Experiences of a teacher of English

  Lately what follows happens to me. Although I have some look at the general syllabus planning, also I tend to think of the main core point for each class-group. This is, I think of the main single goal for my dear students. It’s the only-one-goal theory. Thus for a class-group the main goal may be just they must talk, talk, talk in English; for another to have them in my pocket; or for a third one some grammar would be fine with them, either high-leveled grammar, like C1 or maybe B1 grammar stuff. That grammar will help them give more messages in English. And so forth. Every single day I think of a single goal for those nice people. And the thing works and they’re satisfied and content and happy, for nice rapport in the classroom is of a grand importance. Well, you know, currently I teach adult learners, but the same theory would match kids’ learning. And concerning the general program or syllabus and as I said I have some peek at that wide general planning and extr...

  I was thinking of when I started my career as a teacher. Now I would do things differently from then. For instance I’d carry out my lessons in English, the target language, and I’d implement a communicative approach to teaching. And I’d treat my students more humanly than then. Practice and experience make things different, so different. The communicative way of teaching and learning English is not only speaking between the teacher and the students, but also among these latter ones. And it entails the use of authentic material, and not only the textbook. As well the functional and notional approaches have a lot to say here: the classes are not just communicating among us but also learning to express performative actions plus using knowledge about topics. In other words, the students learn how to express different functions: apologizing, giving opinions, formulating wishes, stating facts, etc. And the notional approach makes reference to different life topics: at...

  Of course it’s okay to plan the classes and to plan the syllabus. But people like me and other teachers should take into account that also it is okay to let the lesson flow itself and develop itself too, as a nice stream. Improvising may be right too. Thank you very much for reading this post. Hope it be of any use, like the previous ones and the ones I expect to write: teachers should help one another, right? So let’s lessons also stream and flow themselves, even to overflow, if the lesson is taking an accurate discourse: we work with people and they for sure are more important than the planning itself. We teachers should have some trusting ourselves! / Photo from: bicicleta-antigua blogger. The picture is just an illustration.

  I would like to add something nice to the previous post. If you’ve aborted, all has its remedy and I believe in that, I said. Your child now is in God’s hands and in his mercy. And you can get, achieve and accomplish a nice remedy. Even you can forgive yourself and find peace again. I believe in that. Repentance is great. Besides, we Christians have the sacrament of forgiveness, which is confession. All has its remedy. Have a nice weekend again! Trust and confide in your loving father God. He has all the love of all moms and dads in the world together. Even more than that. Go in peace, fellow. Oh, also you can count on prayer: God does wish to hear you and listen to you. / Photo from: American Kitefliers Association. The picture is just an illustration, only that.

  Today I’d like to talk, again, about our students. How should I say? I’d like to talk about those people, those persons that have not been born yet. Yesterday I read a short piece of fiction, where children were being thrown into a ditch from a truck, yes, children! Well, you know, it was a story inside the first chapter of a book on ethics, like an example or anecdote. The solution is not abortion, with all my respect. I know about some women’s tragedies, but that is not the solution, I’d say. Have a nice weekend, you all! I wish you all the best! Those creatures are children, people! By no means do I try to raise any controversy. It’s not my style. In case you've aborted, all has a nice remedy. I believe in that. / Photo from: Entrepeneur. The pic is just a nice illustration.

  I just wrote, “Be cheerful and joyful when you enter the classroom, because you’re a committed teacher. And you try to do your best and you think about your students. Optimism. Also because you’re a son or a daughter to God! You think about your students and what’s good for them, even at times you are not paid for! Remember that you are a teacher who thinks of the goal – a single goal, or two at the utmost level – you have to follow in order to seek what’s good for your students and their actual learning! November 23, 2017” I have nothing else to add to those notes. Think of it. Oh, also they are children of God and that counts for much! / Photo from: Return of Kings writer writing. The picture might also show a teacher who thinks, who really thinks of his students for the best to them.

  I’m somehow starting some nice lessons with other retired people, at another center. I’m trying to create an atmosphere of immersion, where English is the spoken language, both for the lower-level students and for the more advanced ones. However I’m noticing some lack of communication with some students in both groups, whilst most of the students seem to follow my discourse. I’m now focusing on those adult learners that seem they don’t understand enough. Should I change and speak in Spanish, our common mother language? Well, you know, let me see… I can speak in English but just a bit over their level – or levels, because they’re mixed-ability class-groups! I’m keeping speaking in English, to let them input and intake massive English, which is the only way for them to ACQUIRE English. And I’ll try to explain things in a way everyone can follow me – if possible! Also I could ask one student to explain in English what I’m trying to say, in his own words, which someti...

Okay, so I said this morning that reading really helps you get and acquire a lot of vocabulary. Even when reading along texts with grammar you already know, and stuff you already know, that’ll help you too. Those texts are giving you more elemental texture of the language – English in my case –, which will permit you to also use English in a naturalistic context, like when talking in that language in the classroom, in front of your dear students. In other words: when reading you not only learn new lexis but revise lexis you already know, but that already learned language helps you when you’ve got to use English at everyday contexts and situations. You can realize of that when listening to your dear students when giving their oral presentations: some of them, who have not used English as often as I do because I’m the teacher, precisely lack the grammar, vocabulary and expressions to say normal and regular everyday things. I try and encourage them by saying that precisely the...

  Some days ago I wrote the following notes: “Learning vocabulary by reading. My case. Words that come to mind, which come up when writing.” Currently I’m reading a novel in English, and I can assure you that I’m learning quite many new words. Reading massively and intensely is okay for learning lexis. You may be aware of the words you’re learning, but also when reading massively and intensely you ACQUIRE some words, which could come up when writing or speaking, which are the productive skills of any language. When reading that contemporary novel I’ve got the dictionary close to me and I look up some words, from time to time. Over time I could say I’ve learned quite many words. If you count by years the number of words is vast, so vast. Sometimes when I’ve read for some time I go back to what I’ve read to also focus on some words and expressions, ones that I hadn’t focused on, and then also I learn more lexis, idioms, phrases... / Photo from: worldbycyclerelief org....

  Some days ago I wrote the following notes: “One-goal theory: let’s see what’s good for my two schools: presentations and have them in my pocket. November 10, 2017. I guess that is gotten by a mature person.” I meant that sometimes, especially when the teacher is experienced, he can have a single-goal planning for his lessons – plus the actual activities, of course. He seeks what’s most necessary for his class-groups. In my case: since I teach at two centers, some days ago I achieved to think what the main points for my class-groups were. And I decided that a single goal would be okay with my lesson planning – plus the specific activities. For one of those centers the main goal should be for the students to give their oral presentations about a topic their choice, in the classroom. And for the other center the main goal should be having my students in my pocket. And I said this latter goal because I’m starting classes with them and the core point regarding them no...

  On post #3288 I wrote that positive motivation helps us get discipline and nice classroom management. And it’s so! I’ve seen it I can confess so to you. Positive motivation helps create nice rapport between the teacher and the students, and it’s so too. If your students do things fine you can tell them that you thank them for their attention and for their hard working, if the case. Also we could recognize good learning actions, or some of them. Now I’d like to add something else: If we teachers respect our students in a nice way more likely our students will respect us their teachers. At a beginning this could not happen, but over time we’ll get it. What happens with teens is that they don’t have self-discipline. And we teachers have to train them at that skill. Little by little, and you know it’s so, it happens that way, it’s like that. Even we could explicitly let our students know about that lack of self-discipline, and how that discipline will help them become...

  The teacher may feel anxiety, okay, but have you thought it’s the students, either kids or adults, who may feel anxiety? It’s okay we foreign or second language teachers create an atmosphere where English (for example) is the spoken language. But if you notice that your students are getting that anxiety, you can break the ice and tell them some encouraging words to them in their first language, Spanish (for example). Also you can ask them how they’re understanding you. Even more if they adults come to you between classes and let you know that they are rather stressed out, maybe a bit. Or if their parents, when you teach kids, come to the school to let you know they, maybe few of them, may be getting stressed out. That’s very important and you know it is, indeed. So smiling and letting them speak can be something convenient. In many other cases you may go on with your teaching style, for your dear students are not stressed at all, because you know how to deal with ...

  Some days ago I wrote the following notes: “Positive motivation as a classroom management booster. Thank you for your attention… You’re great.” I meant that by recognizing what’s good about our students’ behavior we could set some nice classroom management. Yes, because we emphasize what our dear students do well and put aside what’s wrong about their behavior. Students grow better if we involve them in a kind, gentle and educative atmosphere. A respectful one too. Also some sense of humor helps set some nice discipline, when a working atmosphere is already settled in the classroom. But I’ll write about this on another post... / Photo from: flyingsteps com. The picture is just an illustration, a curious one I guess. What's the city at the background? Toronto?

  Now I would like to thank you my readers and all readers that drop by my blog. Without you this blog would not be possible. I hope I might have taught you something useful. I’ve had fun at writing it and I have been able to display my doctoral dissertation, which was aborted: I preferred to write something more practical, which could help my dear colleagues all over the world. The doctoral dissertation would have been too theoretical and I liked something more practical, as I said. I like the day-to-day struggle to teach English and help others in that learning process, which is passionate. And sorry for my mistakes and errors at using English: I’ve kicked English – I mean my English is not that good, I presume. Well, learning a language, a foreign or second one is a life-long process, a passionate one, I’d say. Thank you very much again. I’ve poured a nice part of my career as a teacher along this blog. Sláinte , Cheers! / Photo from: Newsfirst. I hope I’ve led ...

  Can we find disruptive students in an adult class-group? We can. Actually I’m having this problem. What I’m going to do is to talk with her. Gently. And trying she would go to the “right side”: she should behave better and avoid saying bad manner things in the classroom. Originally I was thinking of telling her off, but I prefer to talk to her in a nice way. I can tell you I’ve also consulted about this with some colleague. Definitely I’m trying she should convince she has to conduct in a nice and polite way. And not only for me but also for her classmates’ benefit and good. I will talk with her before next class, aside and apart, not in public. Let’s see if this turns out okay. Also I confide and trust all these daily job matters to prayer with God, for he is a loving father, who wishes our good. / Photo from: live wallpaper HD Desktop Wallpapers rainy day. Here in Spain we’re suffering a sturdy drought. The illustration is a season one.

  With two of the class-groups I currently have I’ve proceeded in a different way than usually. I’ve started the classes first, and when I realize and make out their levels I’ll make up my planning and programming the whole school year. First I want to learn about those new students – adults – and only then will I plan their general syllabus. Ordinarily I plan the syllabus first, and then I start my classes. Better said, I get a general planning or syllabus beforehand and then, when I’ve taught several classes I point out the main strokes or points about the learning process they could follow; their syllabus, in a single word. Something that helps me a lot is taking to the classroom some lesson planning for each class-period: when I stop to think about each class-group I think of what they need the most, and thus, as I can remember what I’ve thought for each class-group. In that way I can teach something more specific for each class-group: I have several class-group...

  A learning community. Now more than ever before, the classroom is a learning community. Everyone learns. Also the teacher, which is my case: I learn from and with my students, who are grown-ups. However, with kids the classroom also can be a learning community, where everybody learns and betters as a person. That does not mean the teacher keeps no longer being a knowledge source. He keeps being so. A knowledge source. Because he has collected more knowledge and classroom resources along his career as a teacher. We cannot get rid of the teacher. He also orientates his students along their learning processes. And an important point is as well that the teacher can be and set an example of a person who is still learning. He can set an example, a nice one. And he keeps being the mirror where the students see themselves as learners, albeit he leads the way toward learning through the possible labyrinth of that learning. Labyrinth in a positive way: human growing up is gre...

  When students are capable of a thorough insight, they improve a lot as students. And as persons. They become aware of their way of learning and studying, and they better a lot. My students now are adults, as you may know. They’re clever. They can learn and even modify their way of learning to adapt it to new circumstances. Two of my class-groups have begun recently, and I can see how they try their best, both at basic and more advanced levels. In the classroom they’re machine thinkers, let’s say. They may adapt their way of understanding me in English in order to understand me better. And also I’m trying to adapt my teaching to their way of learning and acquiring. When these two principles meet, the learning may be great. They’re making out their way of learning at my lessons, and also I’m making out their ways of learning. As well I’m making out their levels of English, because the classes are mixed-ability, and there’re high-achievers and low-achievers as well...