachingenglish.co.uk (British Council - BBC) and two replies by me.



TeachingEnglish


language books for teenagers



Submitted by loubylou on 17 October, 2011 - 14:49



Hi


I am new to TEFL and have been asked to give a 11 and a 15 year old lessons. Does anyone know of a good book to help them with the basics of English?





Language books for teenagers



Submitted on 21 October, 2011 - 12:09



Hi loubylou,


The first books which come up to mind are Jeremy Harmer's.


His books are great. I read one of them, maybe more, when I was studying Philology of English, about 1992.


I presume, well, I do know you can find titles by him in the Internet. Right now I can't remember any. His books are practical, interesting, encouraging for new teachers.


As well you'll find articles by him. As you know, type his name and perhaps some specific aspect of teaching and learning English.


Let me give you something else, sorry. I mean, you might perhaps find something useful regarding new and prospective teachers of English in my blog. Sorry again for mentioning myself! Obviously I'm not at all at Jeremy Harmer's level.


Cheers


Fernando


http://fernandoexperiences.blogspot.com


Hope any useful there, if you peek at it. I've learnt most from experts... and from my students' themselves.


Granada, Spain


Teacher of English and teacher trainer








Language books for teenagers


Submitted on 24 October, 2011 - 11:36




Hi loubylou,



I apologise, because some minutes ago I read my reply to your question about books for your students about the basics of English.



I’ve just realized that you were referring to your students, not to you as a TEFL teacher.



Anyway, perhaps what I wrote about Jeremy Harmer can be helpful to you.



Worse is the thing of advising you about books to learn and practise the basics of English. I mean, let me think, for evidently this is a different question.



Now I remember a very useful book. It’s diverse from the books with units about different topics and with many colourful photos, which ones I’ve used many times, and often they're good books. The useful book is, well, it’s a graded series, but the general title is English Grammar in Use, published by Cambridge University Press. You can find further information in Google or any other searcher.



The point with this book is that its more than 100 units, in double page spread, are very practical: each unit is about a specific grammar point. The first page is the theoretical (and amusing) presentation of the grammar point, and the opposite one has practical exercises to practise that grammar, often with a point of humour.



Many people have told me this book or this series have helped them a lot because of the clarity of the presentation and also of the practice of grammar. Illustrations and cartoons clarify the grammar point even in a clearer way.



I hope this comment would be of any help.



Best wishes



Fernando



Granada, Spain



Teacher of English and teacher trainer



http://fernandoexperiences.blogspot.com



/ Photo from: growingthehomegarden com fcp woolaverlane canada. Forest in fall

Friday, October 21, 2011

730. Communication for them is essential




One day teacher of English A said to teacher of English B, “Yesterday, while my wife and I were taking a coffee, at a local close by home, came to mind something about what you told yesterday about discussing a text in the class of English.



Something I remember from past years is that one day we did this very activity in the class, and the direction of the discussion, the conversation, was not only teacher-students and students-teacher, but yet something very useful for learning English: someone replied to what another student said, to express a contrary view of the topic, starting some controversy. This authentic communication in English in the class is great.



You know, the students listened to what their classmates said, and some others entered the dicussion.



One day I was tickled glad because I realized that I didn’t have to intervene myself, believe me, because they kept on talking amongst themselves. This is communication, genuine one. Were they aware of being speaking in English? I guess they were - so what? ” / Photo from: cincodias com. ejecutivos hablando móvil

Thursday, October 20, 2011

729. Do you know her point of view?




One day teacher of English B said to teacher of English A, “Often my students feel bored with the stories or non-fiction texts from their textbook of English. Also with the exercises.



All these things aren’t of any interest to them. Those topics have nothing to do with their lives. The first premise, I think, should be to make them see that the subject of English is not a mere doing exercises in a meaningless book.



How about fostering speaking in English? The subject of English isn’t a theoretical subject, but one for life itself, for communication with real people they’re going to encounter, now more than thirty years ago, when I started to study English.



I propose to you, if you let me do so: after working on a text, or better said, while working on a text, ask them simple – or challenging and brain-engaging – questions, related to the life and the events they’re living, about the city, simple yes/no questions, wh-questions, the youth now, proposals for current economic crisis, crises of values among the young, how young pople their age think about this or that point.



The students like these serious discussions, among other things because they feel listened to!, and you foster a discussion that makes them think, and all of you have small laughs – also because of the slight sense of humor you talk with, from time to time.



Besides you’ll attain to know what they think about points of their own lives. It’s worthy to try. Oh, as well they expect what you, as an adult you are, think about those points.” / Photo from: fastweb com. Asian girl studying

Wednesday, October 19, 2011

728. Building communication in English in classes




One day teacher of English A said to teacher of English B, “As you know I teach in English all the class, albeit the students may have a very basic level or on the other hand they may have some competence to speak in English. I pretend I don’t know L1, like I’ve said many times here.

I think I should help the students with vocabulary for them to be able to talk about what I’ve planned for the class. Last Friday an adult learner and I were talking about relationship-building in a company, for this student needs to practice talking about that topic. That day, during the class, I found out that it’d be helpful to provide vocabulary about that topic before talking, so as to give him more ‘tools’ to speak – I could provide, elicit, teach or do something else to give him some useful words.

In children’s case, with very little English, I could do something similar. Let me see. If we’re going to talk about their schools, why not providing them with some words they’ll need to answer my questions about their schools? I can revise or elicit or teach words like: teacher, subjects, math, English, play football [ I mean ‘soccer’], friends, backpack, lunch, etc.

To sum up: if you want to talk with your students about some topic, first they’ve got to know some words about that topic.” / Photo from: blog travel com. chinese friendly subway riders




Here is a comment by Guaymi to post # 722. A lot of students love stories. Thank you, Guaymi.

I must confess that I never read... I do not have enough time to do it. However I love stories and films. I also like painting and I know that there are lots of stories to tell. Then I have to begging written then, once I get the temper to comprehend my drawings. How should I start doing this? Thanks¡¡

Monday, October 17, 2011

727. Exploring new ways




One day teacher of English B said to teacher of English A, “Once I had to replace and substitute a missing teacher for one class of his. The students were about 9 years old. I was asked to teach that class of English when I’d just arrived at school.



Obviously I hadn’t planned anything for the class. So there I was. They were some 25 or 30 students. I had to do up and improvise.



Since they were young students I invented something that they could hopefully like: a story made up as I would be talking along. During the story I was acting out too.



This happened some years ago. Summing up: the point was attracting their attention to focus on me and the story. I think this class turned out better than the usual planned classes I used to teach.



I think this way of conducting gave me another view of teaching, a very naturalistic one, let’s say. Also at that class I learned a new insight about the ways they listen to English, the way they can react to what they’re listening. However I always firmly recommend to plan classes.” / Photo from: eresmicolorfavorito blogspot com. Nublado. / One comment is awaiting for moderation.

Sunday, October 16, 2011

726. She's a good German teacher today






One day teacher of English A said to teacher of English B, “Last week I began to teach private classes to a young kid with problems; he’s in Spanish primary education.



Some weeks before, at a family meeting at my center, I’d heard a lecture by a psychiatrist. He talked to us, parents and teachers, about the attention deficit and hyperactivity disorder.



I, as a teacher, must observe my students’ behavior. I thought at the lecture that if a young kid has problems with studies, something wrong is going on, as if the regular case for a young student were carrying out his or her studies with no big problems.



My private teaching should not confine to simply teaching English, yet to observe and then assist the student with the way he is. That’s a milestone to success, hopefully.



So, when I plan my classes with this student, I also think about the way he did last class, and how he reacted, and how he thinks, and how whatever. I must know him well, not only invent a way for him to do the exercises of the course book.



That can be a sound first premise to consider for my classes.” / Photo from: newyork olx com. German or Hungarian Private Classes Upper West Side

Thursday, October 13, 2011

725. Communication? It makes every day feasible




Here are a post by three researchers and a reply by me. They’re about the so important Speaking skill. You might find something useful for your classes of English. They were published in http://teachingenglish.org.uk/ , the website of British Council –BBC.



Help please!


Submitted by Maria Victoria. on 3 October, 2011 - 22:54




Hi everyone! I have already posted a question on how to teach speaking to children. The information provided by some of you helped me finish my research paper on that topic.


Now I’m working with two colleagues on a new research paper on how to teach speaking to teenage learners. We’d like to hear your opinion on this subject.


According to your experience, what are the most important factors to bear in mind when teaching speaking to teenagers?


Thanks in advance.


Maria Victoria, Celina and Yanina.






Fernando Díez G...



Help please! (Reply to Maria Victoria)



Submitted on 5 October, 2011 - 12:10



Hi Maria Victoria, Celina and Yanina,


This is my favourite skill to carry out in my classes.


When someone speaks in English, we might say - sorry, for it's magnifying - he or she knows English.


In Spain (yet) Speaking is something not much exploited in many classrooms.


I'm trying summarise. More in http://fernandoexperiences.blogspot.com URL again typed below


1. The ss listen to you teacher speaking massively, or chunk by chunk. Thus, they touch the English language texture. You do this while utilising some miming and gestures and realia.


2. Oh, It's something great, but I should say so many things here...


Ok, let's try another way. Hints, if useful. Only English in the class and you pretend you don't understand their L2. It's fun. They've got to make themselves be understood, and they really want to. 'Oh, you're talking about next weekend football game, ok', I tell them, as if I had understood their message at last, while smiling. They get big motivation.


Then someone pops out and say something else (broken English anyway, but great so far) about the point we're dealing with.


Exploit the language of the unit you're working on lately. Use and and try they'd use that language. Think of present perfect. Exploit affirmative, negative and interrogative forms. Repeat and repeat the sentences - though not too much time!


One day you'll ask them about something of the city you all live in. You pretend you're from an English-speaking country. You ask them questions so as to give you information about the event of the city. You pretend you're following. It's sort of a meaningful game. You paraphrase what they've just said.


Well, I'm stopping here. At your disposal you three resarchers.


Fer Díez Gallego


(Fernando Díez Gallego)


http://fernandoexperiences.blogspot.com


Teacher of English. Teacher trainer


Granada, Spain


/ Photo from: poteworking_400 huxleyiowa org. Police officer talking with a kid

Wednesday, October 12, 2011

724. How d'you do?



One day teacher of English A said to teacher of English B,
“Lately I’m getting more aware of some of my students’ circumstances. I’m referring to kids that never advance or are attentive in the class.
They can have problems with drugs or drink, sleep deficit, receiving bad treatment at home, or treating their parents bad. And there they are, with me for some hours a day.


A teacher told me, on the other hand, that the family is the first factor that influences on these kids (!). She said some examples to show attitudes that can help, definitely. Look.



Dad not only talks with the adolescent about the grades. There can be family meetings, like at dinner, when everyone can intervene and tell what he or she thinks. Dad and Mom listen to that kid, who is asking for being listened to, please!



This teenager is eager Dad and Mom and his oldest brother would listen to his worries. He feels insecure about himself. Because of that he dresses that way, and shouts, like meaning here I am, I’m someone to count on.



Mom sometimes tells her son about some of her concerns, as to share things to solve, or just about something funny concerning Granny.



The kid’s opinions are listened to and taken into account. Mom and Dad are someone who you can count on. They put in his shoes, learn his interests, his world, Twitter, Tuenti. Dad stops to listen to him to answer to his anxieties, notices the faces and hints he shows and which ones have a significant meaning for Dad.



Both Dad and Mom work out, yet they find time to stay with their children at home. Home is somewhere cozy and everyone is loved just because of his or her being part of that family. Well, here I stop.” / Photo from: theupbeatdad com. Father talking with teenage son

Tuesday, October 11, 2011

723. They learn their language from Mom





One day teacher of English B said to teacher of English A, “I’m glad to ascertain that young learners, 8 or 9 years, use English as another way of communicating, like in Spanish, their L1.



English for them is another ‘something’ that they naturally utilize in the class of English, to listen to what their teacher’s telling them.



I guess this conducting is an unconscious learning a language, more or less similar to when they learned Spanish from mom and dad. They don’t wonder why their teacher is speaking in another language – they don’t understand the notion of ‘language’.



Their teacher is a person that always speaks in that way – in English.



I try to say no word in Spanish. They kind of relate me to that peculiar way of saying things, and naming objects. They don’t care about the ‘language’ that’s being used as a vehicle. I pretend I know no Spanish at all. They get used to listening, and from time to time they are able to answer in English, as something ordinary.



I’ve got to be patient and play the ‘actor’ to hold this momentum.



One brief example: adding and substracting numbers. They already know the numbers till 30 so far, anyway! Yesterday I was playing with a small group at some basic math operations they had never played. I taught them the symbols ‘+’ and ‘-’, with examples and so, and then had them mentally make more and more challenging math ops.”



[I’ve got to say I’ve summarized this process in the class, but the general scheme is not less than that]. / Photo from: autmont com. mom and daughter

Monday, October 10, 2011

722. A lot of students love stories





One day teacher of English A said to teacher of English B, “When I was a child my brothers and sister used to read classics of literature. I mean, classics of literature in the form of juvenile literature, comics that adapted classics – in Spanish.



Thanks to that I got to know many classics otherwise I would have never read.



I admit that some teachers don’t like these modified version, for these books don’t show the original versions, as they were written.



However I’ve utilized abridged versions in my classes. For example Dickens’. Students often like stories, if they can understand the texts.



An extra positive point is that these books usually show interesting male and female characters who the students identify with, plus values like frienship, love, audacity, loyalty, perseverance, good humor, solving problems, the family... In my school the same books were used the next academic year, or within a couple years, by another group of students. It worked good.” / Photo from: bookcase - sale blogspot com.

Saturday, October 8, 2011

721. A huge number of teachers of English

Now is Saturday evening and I thought to write something. I thank you, people who have a look at this blog.


Someone wrote somewhere that she likes the stories of this blog. M. V., thank you: they’re taken from my students’ lives, and from their conversations with me.




I found out that writing stories, either real ones or modified, might be a nice way to tell you, teachers of English –or anyone else – what I’ve seen, or seen and modified.




As also you can see, I selected as links, for teachers of English the sites of British Council – BBC, and TeacherLingo. If you wish to improve your daily labor, and you do wish, I’d say to you to view those two sites. They’re great.




You’ll find tips, resources, videos, deep research about teaching and learning English, and things about our students’ process of learning English, by teachers all over the world.


You, BC - BBC and TeacherLingo teams, and all of you, teachers, are doing-something great. I’ve also learned from you all.

We’re building up 21st century society. Sorry if this sounds pretentious, but I would not say less. Sláinte! [‘Cheers!’ in Irish Gaelic].” Photo from: tobifairley com. rain day web

Friday, October 7, 2011

720. A regular day of theirs








One day teacher of English B said to teacher of English A, “I was thinking about what you told me yesterday. It helps me.




You said something that can help us, teachers, to have a trascendent view of life. That our students are people, individual persons to teach English, and furthermore, assist them to achieve a thorough education.



Well, delicately respecting students’ freedom plus their parents’, obviously.




And we as well have God, who helps us, both teacher and students. Also you said that you count on him to hold a positive view of your work, an optimistic one, and that nothing said or done in favor of our students’ education is lost.




God would have, according to you, a tender love, of a dad and mom. And he’s close to us in our daily struggle and joys. Last that we can offer our committed labor to God as a gift to Dad.




Well, also you escaped from that great frustration regarding your work, in 1993, by turning to him. I like all that thought, and made me smile yesterday.” / Photo from: underground sailingvoyage com

Wednesday, October 5, 2011

719. Our lady cleaners are great




One day teacher of English A said to teacher of English B, “Yesterday I entered my classroom and at once I saw a big spot of blue ink on the floor. I stopped and said something about the stain, in a calm voice but making them think about what had happened. The point was I tried to make them be aware of their responsibilities. My mood was serious and disappointed.


I asked who had done it. I talked about the extra work that spot meant for the lady cleaners of our school. Their work schedule is demanding and they’re in charge of the school cleaning, the chapel, the kitchens, the bathrooms. And removing that spot should imply about thirty minutes.


Those ladies were mothers of families perhaps, adults of course, respectable workers, and carried out their work at the school with good disposition.


I guess they, or most of them, grasped the message. I think they’ve scarcely observed them when cleaning or making meals, or at least some of them haven’t. Do they value this professional work?


Something else, look: once I somewhere read that all we teachers do at the center has to be an educative process. Sounds good. I’d like to have helped my students reckon this somehow-hidden but indispensable work. I hope they’d be more grateful to those ladies and their work.” / Photo from: ceh org. cleaning lady

Monday, October 3, 2011

718. Please, tell me another story!




One day teacher of English B said to teacher of English A, “My students liked to read, yes sir. Once a month I used to bring to the class of English a pile of readers and few unabridged books, with one of my students’ help.


The students liked that special day, and they were eager to see me and their classmate carrying the books through the door. The aim was reading for pleasure and massively. I delivered the books according to each student’s level of English.


They did focus on reading, silently. When someone finished his book – I didn’t care much whether they had actually finished reading it; I thought it was more important for the learners to enjoy reading and feel free, that day. Anyway, they did read actually.


Often one student came to my desk to ask me for another one, great. They familiarized with reading extensive English and understanding a long text, which told something meaningful for them. Many of them asked me to tell them the meaning of a word. I was circulating between the rows of desks.


Even a few of the students asked me whether they could make a summary! Oh, I implemented this activity in 1 or 2 ESO – 12 to 14 years.” / Photo from: persquaremile com. London underground Nottinghill station

Saturday, October 1, 2011

717. The reason of their success: Planning




One day teacher of English A said to teacher of English B, “Students appreciate we teachers would take some notes with us about the class planned when we head for the classroom.


They notice everything we do in the class, for their good and personal growth – and learning English, or otherwise for their bad education.


One teacher said he had realized that his students had noticed their teacher used to plan every class. This teacher planned the class with the activities he’d implement, by taking into account the students’ needs at the moment, and some challenging activities to advance more, so as not to do always the same things.


Anyway, you can try to plan your classes in the way you are. This planning means an important initiative to really reach significant aims.” / Photo from: ctmstravel com. British Airways Cabin Crew