10 set 2017

by | in Classroom Experiences, Reflections about Education, Teacher Development

If so, how has it helped you to know your learners better? And furthermore, how has it benefitted your learners’ experience? Going back to the two perspectives explored on my last post (richmondshare.com.br/its-time-to-start-over/), here are some of the choices I have made so far: Leaving our comfort zone I have been working mainly with peer observation. It has proven to be a powerful tool not only to foster both cohesiveness and trust among teachers, but also to shed a light on aspects of our teaching that we cannot perceive on...

08 set 2017

by | in Career, Classroom Experiences, Teacher Development

I have already written about ‘motivating adult students’ inside the classroom. However, I would like to go back to that. Before, I focused on more meaningful lessons and working on areas to which students would relate better due to their professional or study choices. Nevertheless, I would like to discuss further how to engage or motivate students behind the scenes. That is when students are not inside the classroom and/or participating in a lesson. In this post, I will be mentioning actions that can and should be taken "behind...

25 ago 2017

by | in Career, Classroom Experiences

On the morning of July 19th, 1692, 71-year-old Rebecca Nurse was convicted and hanged in New Salem, Massachusetts. Her crime? Perhaps quarreling with a neighbor over some trespassing pigs a few years earlier was what triggered several accusations that followed. Being an active member of the community and being known for her good character didn’t save her from what would be known as one of the most senseless cases of hysteria among community members in history. And one might think that her trial and conviction were riddled with...

24 ago 2017

by | in Classroom Experiences, Speaking and Spoken Language

Scarcella and Oxford (1992) mention that ‘a learner will basically need to develop competences in order to become proficient in an L2 – grammatical competence, socialinguistic competence, discourse competence and strategic competence.’ I bet that at the some point of your teaching career you have come across that student who wants to learn only to speak English. Little do they know that there is a lot more to it than meet the eyes. By the same token, some teachers might consider developing Speaking Skills a challenge, especially if they are...

19 ago 2017

by | in Classroom Experiences, Classroom Management, Learner Autonomy, Reflections about Education, Teacher Development

Below is a follow-up to one my post entitled Close Encounters of the Third Kind - Part I",  which went online precisely on March 3, 2016. In it, I attempted to describe how terrified I was by the prospect of having to teach a group of kids exiting childhood and stepping into the much dreaded adolescence, at least in the eyes of a large number of teachers, parents, coordinators and educators of all sorts who are somewhat in charge of not letting things get out of hand. The account I am...

06 abr 2017

by | in Classroom Experiences, Teacher Development

In my experience as a CELTA tutor, many candidates arrive on the first day having read and researched about what to do in the course (if you don't know what the CELTA is, by the way, you can find more about it by watching this webinar or by checking out Cambridge's official website). There are plenty of blogs and videos out there telling you about what books to buy, what CCQs are, how to teach receptive and productive skills and all sorts of other things. This is all very helpful of...

24 mar 2017

by | in Career, Classroom Experiences, Classroom Management, Learner Autonomy, Lesson Ideas, Skills, Teacher Development

It might ‘cost you dear’! That is what we generally hear when people talk about investing time and money in learning a foreign language. By the same token, professional teachers are usually judged by how qualified they are in the teaching community and investing time and money on CPD seminars seems pretty much the way to go. On 18th March, I had the opportunity to meet up with brilliantly committed teaching professionals at Braz-Tesol Belo Horizonte Chapter on Teacher’s Development. BTW, well done you on your organisation. I delivered...

06 mar 2017

by | in Classroom Experiences, Vocabulary

A couple of years ago, Damian Williams wrote a post explaining why he doesn't like teaching idiomatic expressions. I wrote a response to that, as I strongly disagreed with him. However, a recent conversation with another teacher made me rethink that a bit. Here's the situation: I have two private students, both of whom work for multinational companies. One of them works for a German company, the other for a Dutch company. As you'd expect, English is the international language used for communication between workers but, and this is...

04 mar 2017

by | in Classroom Experiences

I am sure every one of us teachers have, at least once in your lives, come across this question: “Teacher am I fluent? Because my boss said, I have to be fluent in order to get that promotion, or to participate in that conference, or to present that meeting, or to travel to the headquarters of the company I work for, etc.”. What do you answer, then? I often find myself trying to explain the difference between accuracy and fluency and however hard I try, my students oftentimes have...

01 mar 2017

by | in Classroom Experiences, Language Acquisition, Learner Autonomy, Teacher Development, Vocabulary

How many of us have heard learners expressing the wish ‘I want to be fluent in English’? But then, what does it mean to be fluent? As the title suggests, I truly believe in walking through life with our ears wide open, and there is one belief that has permeated my teaching over the years: the importance of triggering learners’ curiosity towards language and its genuine use in various contexts. As a learner myself, I have always wondered how to become fluent in another language. Naturally, when I started teaching, I...