In my institution, we have a solid teacher evaluation system that has been in place for over twenty years, of course with adaptations along the way to face our ever-changing times. In this evaluation system, we try to balance the need for measurement and for development (Marzano, 2012). We also take into consideration teachers’ knowledge, awareness, skills, and attitude, according to Freeman’s (1989) KASA framework. Teachers are evaluated based on their performance in the classroom, with observations as data, as well as based on their role in the...

My whole formal educational background is academic, from my B.A. in Journalism, to my master's in Teaching English as a Second Language and my doctorate in Education. Everything I have published so far is academic, about learning and teaching. Most of my presentations in conferences are about academic topics, ranging from second language writing, assessment, and teacher development. Only recently have I started presenting on topics related to leadership and management. Thus, I can safely say that I am an academic in a leadership role. It's not that I...

One of the best features of my job is that I get to observe teachers in their second semester in the language institute where I work.  In their first semester, they go through a mentoring process and are then observed by two other academic specialists. These observations usually go very well. The teachers are very professional in their attitude toward the whole process; they submit their lesson plans in advance and participate actively and reflectively in our pre and post-observation meetings. I find it a very rewarding experience in...

If you are reading this post, you are likely to be a connected educator committed to life-long learning. As such, you are probably someone who, just like me, works many hours a day in your demanding English-teaching, coordinating, or managing job and, in your free time, engages in all or some of these activities: Read professional materials, such as books, articles, and blogs. Interact online with other professionals. Write academic materials such as books, articles, and blog posts. Serve in a professional association such as TESOL, IATEFL, and...

In an integrated-skills curriculum, reading and writing can be easily neglected if curriculum developers and teachers do not make a conscious effort to focus on them explicitly and to teach them as skills on their own right, rather than mere reinforcement of grammar and vocabulary or a springboard for speaking. I have already discussed the teaching of writing in two of my posts this year, so this time I will address the teaching of reading, with a focus on intensive reading*. As a program superintendent and teacher developer, I...

My passion for English began when I was a child and lived in the U.S. for three years while my parents went to graduate school. Upon coming back to Brazil, I was enrolled in a traditional language institute in Brasilia, Casa Thomas Jefferson (CTJ). There I went from the intermediate to the advanced level and then took several ESP courses until I was old enough to take the Teacher Training Course. It’s not that I wanted to be a teacher. I just wanted to keep up with my...

Not long ago I read a blog post in Edutopia  by Jason Deehan about whether venting about students should be banned. What motivated the author to write the post was the fact that he had come across a comment about a school that discouraged teachers from venting about their students because they felt that it was a matter of respect, of not talking about students behind their back. At first, he was shocked about the idea, for venting is a teacher staple just like drinking too much coffee....

    In my last post, I wrote about why it seems to me that the topic "teaching writing" is avoided in ELT conferences. Now I'm going to mention why I believe it is a topic that should receive more attention, and I'm going to do so by relating it to some of the hot topics in the last Braz-Tesol conference and others I've attended recently.   Critical thinking   Bloom's revised taxonomy (Krathwohl, 2002) has been repeatedly mentioned in the past few years, and it was no different in the Braz-Tesol conference....

  The fabulous 15th Braz-TESOL International Conference ended a couple of weeks ago and I am still processing all the information I acquired in the many presentations I attended during the event. The program was varied both in terms of topics and presenters, and everything I chose to watch was meaningful in one way or another. I myself gave a talk, together with my colleague and CTJ course supervisor Silvia Caldas, on how we adopt and adapt the process-genre approach to writing in our context. We had a wonderful group...

Already thinking about the upcoming Braz-TESOL conference, last month I wrote some tips for successful conference presentations, and my dear colleague and friend Elaine Hodgson wrote about networking at conferences as a key strategy for success. This time around, I would like to focus on tips for successful conference participation, with a view to helping our interlocutors get the best out of all the talks, workshops, plenaries and panels they attend. Going to conferences can be overwhelming. We go from one room to the next, frantically seeking presentations that match...