Experiences of a teacher of English

787. She's free to decide what to do

2012-01-29T09:36:00.003+01:00

One day teacher of English B said to teacher of English A, “Have you ever thought our students make decisions all the time to learn English? Whether I do my homework, or make an assigned composition in this or that way... Actually learning a language is, coming down to the root, a decision and a chain of decisions, thus something personal, something human. You can tell your students about this fact.

Something that has to do with making decisions is contributing to a debate or discussion in class. Thi is a pretty good example. We can be talking about what to do in a paradise-like virgin archipelago amidst the waters of south-east Asia. The students make their decisions about what they could do there or not do, etc. Ask a silent student to say something, like ‘What do you think, X, hmm?’ At that moment you’re having him or her think and decide.

I believe learning English can only be accomplished, or carried out, by means of decisions.” / Photo from: labibliotecadelnautilus wordpress com. girl reading a book 1929

786. Trying to find the right direction

2012-01-26T19:25:00.003+01:00

One day teacher of English A said to teacher of English B, “This is a positive story in the end. A couple summers ago I was assisting in a camp of English, in the south of Spain. On this post I’ve changed some small pieces of info about the real people of the story.

Ok. One day I called the parents of one of my students for whatever reason. The boy had problems relating studying and revising his coursebooks to pass the remedial exams of September. His dad asked me how their son was going along. I told him he needed to study harder and learn how to study the books of his school subjects in English.

I also told him the kid used to forget his books in their common bunkbed room and so didn’t bring them to the classroom.

I had previously decided to change the methodology: ok, firstly it’s more important to help my boys to learn how to study. And some minutes of the class-period will be devoted to speaking in English, by means of games, prompts, etc.

His dad told me the boy wouldn’t bring his books to the classroom because we dedicated all the time to just talk in the class, both in English and in Spanish. ‘What!? All this is crazy!’ I thought after the phone conversation. It was very hot and humid. I got mad [upset]: the kid had told his parents he didn’t need the books in the class because we just spoke, while I was insisting in bringing the books to use them in the class, as revision and study.

In the end, next day I smiled: all right, all will be arranged nice by means of a serene conversation with the kid and his parents: both his parents and I were worried about the boy, and both were pulling toward the same direction - it wouldn’t be any useful to start a quarrell with his parents: we simply had to say things clear, to find what the kid needed then.” / Photo from: bullcreekblog blogspot com. canoeing spring creek canyon

785. Congrats, teachers

2012-01-23T12:37:00.002+01:00

Today I would like to say Congrats! to all of you teachers who publish your posts in TeacherLingo. It’s awesome to see how many teachers are so committed with teaching people, young ones mostly. As well I can see, with joy, you’re enthused with teaching; otherwise you wouldn’t publish your posts. I see this enthusiasm also by the things you say. Your labor is so encouraging to me. A big thanks to TeacherLingo team too. Obviously, you team, don’t feel kinda obliged or the like to publish this post. Whatever you decide to do is ok with me. / Photo from: quickrelease tv. kid cycling.

784. It's beautiful to learn

2012-01-20T12:49:00.004+01:00

One day teacher of English A said to teacher of English B, “Last Wednesday I carried out the class in a different way as usual. The thing with my three students is that they are in need of learning how to study in their course books; also to practice the grammar and vocab they’re learning. Those grammar and lexis are common everyday language, and so they need them as the basement for near future communication with people in English.

As well they have to pass the subject of English of their schools, as a first premise. Study and practice will make for pass the subject and near future authentic communication.

I had them sit at a long rectangular table in a study hall of our center. While they were working on their books they also asked me questions, such as ‘I don’t understand this exercise’ [in Spanish]. ‘Ok, read it again, and over and over’, I told him. ‘Use the dictionary’ too. In the end, as I gave him some small prompt about the exercise, he did understand it: ‘Oh, I see now!’

Next time, with this learned experience, I’ll have him to do it on his own. It’s something great to know things in the classroom are as these, often.” / Photo from: exmoorencyclopedia org uk

783. I changed the title of post # 782

2012-01-18T15:47:00.003+01:00

Sorry, I changed the title because it might be ambiguous. The point is that she keeps waiting because she knows he minds her, she's important to him. She has the hope that he won't be late. He's about arriving soon, on the train. Obviously I invented the story.

782. She stays there because she knows he won't be late

2012-01-18T12:35:00.004+01:00

One day teacher of English B said to teacher of English A, “You can remember your students’ names, now and at the beginning of the academic year because they are people interesting to you. I mean, it’s more simple to remember someone’s name because you respect and have affection to that person. This is love of benevolence: you wish something good to the other. In other words, you can more easily remember the people that mean something to you. As well, this ability of remembering names is something suitable to teachers, because of practice, year after year, when he or she welcomes and meets their students at the start of the academic year. I’ve seen all this in your daily teaching English.” / Photo from: meniegoasubirmealcarro blogspot com. chica esperando el tren.

781. Focusing the objective

2012-01-16T20:58:00.003+01:00

One day teacher of English A said to teacher of English B, “Some of my students think they’re going to get a good grade in the next test of English, but in the end they get a low grade. I want to help them be aware of their actual and realistic knowledge and capability of using English. All this before the test, obviously. What can I do?

I could ask them to think and assign the grade they would honestly deserve so far – in this way, at least I’ll make them think and mentally revise what they’ve learned, both grammar and usage of English for authentic communication.

Just one more thing. I’ll tell them to plan their study and practice from the very first day we begin a new unit in the course book. They might look through the unit and get to know its contents. Thus they would make out some general plan of work on their own. So, I would ask them next day, in the class, their findings concerning the contents, and suggestions of how to work out the unit.” / Photo from: family go com. family barbecue photo

780. This can help you, teachers

2012-01-14T11:40:00.003+01:00

Here you have a comment by Heather that I received on January 1, 2012. / Photo from: mapthegap co uk. ‘voluntourism’ can involve teaching abroad.

Hi! My name is Heather and I work for Worth Ave. Group. We’re currently holding a contest for K-12 teachers to win grants for their schools, and iPads or iPods for their classrooms. If you’re interested in participating, feel free to email me or visit the link I’ve posted below. Have a great day!

http://www.worthavegroup.com/giveaway/

voteforteachers@worthavegroup.com

779. Rising up to the music

2012-01-13T11:44:00.003+01:00

One day teacher of English A said to teacher of English B, “The authentic and long-lasting discipline in the class is self-discipline by each student. Adult learners can demand from themselves and struggle to listen attentively and participate in the class, counting on your help, teacher. What about adolescents? From time to time you can tell one student he or she’s improving their attention, because they achieved to carry out a more complex contribution to the class.

The point is each student should become more and more aware of their role and work in the class of English: they’re ascending a slope upward, little by little. Remember that the ‘mass’ of the class-group consists of individual learners. No one in the class is anonymous: every and each student is a singular person. Pass them on all these ideas.” / Photo from: Donald O’Connor, Debbie Reynolds and Gene Kelly in unforgettable musical movie Singing in the Rain (1952). The actual piece they’re playing on the photo is “Good Morning”.

Heather, I hope to tell you something next post.

778. Learning a language and having fun

2012-01-11T17:29:00.002+01:00

One day teacher of English B said to teacher of English A, “Hi again. What do I do to refresh my English? One thing is I try to read an authentic text in English every day, from a novel – a text taken at random, also from other teachers’ posts in the Internet, etc. I focus on new expressions, idioms or ways to say things in English. Second thing: I read that text rather massively, but for a few minutes, focusing on the story, enjoying the story. I can easily see my English keeps alive. Oh, and I use those expressions and idioms when typing on the computer or when speaking with someone. It serves the purpose.” / Photo from: coughlin edublogs org. girls reading books.

777. Pushing in the same direction

2012-01-08T17:04:00.003+01:00

Just to thank you, farry and alex, for your encouragement and advice, respectively. Thank you for your comments. / Photo from: laprofedemusica blogspot com. The movie is Les Choristes; as you may know, Los chicos del coro, in Spanish.

776. Learning good manners

2012-01-07T16:43:00.003+01:00

One day teacher of English B said to teacher of English A, “We teachers at our school are concerned about the way our students have lunch at the cafeteria; they take lunch with bad manners, even somehow rude. It’s not all of them, but rather many of the kids.

We think that something else they should learn in school is to take meals –lunch in this case- in a polite and normal way. Also the students should be helpful to one another and, for example, if the pitcher of water is empty, someone can stand up and go to fill it again.

One teacher told me some days ago that in his school some moms take turns to attend the school to help out to teach primary-education students, and early secondary ones, how to use the cutlery, how to use the napkins, how to eat in a nice way, etc. It works, he told me. These moms planned the calendar so as to decide what days are ok with each mom to go up to the school at that time.” / Photo from: radiobrisas com. niñas yendo a la escuela

775. Updating

2012-01-06T13:09:00.003+01:00

One day teacher of English A said to teacher of English B, “Yesterday a friend of mine, another teacher, told me he had studied English in ‘COU’ for the last time. ‘COU’ was the last year in secondary education in Spain some years ago. Now he would like to be able to use English again.

I told him that ifhe re-started again to learn and practice English, he should remember much of what he knew; he should remember the grammar and vocabulary he thinks he has forgotten – actually it isn’t as if he had to start from zero again. The same, I think, would happen to me, if I wanted to speak some German again: I would remember much of what I learned when I was studying my degree of Philology.” / Photo from: fabianvorderegger com. Airbus 2050 concept

774. Building up tomorrow

2011-12-31T13:57:00.004+01:00

One day teacher of English B said to teacher of English A, “Some years ago a teacher suggested me to recognize my students’ work in class, to recognize this in public, addressing all the students. From time to time.

They’re struggling to learn English, they follow my instructions, they try to be attentive, they attend the classes one day after another. It’s good for them, and just too, to tell them they’re nice people, nice students. They, also as a result, will work harder.

I do know there’re problems of disruptive things and all that stuff, but I insist it’s sensible to acknowledge my students’ effort and interest. As well they’ll grow as better people, becoming more aware of their freedom and responsibility. We people need to be recognized and feel affection. I hope and expect great things in 2012.” / Photo from: web1 taringa. automóviles Llega a New York el taxi del futuro

773. I teach in this city

2011-12-30T13:33:00.003+01:00

One day teacher of English A said to teacher of English B, “I want to tell you what I do with one of my groups of English. The classes are extra-school assistance and for fostering speaking in English. In the second half of the classes we play games (you can see some on post # 259). At that time I pretend I cannot speak Spanish and they accept the treat, as something amusing.

The thing is that in this group there are kids of different ages. What I do is combining games of different levels: a simple one, and next a higher level one. Anyway, I try to rope all the students in the class in the same game.

For example, an older student may demand some conversation, talking naturalistically, about this, about that, whereas the youngest one tries to grasp as much as he can.

Another point: the youngest kid needs to move around the large room every 5 or 10 minutes – he’s 9. At times I give him some instructions to carry out. Sometimes I ask one of the older students to give the young kid some instructions. For these older students it may be the first time they use English in a naturalistic way, as in the on-the-spot conversations.” / Photo from: albaicin viajescondestino com. This is an awesome district of Granada, where I live. The district is, as you can see, at the outskirts of muslim Alhambra palace. Albaicín, the name of this area has an Arabic origin.

772. It's a relief we aren't alone

2011-12-28T18:18:00.004+01:00

One day teacher of English B said to teacher of English A, “The daily conducting with your kids in classes can teach you many things. Last year I taught a class of four students;
‘twas an extra-curricular course. Half of the class was dedicated to do their school homework, and the other half to speak in English by means of games, trying to create immersion in English.

I wasn’t able to reach and assist my four students with their own homework in the same class. One day, an idea came up to me as the class was taking place.

I said to one student of 14 to correct an exercise from a classmate’s course book. This latter student was 9 then. So for the older student was the first time he had to correct somebody else’s exercise – it was maybe the first time he had to
focus on grammar and find out errors in another person’s exercises. Summing up, this was great for the helper and for the assisted boy.” / Photo from: alfamblog alliance-tibet org

771. How to compose something interesting

2011-12-26T17:18:00.004+01:00

One day teacher of English A said to teacher of English B, “One of my students of secondary got 5 in a test of English - 5 is pass. He came up to me to talk about the test.

I asked him what he thought about that grade. I wanted
to make him draw his own conclusions, not merely me telling what he should do to improve his grades. He looked not very much satisfied with his actual carrying out the test.

I asked him what questions he did well and which ones wrong, this is, his strong points and the weak ones.

Also what he could do to actually improve writing a significant composition.

One point about improving his compositions? I can say some but then we agreed in writing a sentence that would continue adding information to the previous sentence; the goal should be a development of ideas, so as to build a meaningful text – we talked about some linkers: however, nonetheless, all the same, summing up, besides…” / Photo from: galaxywire net. Soyuz. International Space Station. Docking

770. Mom's tenderness to his son, for example

2011-12-24T20:31:00.005+01:00

One day teacher of English A said to teacher of English B, “I wanted to tell you about the scanners and rules thing. You can read post # 769. I’m in a bit of a hurry because we’re at Christmas Eve. I could tell you more things, but now I’m saying something brief.

Look. Rules and some sane punishment are necessary. Both must be educative; otherwise our school would be a ‘battlefield’ or the kind, between teachers and students. So, coming to the head, we have to think of students as unique persons, with the dignity of such unique persons. And where are the ultimate roots of such a dignity, if you let me tell you? I’m thinking of two premises: every person has been born, created, as the image and likeness of God. What’s more: we all are children of God (!).” / Photo from: mindware com. Mom and son cooking

769. Rules for fair play

2011-12-22T17:14:00.005+01:00

One day teacher of English A said to teacher of English B, “Like you
know scanners are going to be set in the school, at the entrance, so every
student and teacher have to walk through them.

They are necessary now, the principal told me yesterday. I’ve read somewhere in the Internet that these things are necessary in schools like ours, which is placed within a difficult neighborhood. Students, too, know that the scanners are going to be set during this Christmas vacation.

Oooops!, I’ve got to leave you know – I’ve appointed a date with the
representatives of one of my classes. I’ll tell you further tomorrow or on
coming days. See you. Oh, I’ll tell something about rules and norms too.” / Photo from: theball tv. waiting to kick off the tournament

768. On duty, like you, committed teachers

2011-12-20T12:08:00.006+01:00

How can I get my students should do their homework? Here you have a post by elena.t about how to help her students wish to fulfill their homework. Below you have more information about her circumstances. Basically her student won’t learn English and carry out their assigned homework. Also beneath is a reply by me. All this was published in British Council – BBC useful web site, which is www.teachingenglish.org.uk / Photo from: daylife com. Dublin Irish police officers stand guard outside the Bank of Ireland. Sorry for the likely format settings.

Helping with English homework

Submitted by elena.t on 15 December, 2011 - 18:20

Hi,

Ive recently started volunteering in a childrens home and one of my duties
is to help with english homework. I am not an enlish teacher, but have a degree in psychology. The children are quite a long way behind and sometimes unwilling to concentrate and learn. Any advice which would help get their attention, make our sessions more interesting and also encourage learners who find learning english extremely difficult, would be much appreciated.

Fernando Díez G...

Helping with homework. Some reply to elena.t

Submitted on 19 December, 2011 - 20:34

Hi elena.t and you all, teachers,

Let’s give it a try.

The first premise is you are a psychologist. So, you’ve got, I presume, a
valuable knowledge about the ways we people think, feel, how to boost our unique personal qualities, possible cognitive deficits... And you consider each kid the way he or she is. It’s a nice point to start.

I’m trying to write rather briefly. In a common day I have to deal with
this issue more often than not: homework. The same things: my students, many times, are behind and with a serious attention deficit, which shows itself clearer when having to carry out homework. Were these suggestions of any use, I’d like to have helped out another teacher(s) and Greek kids. I’m telling about my experience with the boys I’ve taught in both, group and private classes, plus what I’ve studied in the experts.

1. You’re intending to teach them English, ok. The people who are the
protagonists are them and just them. (Also you’re an indispensable person and a protagonist in the classes, crystal clear). Thus, second premise, the first thing to keep into account is that they won’t work and learn if they do not want to; it’s their business, their problem, ‘not yours’.

2. Therefore what I can do is helping them, pushing delicately, towards
wishing to fulfil their homework and learn and use English in a naturalistic
relationship among all of you, little by little; otherwise we’ll achieve
nothing, obviously all the time respecting their freedom: only will they learn if they wish.

3. Listen to them, whenever the chance comes up; I mean, they want to know hardly anything about English and the like. Get really interested in the stuff they say, although you may think that that stuff is childish or the sort. Students, more in kids’case, let them educate themselves by the person they know loves them; this is the love of benevolence that, I think, Aristotle, wrote about. In few words, love them.

4. Reckon the small correct thing one student does. For example, tell a
girl to do an exercise from the English book. She could start to read the
instructions, perhaps not understanding much, and she asks you what the meaning of this word is. Ok, she’s starting to advance, though this seems so small a step it’s not worthy to be reckoned: it was something so easy…! Then, she might not understand the instructions and she’s on the point to give all up. No way. You can say to her to read the instructions over and over, with a dictionary and your assistance. The point for this girl now is as though she would have to find out who ‘the bad guy is’.She understood at last: perfect. Next time it’ll be a bit easier to face up another exercise. I’m not writing about the second part, which would be her actual fulfilling what the exercise asks for, this is, writing the answers or filling in such or such drill, or read a story.

5. Remember that learning English is something realistic: they’re learning
something they’ll need, sooner or later. Use examples and sentences taken from their lives and interests.

Well, I’m finishing here. I hope these suggestions would be any helpful.
Oh,

6. Let a student say the answer when someone else asks something he or she doesn’t understand. The helper will gain motivation and this fact will be a booster for the whole class.

Kind regards

Fernando Díez Gallego

Granada, Spain

Teacher of English and teacher trainer

More about Homework in

http://fernandoexperiences.blogspot.com

767. Teachers can do big things every day

2011-12-18T13:20:00.003+01:00

One Sunday teachers of English B and A, two girls met up with each other in a bar, with their families, “You know, I believe any teacher can do great and important things in her classroom: I mean, if she carries out things well, and puts affection, love, and commitment in her work, she’s doing grand things, and not a mere dry fulfillment of duties.

You know, if that person, as she tries to be a thorough professional, deals with the ups and downs of everyday work, she is changing that regular routine into something more human and humane – also because she gets really concerned with her students and colleague teachers, not only physical things.

Last Friday the new teacher of our school looked afflicted, sitting in front of the window, in her classroom, lonely, sobbing and trying to hide herself from the possible passing by people.

One girl, a veteran teacher noticed something wrong was going on; got into the room and asked her what was going on. The veteran teacher listened to her story.

Basically her students had realized she was rookie and had made a disgusting ‘welcome’. The veteran teacher offered some possibly helpful ideas, which came up to mind then. After a while they two had a small laugh.

The veteran girl also asked her where she was from – she’s a native teacher from Galway, in Ireland.

Summing up I would draw some conclusion: a person’s positive attitude and care of little things, on the one hand shows she’s great, and on the other hand she knows how to turn daily things into something human and valuable. I guess that this attitude makes teaching English increase in the efficiency of classes.” / Photo from: ideasinspiringinnovation wordpress com. Dublin Phoenix Park. It is or was the largest urban park in
Europe. Its area seemed awesome to me.

766. Genuine and authentic love

2011-12-17T17:29:00.007+01:00

One day teacher of English A said to teacher of English B, “Yesterday I read through this blog. The guy writes things he’s picked up here and there. After reading this stuff I at once realized that those things must be really first accomplished in my life and in my class, and it isn’t enough just to have read some posts and this is it, as he says of himself.

It’s ok you have to think of your students when planning a class, and not of ‘virtual’ students: you must accept your students they way they are. I oughtn’t to plan according-to-a-perfect-methodoly-like
classes; this has to be related with the students.

The first premise, I think, is that I have to struggle to firstly love my wife and kids, and as a result the love to my students will be genuine and authentic: You say you treat your family in a rather rough way when you arrive home!? And you tell me you love and teach and treat your students in the nicest way!? It doesn’t fit, guy.

So I would turn the thing the other way round, which is more positive: if I treat my students nice, first I must love my family. You know, it’s been a long time since the last day I brought home some chocolates; Sara and my kids love them, and we’re close to Christmas. I’d like now to make the firm resolution to love my dearest wife and kiddies through everyday little things, and also not make faces when my daughter asks me to play with me like I were a horse and she rides on my back around the lounge.” / Photo from: 20minutos es. niño y niña jugando con videojuegos

765. Their success? Because they work hard

2011-12-17T11:40:00.008+01:00

Today I’ve translated, in case it’d be useful to someone, an email I sent to Álex’s dad and mom a couple years ago. Like you may guess, I’ve changed the names and few detais. “Álex” was a student of one of my English classes. Then he could be 12 through 14. He got many fails in his school subjects in the first Evaluation – I think this could be right before Christmas. We had to solve Álex study problems as quick as possible! The original email was in Spanish. / Photo from: universitypost dk. German student at Heidelberg

The email was:

Antonio [Álex’s dad], I’d appreciate you would pass this email to Álex. Un abrazo, Antonio [we in Spain use this expression to say bye on an email; Abrazo is a hug. I wish you a Merry Christmas. Call on our school to see the Nativity scene. I’ll be out. You might keep talking with Baby Jesus, his mom and dad; you can ask them questions and tell about the things that concern you.

Álex, here you have some suggestions for next days.

1. Right now I begin to begin! You should think now. Consider
what happened in this term, and make up realistic resolutions for Christmas vacation days. Think of what happened, and then think of how you can improve as a student, making specific resolutions, enjoy the hours you’re going to stay in your bedroom, maybe you’ll feel like you were “in prison”. Relish what you’re learning.

2. You will enjoy more and more as you put away and reject any lapse of concentration. When you catch yourself absent-minded, go back again to work. You’ll reckon you’re getting the good habit of rejecting stayning in the clouds... and plunge again into the book.

3. Before you start to work, stop to see what you are going to do that morning. Just dedicate 2 minutes to this planning.

4. Don’t be me lazybones, Álex. Sorry, it’s no insult, as you
know. Get a move on! You will go up on the Premier Soccer League.

5. [...] When you understand hardly anything from an English text, read and read and read it, over and over, with the aid of your dictionary. It’s like finding out who “the bad guy” is. Each time you read, each minute you study means managing to squeeze decimals in a test, it’s like the decimals of a second athletes struggle to squeeze: 4.25 [5 is pass in Spain; 10 is the highest grade]; 4.75; 5.75; 7.75... as far as
you can.

[…]

Fernando

764. When kids are responsible of their learning

2011-12-13T12:58:00.004+01:00

One day teacher of English A said to teacher of English B, “Each class is unique, and has some surprises, which you can take advantage of for your teaching and your students’ learning English.

Look. Yesterday I got into my classroom with my planning notes. Basically we would dedicate a short period for them to do their school homework, and a second part, longer, to play games to practice speaking.

What really happened made me smile: I felt the students were more protagonists and enthusiastic motors of their learning, and homework. It took longer than I had planned, I mean, what they were more interested in was their homework, more than my games. This hasn’t regularly occurred. Great.

One kid assisted me as a monitor to a younger one, who was reading a simple story in his textbook. Time flew. At the very end of the class, the younger student wished to go on reading one more story. The third of my students in that group was missing yesterday.

Alike at those fantastic times I discovered other small ways to teach. I believe my students were more capable to understand and speak in English. I felt that the process of learning English was something kind of natural, or more human.” / Photo from: danzfamily com. mowing the lawn.

Now is a comment I received 12/12/2011:

"Being a teacher is a very rewarding job. I salute them. They are very dedicated on their job." By cielle, a comment on post # 714. An essential part of her job. Thank you very much, cielle, you're welcome

763. She needs the instructor to learn

2011-12-11T16:49:00.002+01:00

One day teacher of English B said to teacher of English A, “It’s marvelous when a person decides to take on learning English, on his or her own. Great. However I think that this learner will need a teacher, a coach, a person who can talk with. Language is something between two people. Many people ask me what to do to learn English once and for ever.

I tell them that whatever they would do is helpful. I mean, I try to facilitate the way: as they show the wish to learn I encourage them to start as soon as possible.

Nevertheless, ultimately they’ll need a person that could demand from them, encourage them, lead the way to them, make them go on and on with the schedule they had thought.

When I say whatever they do is helpful, I mean that anything regarding working with English seems okay – at least, at the beginning steps: a web-site, grammar from a book in the bookstore, reading a reader with a dictionary, talking with me in English, and so on and so forth. Whatever they do adds up something to their learning.

Naturally I also advise them to enroll in such or such course or center, because there will be a person who will exact and encourage and talk with. Registering in a course or program as well creates the necessity to use English.” / Photo from: makingthishome com. small plane flying

762. Viewing with a fresh perspective

2011-12-10T17:53:00.007+01:00

One day teacher of English A said to teacher of English B, “Our students can gain a new and fresh view of their homework, just at the tutorial between you and each student. This is crucial for their learning English.

Students settle what they worked on at the classroom that very day. They, maybe now, understand the texts and the instructions of the exercises. And they’re able to make up a composition. The habit of dedicating time to deepen, think and review the texts, grammar patterns, graphs, and so on and so forth is simply crucial. Classes and homework are conplementary. - I don't mean students cannot achieve all this in the classes. I'm talking here about the importance of homework, which is complementary, like I said.

Students do need some quiet period to ‘process’ all the information from the classes, also for their personal growth and for making up a solid tank of knowledge to face up life. I ain’t magnifying, I think. I intently repeat, classes and homework as complementary things.

All this about intellectual capabilities is also so because students learn to utilize realistic learning strategies to solve problems; just think of reading a text for the gist or scanning to find a specific piece of information.

And I’m not referring only to their personal growth, but alike to obtain the capability to communicate with other people in English, which is what they’re going to do in a few years. Remember that our students are people that’ll be part of society.” / Photo from: minnesota-visitor com. family on vacation

761. Making big things little by little

2011-12-09T10:57:00.003+01:00

One day teacher of English B said to teacher of English A, “A game you can try with your class is repeating a sentence as a chorus, word by word, subsequently increasing the number of words, starting with the last word of the sentence. It’s amazing to see students’ capability to remember each chunk, which becomes longer and longer. I’ve done this with students from 10 to 12 years. In this way you make them develop their memory and some awareness of syntax-with-a-message. They like it. They’re able to repeat long sentences. It can be helpful to practice the grammar and vocabulary they’re learning.” / Photo from: sierra-nevada costasur com. A hotel in Sierra Nevada, Granada, Spain. This picture could have been taken these days.

760. He practices hard to improve his records

2011-12-08T11:57:00.003+01:00

One day teacher of English A said to teacher of English B, “I wish to actually help the small group of students I lately have in my classes to improve the grades of the subject of English of their schools, and also to learn English for their near future. I see that my own striving to improve is essential, for example in thinking in the way of helping each student, with their traits. If I struggle to better myself, I will help them, If I don’t, every day, I won’t assist them, even I could hurt them in the process of their education.” / Photo from: biketrialmadrid wordpress com. sergio llamas bicicleta trial

759. Shhh! I heard something in the distance

2011-12-03T17:05:00.004+01:00

The next day teacher of English B said to teacher of English A, “The way for learning English irregular verbs? Studying. Lately I made the following experiment, so as to help learning these verbs. Instead of teaching the difference between irregular verbs and verbs with the –ed ending, I had my students read a text from their course book that told about, for example, young Jim’s story when one day he got lost in a forest in winter, and he heard noises at night, and the like; or you can compose and provide a text written by yourself. We worked on around the text, they understood more and more, the small suspense caught them... I explained the words they didn’t know.

Then I asked them to tell me which the irregular verbs – in past simple and past participle – were, and the regular ones, on the other hand.

They realized that many of the verbs were irregular, ans so the past wasn’t formed with the –ed ending. I think they became aware that the irregular verbs are something very common in English.

As a consequence it was worthy they had to learn them if they wanted to learn English.

As simple as that. Now recall the irregular verbs used in this simple text, in past simple and past participle: said, made, had, got, lost, written, were, heard, told, understood, caught, wasn’t, didn’t, became, was.”

/ Photo from: Stagecoach is a 1939 American Western movie that was, as well known, directed by John Ford, starring John Wayne and Claire Trevor. I think this film was the first movie, or the first masterpiece, where John Wayne began to play. This is the first movie of John Ford that was not a silent movie, I think.

758. Irregular verbs now and then

2011-12-02T18:13:00.001+01:00

One day teacher of English B said to teacher of English A, “English irregular verbs are an interesting grammar point Spanish students have to study year after year, increasing the list of them each academic year.

Quite many more verbs of this type existed in Old English, before the 11th century, perhaps most of the English verbs then. In other words, the way each verb took the form of past simple and past participle was more complicate than the simple –ed ending. With centuries passing, fewer and fewer verbs remained as such ‘irregular’ verbs, in fact those verbs native speakers used very often. Because of that those verbs remained being ‘irregular’, while most of the English verbs, roughly speaking, were taking on the regular form of –ed for past simple and past participle.

This can be due just to linguistic evolutions that actually occur in every language, with the language common people speak, year after year. Beside the fact that many words, so verbs too, were entering in the English language, mainly from French and Latin, and their past simple and past participle forms took on the –ed ending.

Today I wanted to say something about learning irregular verbs, plus something I do to help students learn those peculiar verbs. It’s a simple and small detail. I hope that on coming days I’ll tell about this. Today I’d stop here. I dedicate this post to philologist E.O.M.” / Photo from: lowlands-I net. text in Old English. I’m afraid I don’t know what this text is, only I’m certain that it’s in OE. The characters generally were similar to the ones you can see here.

757. Leading the correct way

2011-12-01T17:22:00.003+01:00

One day teacher of English B said to teacher of English A, “What to do? About 2001 I was teaching a class-group of 13 and 14 years. One student, after the first few days of the academic year, was starting to tease his classmates, to insult them, to conduct in bad manners. I repeated, to him and the rest of the class, some basic rules of conducting in a classroom plus the reasons why.

However, this student kept on doing bad, disruptive things – and a few other students. At certain moment I told him, in a low voice, to wait for me after the class, for I wanted to have a word with him - for me and him to talk, in good words and making him think of the best way to behave. Nevertheless before the class had been over, this kid kept on misbehaving. The class was small. As things went on the same bad way, I stopped talking, and kept silent.

Then I explained basically the same rules I’d said before, making them think these new announcements meant one more time, meaning I should not repeat the instructions too much. I said further similar things, firm and very sincere, in a loud voice.

After the class I greeted them bye, until the next day, and I headed for the secretary office to call his parents. I thought these ones should know the story from the teacher before, not from the student. I tried, at every moment, all this would be something educative and responsible-making.” / Photo from: mike oldfield es. driving car

756. Amid sere everyday beauty

2011-11-30T12:49:00.002+01:00

One day teacher of English A said to teacher of English B, “With regard to what we were talking last week in the cafeteria, I would tell you something. Let me think.

You know, your daily work, which one you love, is part of the work God entrusted us to carry out - in ample lenses. All right. Each person is inherently someone that communicates and lives together with other people, right? As well you told me that in this way you serve and help out others.

So your work is trascendent, not only something for yourself, somewhere in your innerhood. Also it’d be trascendent because it connects you with the Other, God. You said we also live and work together with God, so He is right there, among the persons you live with.

My conclusion? We would work not only for this world here but for this world here plus taking into account our father God is here, not only, so to speak, ‘in the stars’. Every day I think we, many of us, people from Western world need solid and firm values to build our lives; upon that firm basement. Today I needed this discourse of ideas.” / Photo from: wirednewyork com. brooklyn bridge manhattan 4july03

755. How is it going these days, teacher?

2011-11-29T21:17:00.003+01:00

Hi teachers, these days are being great, because of my treating people, parents, teachers and kids. Besides I’m keeping and collecting so many possible posts – I hope relevant ones, some of them –, which I might love they were of any use for you. Best wishes, guys. Keep on doing your best. It’s worthy. / Photo from: blog reddrivingschool com. car covered in snow Mark and Andrea Busse

754. My student's 'cooking' next test

2011-11-26T13:50:00.005+01:00

Today I’ve translated the email I sent to Javi’s mom, about this kid’s progress in learning English and in studying for a test he once had within a couple of days. The original Spanish version is on post # 753. / Photo from: logosoftwear com. running baker

Dear Luisi,

Kind greetings.

Here you have some rules – better said, suggestions – that might help Javi to prepare for the next test. I do mean suggestions, for evidently it’s him who is learning how to study, with my help, but ultimately he is the one who is finding his unique, and efficient way how to learn English.

I’d appreciate if you passed this email over to him.

1. Javi, read, and read, over and over what you have in the pages of your coursebooks. This is what you’ll face up in the test. Be aware of the ways you learn grammar, vocabulary, idioms; ponder about your own way of learning. In this way you’re going to find your unique learning style, which will take you to pass the upcoming test. Within 2 or 3 years, 5 at the most, you sure will have to speak with other people whose communication language is English.

2. Each and every sentence you read, each minute you dedicate to studying, will make you get tenths of the total grade [In Spain ususally, among primary and secondary students, tests have 10 questions or activities, or in any case the total upper grade is 10 points; thus, 5/10 means just pass].

3. It’s essential to pass this test. I don’t mean you should get choked, simply carry on studying. I assure you are advancing. Let’s go to get the grade of 5 or 6; better said YOU go to get those grades. It’s crucial to pass this test. It isn’t enough, though, you’re learning more and more; well this is very valuable, anyway, I’d even say this is the important thing: to keep on advancing and learning more and more.

4. Make your handwriting a clear one. This helps your teacher to read your test and makes the grading kinder for her; as well this nice handwriting is a part of the grading.

Fernando.

753. Looking for the right way to success

2011-11-25T12:31:00.004+01:00

Here is an email I sent to Javi’s mom one time, for her to send it over to Javi, before a near test of English at school. I taught Javi private classes. He was 14 or 15. He HAD to pass this exam. This exam, if he actually passed it, that would imply a significant step to pass a substantial part of the subject. I have changed these people’s names. Sorry for the likely format bugs. / Photo from: katarina-nocchie blogspot com. rainy day

Estimada Luisi,

Aprovecho para saludarte.

Escribo a continuación unas normas, o mejor, sugerencias que pueden ayudar a Javi en el próximo examen. Sugerencias porque lógicamente él está aprendiendo a estudiar, con mi ayuda, pero tiene que encontrar su manera, eficaz, de aprender inglés, él mismo.

Si fueras tan amable de hacerle llegar el contenido de este email, o el propio email.

1. Javi, dale vueltas a lo que aparece en las páginas del libro, que será la materia del examen. Lee, relee, fíjate en cómo vas aprendiendo el vocabulario, la gramática, etc. Así irás encontrando la forma tuya de estudiar que te lleve a aprobar ese examen...; mejor dicho, ese es el camino para que aprendas inglés. Dentro de 2 o 3, o 5 años vas a tener unas relaciones con personas que sencillamente se entienden en inglés.

2. Por cada frase que leas, cada minuto que estudies, vas arañando décimas en cada pregunta del examen.

3. Este examen es primordial aprobarlo. No quiero que te agobies, simplemente... sigue estudiando. Veo que estás mejorando. Vamos por (o vas por) 5 o 6 de nota. Es importante aprobar este examen; no basta que estés mejorando, que ya es mucho, que es todo realmente, y eso es lo que cuenta.

4. Que se te entienda la letra. Esto predispone a la profesora, y es parte de la nota del examen.

Fernando

752. A class with young kids

2011-11-24T10:40:00.005+01:00

One day teacher of English B said to teacher of English A, “A couple years ago I taught English to a small group: they were three. The youngest kid was 9 and the others were 13 and 12. At those ages that difference of years, as you know, is very big.

The youngest one was smart, though had little English. I started to give him instructions, sometimes, at every class. Like ‘Go to the green door and open it... now close it,’ etc. I made gestures related to the actions, with my arms and hands. If I spoke to him in English he would understand little – actually some words were unknown to him - but he began to understand me, and other instructions given by his classmates. This young kid began to relate, to connect ‘that language’ – he knew it was English – with actions and the physical surroundings. Moreover I had got to have this kid move and stand up often: it was necessary for him to do that, at his age, and also because he had been doing homework and studying for rather a long while before, in another classroom.” / Photo from: blogs longwood edu. female teacher with children in classroom.

751. Working together can boost efficiency

2011-11-21T20:44:00.004+01:00

Here is a thread post that was published in the web-site of British Council – BBC, www.teachingenglish.org.uk , and a reply by me. If you want, obviously you can provide some contribution. Sorry for the possible format settings on this post.

A qualified English language teacher...so now what?

Submitted by nbotfield_elt on 18 November, 2011 - 20:50

Hello Everybody!

Hope you're all well. I'm a newly qualified teacher with a BA in English language, an MA in English Language Teaching, a TESOL, bags of enthusiasm, heaps of theoretical knowledge and...no job. I understand the job situation is pretty dire in the UK for everyone at the moment so I accept the lack of interest in hiring an NQT. I'm going abroad to teach in about 9 months time, however, I was wondering if anyone had any ideas of what to do to keep me fresh and in the game for the time being? I've applied to volunteer once a week at a refugee centre but other than that, I can't afford to give up too much of my time for free.

Has anyone had this kind of experience before? Is there something other than teaching that you perhaps did, within the field of ELT, that might assist in keeping qualifications fresh, whilst perhaps also looking good on a CV? I'm a little bit stuck as every route I've gone down so far, e.g exam marker, winter English camps etc. has been blocked as experience in teaching is always needed.

So, in short, is there anything NQTs can do in the UK that will make them more desirable to future employers?

Any suggestions welcome!
N.

A qualified Teacher... so now what?

Submitted on 21 November, 2011 - 13:55

Hi N.,

I think I can, up to some extent, understand your circumstances from what you clearly tell.

I’d like to give you any useful hint, if possible, from what another teacher like me can say – although our circumstances are different.

First, as you actually see, the beginnings of any career are hard and tough. However you’got many positive points in your favour.

As far as I know, a native speaker of English is welcome here in Spain if he or she wishes to teach English. Here in my country we do have very big cyphers of unemployment. However, as I’ve said, and I see how things are going on here more or less, an English native speaker is very useful. Even more if the teacher is British.

I live in Granada, south of Spain, you may know: Sierra Nevada and skiing, Alhambra, a lot of tourists... and you have amazing titles that any employer would like to have, from an overview perspective. Not only in teaching English but in many varied jobs – I see you’d like to work according as your achievements though.

Plus you have some professional and interesting experience; experience of a job or work is very well welcome here; all of this is something to take into consideration.

Now, and more and more, Spanish people are longing for mastering English: quite many, many people, mostly young people, can’t be hired just because the employer demands a high level of English. And you are a highly-qualified teacher to teach that very advanced level.

Today nearly any (almost any) young person does need English to apply for a job.

I guess, anyway, that lodging and the sort can be a big problem for you, as you have little money.

In my case, at the end, I was hired for a job as an English teacher... and I’m not an English native speaker.

Well, I tried to give you some spark of light, I’d like. I would, if you let me do so, encourage you: you do have interesting titles few people have.

That said, and you’re a clever person, I presume, the stuff written here is not sort of paradise and all is easy – not necessary to state, but I did.

At your disposal. Best wishes, N.

Fernando

Granada, Spain

English teacher and teacher trainer

http://fernandoexperiences.blogspot.com

(Photo on this post from: officefreaks com. working together)

750. Management of the class

2011-11-21T11:20:00.003+01:00

One day teacher of English A said to teacher of English B, “In order to manage the class, or in other words, to efficiently teach and create an atmosphere of work, I think it’s essential to continuously observe your students: if they are following you, following another classmate that is responding or explaining about his or her experience, if that student over there is lately more absent-minded..., if there is some furtive-looking sort of plotting between two students - smiling cunningly, with furtive and shifty looks at each other...

View all this not as something negative and invigilating-like. I see you’re trying to manage the class so as to make their real and serene learning English easier.

You’ve got to intervene as soon as possible to cut off possible disruption and misbehavior problems.

I’ve seen you also take into account the average students and the high-achievers, who are trying to listen to the teacher and the conversation between two or more students in English.

Now I can remember one day when two students were discussing, for long, about the way each of them studied English. It was amazing: both were naturalistically communicating with each other, and I think they were not aware they were talking in English: the important point then was the discussion and nice small controversy between those two students, of 12 or 13 years. The interest for listening to those two kids grew among the others.” / Photo from: pard technion ac il. Students With Computer

749. He knows strategies to win

2011-11-19T17:18:00.003+01:00

I’ve sometimes quoted from brilliant expert H. D. Brown. Today I offer you some (hopefully) useful points for your teaching English and for your students.

They are taken from this author, (1989) A Practical Guide to Language Learning. A Fifteen-Week Program of Strategies for Success. New York: McGraw-Hill. I’d say the methodology he proposes for learners is helpful and encouraging. You can consider each of the points:

1. It sets a general “tone” with which you can approach the language you’re learning.

2. It describes how successful language learners are able to develop effective combination of emotional, intellectual, and physical abilities.

3. It helps you to believe in yourself and to take charge of your own learning above and beyond your classroom activities.

4. It helps you to understand yourself as a language learner and to discover your own unique strategies for success.

5. It gives you helpful ideas for working cooperatively with your teacher and with your classmates, all of whom are members of a team. (page 2).

I included this quotation in a paper that a journal of Universidad de Jaén published in 2006 (Journal: Guadalbullón). More quotations if you type this scholar’s name in Search/ Photo from: paddling about com. Scott Parsons 2008 Olympics

748. She loves her private classes

2011-11-17T21:07:00.002+01:00

One day a teacher of English said to a colleague of his, “Like you know, I plan every class. Last week, however, I arrived at the center where I teach private classes to a boy of 13 or 14, and at the beginning I told him something like ‘Ok, I didn’t plan today’s class.’ Actually he has to study English harder... and learn how to study and learn, more importantly, I’d say.

Being honest I have a clear idea about what I have to do in the classes, in general. ‘What do you think we should do today?’, I asked him. And when he said what would-be more appropriate then, I had to focus on what he had thought preferably to do, not follow my ideas!

I’d dare to say that in this way he got more aware of his needs. I hope in this way he’ll become more autonomous, and the like. I’m a mere help, you know, and it’s him who has to attend the classes as the protagonist.

That week, he improved, because, like I said, he felt the protagonist of the learning English process, and I was kind of scrutches for him to walk then, necessary ones okay, but some day he won’t need those scrutches.

Well, better said, I’ll keep on standing by him to try open him more challenging ways to become a proficient speaker.

Remember, all in all, you teacher are the other protagonist in the class.

Well, man, perhaps, if you ask a student what to do in the private class, he can tell you he doesn’t know... This is part of the game, it’s natural. Such is life, it’s not regular. This is part of the great work of teaching English.” / Photo from: cooperpiano com. yamaha piano playing

747. All can be educative

2011-11-16T11:24:00.003+01:00

One day teacher of English A said to teacher of English B, “A couple of days ago I was going out my classrroom. While I was talking to a soccer coach of our school at the large hall I saw a small group of young kids running around and playing over there. Natural. Also there were some leaves on the floor, because we’re in fall, and the soft wind pushes leaves into the building.

I asked, anyway, those kids if they had anything to do with the leaves on the floor – at that moment I hadn’t realized we’re in fall. One said, ‘It wasn’t me’ [in Spanish] and then flew away to the gym to practice soccer.

One of the kids was left behind, in the bathrooms. After that he also sped out to the gym. I noticed the light of the bathrooms was on. So, I thought I should tell this latter student to leave the place after having turned off the light.

I then went down to the gym, asked another soccer coach if I could pick up the child for a short while. When we two reached the bathrooms, I asked the kid to turn off the light and told him the reason why. He said he didn’t know where the key was. Okay. I had him find it and turn the light off.

You can think this is a small thing, and it is indeed, but at that moment I thought this was a practical way of teaching the kid to save electricity and to learn to take care of his school and think of his classmates. I thought this was educative.

Sometimes I say to some students to put their desks in neat rows after the class. Then sometimes I catch me thinking they’re learning to behave better.” / Photo from: irishhospicelibrary wordpress com. school children

746. The Internet as a common instrument for teachers

2011-11-15T11:27:00.004+01:00

Today teacher of English B said to teacher of English A, “Yesterday I was talking about the Internet and books, when we were at the teacher hall. Just I wanted to tell you that, well, as anyone knows, this tool is a great one, not only to find information quickly. I think it’s fair to say all this, obvious it may be though. The Web offers so many other things. My colleagues and I use it to learn from other teachers of English worldwide, to share resources, to share experiences, varied points of view about similar circumstances, games, read the experts, find interesting texts to exploit in the class, to find solutions, to make the kids think and contemplate. Tomorrow or whenever possible, please, tell me what you thought about teaching politeness to our students and that story you once mentioned.” / Photo from: rockvalleycollege edu. Illinois. The young man in the picture doesn't necessarily have to be a teacher

745. Students learning to contemplate

2011-11-14T11:32:00.003+01:00

One day teacher of English B said to teacher of English A, “I’m trying to update my capability of utilizing the new technologies as tools to improve my students’ learning English.

Sometimes I take my kids to the computer hall, and have them search topics like history of aviation-challenges or Asian countries. I assign a limited time to fulfill this work, like fifteen minutes for instance. We use Google (Explorer 8) and Firefox. They are just great to quickly find information. The students work in pairs or in groups of three, because of the number of available computers.

One father came up to me last week and made me think: he told me that obviously it kept being necessary to read books – also e-books, sure – for they make the kids think more carefully, contemplate, be creative, invent stories, ponder things: in a word, to be more careful and calm in thinking. The Internet, yes, but also books.

He added this was not any ‘against’ the Internet at all: both are complementary, evidently, and when using the Internet it also helps think.

Kids need to learn how to think in a calm and creative way, read carefully, enjoy reading, relate parts of the plot and the characters among them. In that way kids would improve (as well) their spelling and get a neat handwriting. As a conclusion, if I wish my students to be more really-thinking people, and so, more independent and critical about current thinking, I ought to learn how to combine the Web with reading books – and e-books.” / Photo from: informedfarmers com. New Zealand farms

744. Leisure activities also

2011-11-13T16:40:00.003+01:00

Something very simple today. I’m a teacher of English but often I also think of teachers of other subjects. I'd like many of the posts of this blog could perhaps be useful to those other teachers. A few days ago one kid told me they have eleven subjects in total! One teacher told me once that I should bear in mind the fact of the students having that big number of subjects. For example, a good moment to bear that in mind is when assigning homework: rather brief, continuous and relevant for the process of learning English. Also I ought to remember that young people have got to do sport and move in general, more when concerning young kids. / Photo from: swimming org. man swimming

743. Teaching to catch the core of the problem

2011-11-12T18:06:00.003+01:00

One day teacher of English B said to teacher of English A, “I’ve been awaiting for today to tell you about my experience at teaching private classes, as you asked me to do. I have reached a conclusion regarding these classes, look.

Some students used to ask me for private classes, a few years ago. The first premise was they failed the school subject of English, because they did not know how to study the subject of English; it wasn’t like math, history, geography, economics; often they didn’t like the subject, I think because they saw it as something useless: a meaningless textbook, a lot of meaningless exercises, grammar that didn’t mean anything for real life, nonsense texts.

I don’t mean at all that today’s coursebooks of English are dud – I believe they are a really-helpful instrument for learning English... only if students learned how to make a good use of them!

Many times this happened in spite of my colleagues’ nice effort to fulfill their duty as teachers of English.

My private students used to fail a test after another. Nevertheless, when they discovered the book was an interesting and indispensable tool when they plunged into it, more and more, eventually they passed the subject of English.

Now it was a tool to build up realistic English. Soon the exercises passed to be meaningful. I proposed sentences as examples related to their everyday life, with a slight stroke of humor. I explained the importance of mastering past simple because it’s one of the most commonly used verbal tenses when talking in English, isn’t it?

I tried to connect a text about recycling garbage to their real life.

As a general positive summary: they learned how to take the best from the textbook and drills and exercises, and as a result they began to willingly face those exercises, and that fact led them to pass the subject, and a few times even get a good grade.” / Photo from: 10mmmman wordpress com. bald eagle landing down on tree

742. A message for teachers

2011-11-09T11:29:00.002+01:00

Here is an address of John Paul II to the students, teachers and administrators of Rome’s schools. I re-read it and think it can be encouraging for us, teachers, and teachers of languages. This speech was on February 13, 1999. I hope it’d come in useful. Every sentence is meaningful because it provides an ample vision of our day-after-day work. / Photo from: dailymail co uk. postman

It is the school's task to develop in the students an appropriate knowledge of the world, of cultures and of languages, and at the same time to help them search for the truth with an open mind, in order to form a free and responsible personality. In this journey which nourishes the mind, acceptance of the "mystery" of man cannot be lacking: it appeals to God and makes us discover his action in the world.

741. Writing about really interesting topics

2011-11-08T13:03:00.003+01:00

One day teacher of English A said to teacher of English B, “Writing texts is one sheerly great way to begin to express students’ ideas in English.

As well it’s a way to develop their thinking capability, because the students have to invest an effort, an attractive one, to sort out the ideas they wish to communicate with you and his or her classmates. One example: they’ve read a text about sex discrimination.

From the beginning, I would tell you, the students should make up sentences by using the words and grammar they’re learning lately; this could be a starting point to actually think in English, and so not translating from Spanish.

With some experience you will learn how to rope your students in an interesting topic they like, perhaps because you’ve commented about it, and they tried to give their own ideas, trying hard to utter them in English, while you might be helping them with the vocabulary they don’t know.

Don’t focus on correcting the grammar mistakes at this stage: let them talk about what they think.

You can provide them with prompts to speak out by asking them really interesting questions about the topic. Also you can say sentences about the text and then ask them whether they’re true or false.

I’m not going to say more things now about writing and discussing about a given topic. A lot of teachers have done it and you’ll find their vision of those processes of speaking and writing in the Internet and books. I’ve already told you further things in this blog.” / Photo from: blog nj com. girl writing

740. They're following your directions

2011-11-07T11:13:00.002+01:00

One day teacher of English B said to teacher of English A, “Yesterday Sunday, I saw a mom that was repeating the same order or warning to her little kid, like, ‘Don’t climb up that verandah; you can fall down’.

And she said the same warning several times, in a louder and louder voice. Meanwhile the kid was not listening to his mom. This was in the central green downtown.

Farther was another mom, who, in a low voice, was telling her son not to climb up somewhere, in a nice but firm voice, and she went on to explain what could happen to the kid, the possible consequences of this climbing up to that dangerous place. She didn’t repeat the same sentence too much. She expected the kid to do things nice.

Well, this is an example I’ve invented but it could help you, in your classes, whenever you’ve got to say an instruction to your students. Don’t repeat the same thing many times. Just once, or twice, in clear and simple terms, calmly, helping your students see the advantages of doing something correct.

This conducting is educative.” / Photo from: panoramio com. by sluppus. Boys in an excursion

739. The right swing at the right moment

2011-11-06T19:25:00.003+01:00

While driving back home after school teacher of English A said to teacher of English B, “Like I told you last week – what I meant then – is that a teacher must acquire prudence, good sense.

Think for example of assigning as homework to read a text from the textbook, which includes examples of the difference of usage between past simple and past continuous, which also is at that moment better than setting as homework just to do a drill about that difference of the two verbal tenses: the former homework is, at that moment, more appropriate than a mere exercise about those tenses.

Another example of good sense and prudence is noticing this or that student keeps on not participating in the class: he said the last thing in class five or six days ago – too much, perhaps.

You then try to facilitate his participating – you wait with patience, you give him or her some clue, you slightly praise their trying, and as a result you’re helping to build their self-esteem.

One other day you cleverly find out that then it’s the right moment to demand more from your students because they got interested in some topic and they wish to go on talking about it in English.

Man, we do need to acquire and gain this prudence and wisdom to manage the class, and what’s more, to educate them.

Like you know, our labor is not just teaching English. Your attitude in the class can be a marvelous chance to really educate your kids.” / Photo from: uncg edu. sofia aidemark swedish ure

738. Trust me, honey, this is the correct way

2011-11-04T19:07:00.003+01:00

I've just seen the link to British-Council - BBC I typed on post # 737. Oh, silly me! Sorry again: the right link is http://www.teachingenglish.org.uk/ I've been a bit hectic these days, so I think I've been wrong because of my hurrying up. Anyway, as you can see, the link is in my blog, at the right column of links. / Photo from: rgodldfr arb wordpress com. Forest in fall.

737. My apologies

2011-11-03T18:46:00.002+01:00

I'm sorry, you British Council - BBC team. For I typed your web-site link wrong, on post # 736. I've just realized that your real web-site link is www.teachingenglish.org.com

Thank you very much indeed, for your thorough useful service to us, teachers of English.

736. She's planning effcient classes

2011-10-31T11:01:00.004+01:00

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

735. Something about her everyday work

2011-10-30T16:25:00.002+01:00

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

734. A demanding profession

2011-10-29T23:42:00.002+02:00

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

733. Learning to pilot the vessel of classes

2011-10-27T12:01:00.002+02:00

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

732. Let your students talk!

2011-10-25T11:15:00.002+02:00

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

731. Showing one possible way

2011-10-24T15:49:00.005+02:00

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

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

730. Communication for them is essential

2011-10-21T11:16:00.004+02:00

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

729. Do you know her point of view?

2011-10-20T11:42:00.005+02:00

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

728. Building communication in English in classes

2011-10-19T12:09:00.004+02:00

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¡¡

727. Exploring new ways

2011-10-17T19:58:00.005+02:00

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.

726. She's a good German teacher today

2011-10-16T17:03:00.004+02:00

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

725. Communication? It makes every day feasible

2011-10-13T11:34:00.005+02:00

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

724. How d'you do?

2011-10-12T19:25:00.003+02:00

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

723. They learn their language from Mom

2011-10-11T19:57:00.003+02:00

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

722. A lot of students love stories

2011-10-10T11:09:00.005+02:00

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.

721. A huge number of teachers of English

2011-10-08T19:02:00.004+02:00

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

720. A regular day of theirs

2011-10-07T11:32:00.005+02:00

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

719. Our lady cleaners are great

2011-10-05T11:28:00.002+02:00

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

718. Please, tell me another story!

2011-10-03T11:14:00.002+02:00

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

717. The reason of their success: Planning

2011-10-01T11:26:00.003+02:00

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

716. Pulling forward from one another

2011-09-30T11:20:00.003+02:00

One day teacher of English B said to teacher of English A, “Last week a chemistry teacher told us that few days before she had asked a student to say the answer to an activity, and he had at once responded something like (in Spanish, L1) he could not do it because he was hyperactive, this little ‘sassy devil’.

What to do when some or many of our students just don’t want to work in the class? Now I could say: reckon and praise someone’s try, or right answer, small it may be though. This can be the beginning of pulling them upward from their passive state.

Keep on admitting the correct answers and their struggle to work nice. Try and try. This process will take a long time.

You can stop to briefly discuss their correct answer, so as to reinforce their effort and hitting the target. Have them approximate an answer, if someone wants to say nothing. Grasp the just low-voice hint he or she says. Exploit this hint to give some answer.

The point is to softly pull them out to start to work and think. Quite often this attitude from you might start to motivate them.” / Photo from: kksh org. Tour de France. Cycling pic

715. Ready to struggle

2011-09-29T11:15:00.003+02:00

One day teacher of English A said to teacher of English B, “Sport games, for example basketball, or here in Spain soccer, which is so popular (football), imply struggling, a sane fighting.

Life itself can be a sane struggling too. Living in the classroom and in all the school around can be so, alike. When we teachers love our job and wish to teach and assist our students to learn English, we’re prone to teach the class with commitment and at full dedication to our students – evidently sometimes or often we can feel tired or burned out or a zillion more hazards.

Difficulties, hard challenges, dire straits can make us teachers think and act more efficiently. The very same thing can happen to our students, when they try to overwhelm tough situations and everyday studying.

Teaching English is not a mere teaching English, like you know: it’s teaching a profession – as students – and ways to learn English: listening to understand, focusing on a drill exercise, making up a project-work within a small team. So, it’s teaching for life – not less! – and for a responsible work in society. / Photo from: fieldtechnologies com. School bus fleet

714. An essential part of her job

2011-09-28T11:54:00.002+02:00

One day teacher of English B said to teacher of English A, “In most of the centers I’ve worked, we teachers used to have tutorials with each boy.

Maybe at the first tutorial, at the beginning of the academic year, the student was afraid and trying to make out what his new tutor would be like. The first meeting might be cold, like a kind, say, of a mere report-filling-in.

With passing months the three-fold relationship among parents, teacher and student could become cooperative, efficient and warm. Something I came up with was ‘I’m asking the student to bring his stuff of English and we’ll discuss about his work, his mood in the class, etc.’, if he wants to.

I found out a lot about the boy, and with running days was him who asked me for help and advice. It was a good chance to put in his shoes to learn how he felt in the class, also his feelings relating his classmates, a clear insight of the group, and so on. It meant a new world I as a teacher discovered. / Photo from: junglekey com. A lady cleaning. Ireland

713. Helping him discover a new landscape

2011-09-27T14:06:00.003+02:00

One day teacher of English A said to teacher of English B, “A few days ago I attended an interesting lecture by a psychiatrist. Look, you and I have to learn and accept that we can have students with Attention Deficit and Hyperactivity Disorder in the class, and we must know this distress may be affecting them in a serious way!

Well, you’ve noticed some students are active in an abnormal way and they can’t focus on us, for example, however we do. It’s not something to ignore and obliterate – some students may need specific attention by a specialist.

Now I’m just telling you some practical things we can do with the students in the classroom: have that kid sit next to a calm one; positive motivation helps him or her more than your scolding – they’re very receptive to positive motivation; they better respond to a sequence of steps than if you assign to study four pages as homework; assign dates for rather frequent tutorials with his or her parents; also have tutorials with the student; this latter one should use a diary or organizer where he would write homework and dates of exams, and then be read by his parents every day at home, but then also by talking with the kid about these notes.

I know you right now are thinking of those few students you have, good! This might be the beginning of their correction.” / Photo from: 8screensavers com. Almost raining minimalist landscapes

712. Some suggestions to improve homework

2011-09-23T12:20:00.002+02:00

One day teacher of English B said to teacher of English A, “Relaxing after the classes naturally is necessary for our students, to later keep on plunging into the learning process of English.

Children and teens have to move and run, play some sport, for example. They could do this at some scheduled time in the evening. A mom some days ago told me that if they play sport, kids burn fats and use the body energy. She said also that kids shouldn’t live chocked with many extra-school activities, as well.

If they have classes in the evening, including lunch at the school, she - an expert in these issues who gives lectures – says youngsters could dedicate half hour to watch television, or play some video-games, listen to music… – before homework.

The point is that they would rest, ok, but not too long, for then it’s harder to focus again on school homework.

About us teachers she said it’s all right to take a nap at some time, but about 20 or 25 minutes maximum – otherwise, if longer, you get into a deeper period of sleep, and so you wake up worse than when sleeping for shorter.” / Photo from: kolkata olx in. Provide Tuition to the students of Nursery in South Kolkata Ballygunge, West India

711. That family looks nice

2011-09-22T17:16:00.002+02:00

One day teacher of English A said to teacher of English B, “You are a busy and committed teacher, no doubt. However, your first ‘investment’ has to be your family. And your Father God, firstly; you told me you need him. You also told me you often arrive home late, throw your bag aside, and close you in your office to carry on working, the students in mind always, of course. More or less it’s so, right? Almost no word to your wife, and your kids see and hear you little.

You deserve relaxing and staying with your family. They deserve you. Your wife does wish to talk to you. ‘Every night she tells me the same’, you think. She needs to be listened to by you. Her joys, her frustrations, your kids, her work out, your eldest son leaving for college… On the other hand you’re starting to tell your inner stuff to that young female teacher who just arrived to your center. Ok, you feel, it’s nice to tell your uneasiness to her. She’s so attentive, and sweet and young, you think.

Do you ever take your wife to the movies and after that you get two-flavor ice-creams while sitting in front of the fountain she always liked? You know, I tell you all this because I do see your late distress and your wish to get rid of your inner piercing things. Count on me, too.” / Photo from: providaalicante blogspot com. Family

710. His secret? Just studying

2011-09-20T11:32:00.003+02:00

One day teacher of English B said to teacher of English A, “Last week I had a tutorial with a marriage – I had called them to come to the school to talk about their son. The father had studied English when at school.

He told me something that can be interesting for our students. He said he was not good at learning English. All in all, once he thought this flaw shouldn’t go farther. Enough was enough. He plunged into the coursebook and started to analyze and try to understand the exercises and the texts. Little by little. With his dictionary. He was understanding! Well, he thought, this is not that difficult! He was glad when he realized of his progress.

On coming weeks he offered as a volunteer in class to say the answers to the exercises. He told me that he even began to like the subject of English, because he got mixed up in it. I support these experiences: I’ve seen it in my students, sure thing.” / Photo from: migrelief com. Boy Studying

709. He's prompt to help others

2011-09-19T12:13:00.003+02:00

One day teacher of English A said to teacher of English B, “Lately I’ve been coming up with the idea of the many things youngsters can do in favor of society.

Don’t get me wrong, I mean, I know not much about American politics, but I can remember what J. F. Kennedy once said. I can get an interesting point from the sentence. It was something like –remember- Ask not what America can do for you, ask what you can do for America.

I had a male student in my class. He was behind some misbehavior stuff in my class. The representative of the class suggested I could take the boy in charge of a small job for the class. Some problems still arose, but I can assure you he matured.

In his attitude there was something of a rebellion against rules or the kind. He and also his fellows wished to be authentic and genuine. And they were growing and getting out their childhood. They felt insecure. This is the age of boasting, shouting, dressing in a specific fashion way, so as to say: I’m someone! They start to be conscious of themselves, more deeply than when they were children.

With running years this kid focused on the direction of changing the world, and I tried to suggest him to develop some field which he had a special gift for. For example, once he told another classmate, ‘X is coming to the school excursion to Alhambra next week; we’ve got to achieve he have fun.’ Little things, though important steps forward.” / Photo from: elboomeran com. Tintin and Milu.

708. Communication unites us

2011-09-16T13:41:00.003+02:00

One day teacher of English B said to teacher of English A, “one of my current students yesterday told me she had met an American small gang this summer, in their vacations. Her level is advanced. They made friends with one another.

She had fun at communicating in English with people her age. She told me they met up together some days to have a drink in one of the bars of the town, at dusk.

When she wanted to say a word she didn’t remember, she did something very interesting: she explained the idea, the concept of the ‘missing’ word, by approximating the meaning, paraphrasing the meaning, using examples, explainig the use for the thing, using mime. This strategy is presented by Rebecca Oxford (1990) Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle Publishers.

It was fun, she said. She did achieve to set a natural communication with those girls and guys.” / Photo from: welive2care com. girl talking on phone

707. Excuse me, can I help you?

2011-09-14T11:34:00.004+02:00

One day teacher of Englisjh A said to teacher of English B, “A few years ago came to my school a new teacher of English. He was an experienced one. He came to me one of his first days to tell me he was amazed to see a student in a wheelchair: this student looked cheerful usually.

He and his family had had a car accident. This kid got seriously damaged in one leg. All in all, as I’m saying, he looked as though this inability was..., what shall I say it in my English? You know, this big problem had not affected him too much. As well, it was amazing to see how his classmates pushed the wheelchair, these and those at different moments, with nothing special.

A van used to take the kid to the dining-hall, a teacher of his driving the van. These things are nice at school, and can be an educative example for the students, and the teachers.” / Photo from: torange us. People studying pointer scheme