02 jun 2019

by | in Classroom Experiences, Reflections about Education, Skills, Teacher Development, Trends in ELT

Taking the DELTA has changed me as a teacher in many ways, but I believe that it has most influenced the way I perceive and teach listening. I first came across the term ‘decoding’ when my dear tutor Melissa Lamb from IH London introduced me to John Field’s book ‘Listening in the Language Classroom’. Later on, I came across Richard Cauldwell’s brilliant book ‘A Syllabus for Listening – Decoding’. This is the second post inspired by these brilliant minds which have also shaped me as a teacher and...

25 abr 2019

by | in Teacher Development

Are Good Teachers Born or Made? (https://www.richmondshare.com.br/are-good-teachers-born-or-made/) is probably one of my favourite articles by Marcela Cintra here on the RichmondShare Blog. I sometimes revisit it when looking for some inspiration. When the going gets tough, teachers turn to other teachers for support. In this enlightening article she argues, among other things, that teaching is not for anyone who is simply passionate about the language or enjoys being in the classroom. It is for those willing to go the extra mile and work hard to sharpen their skills. I...

15 abr 2019

by | in Classroom Experiences, Reflections about Education, Skills

What is your passion when it comes to teaching EFL? Is it one of the four skills [listening, speaking, reading or writing]? One of the four systems [pronunciation, lexis, grammar or discourse]? Teaching YLs or teens? Methodology, perhaps? Teacher training? - Hard to pick one, right? Well, I'll do it anyways! I'll start with Listening - why is it one of my many passions? Because of the challenge it presents teachers with: we cannot enter our learners' ears to check what they are actually understanding. For this reason, I'm starting a...

06 abr 2019

by | in Career, Reflections about Education, Teacher Development

Have you ever heard of a continuous improvement cycle called the PDCA cycle? I am sure most of you who have already studied a little bit of business management have certainly come across this acronym before. But for those of you who haven’t studied any business theories, PDCA is an acronym that stands for Plan-Do-Check-Act. These are the four stages of this continuous improvement cycle that can be applied in business and in our personal lives as well. But what does this cycle have to do with teaching? Well,...

02 mar 2019

by | in Career, Reflections about Education, Teacher Development

We hear about CPD, the acronym for Continuous Professional Development, all the time. Although CPD is not only about taking courses, they are certainly a prototypical concept and the number of courses aimed at teachers has been increasing steadily, or at least this is the impression I have. When it comes to courses, one of the most common questions we hear is “Is this or that course worth it?” or “Should I do this course or not?” The answers, however, are definitely not as simple as the questions....

15 jan 2019

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

I’d like to start this post with Maya Angelou’s beautiful statement: “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” As a subscriber to MET (Modern English Teacher), I received the October 2018 issue at home this month. Their articles cover a wide range of topics as you can see from its cover: [caption id="attachment_8235" align="alignnone" width="539"] MET magazine October 2018[/caption] One article, in particular, drew my attention: Promoting gratitude among learners by Jeffrey Dawala...

04 jan 2019

by | in Career, Teacher Development

This is a fairly broad topic with a myriad of issues, such as the observer and observee’s attitudes towards having his/her lessons assessed. There is also the matter of how many times a teacher should be observed in a term, and when (before/after tests, two weeks after the first lesson, etc), having in mind the assessment factor. Attitude The attitude changes according to the observation purposes: development, (quick) problem-solving, assessment, etc. When a teacher is being observed for developmental reasons, usually he or she tends to be more open...

15 out 2018

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

When we ask learners what they like most about school, their usual response is ‘Nothing’, ‘My friends’, ‘Going home’, and few of them come up with a teacher or a subject that they actually enjoy. One of the possible reasons why learners are disengaged from their schooling is because they see no real purpose in what they learn there in relation to their future lives or employability prospects. They usually go to school because they have to and they have to pass the ‘Vestibular’ or ‘ENEM’. Another intriguing aspect...

23 set 2018

by | in Career, Teacher Development

Two weeks ago, at the Independence Day holiday, I had the pleasure of moderating a BrELT Chat with one of the sweetest people you will ever meet at the BrELT on the Road 2018: Veruska Gallo. Our discussion was focused on bringing professional development to the school we work for. DISCLAIMER: this is not a summary of what happened, but an overview of my rushing thoughts during the session. We kicked off the discussion by asking what the CPD initiatives their school offered were. Silence. A disturbing and suffocating silence...

02 set 2018

by | in Career, Reflections about Education, Trends in ELT

Scene 1: Big conference in Brazil. The speaker, a Brazilian, goes onto the stage to begin her plenary session. While she speaks, you notice she makes some mistakes, pronunciation mistakes, grammar mistakes, but the content of her presentation is relevant and she manages to get her message across. At the end of her talk, you hear teachers, the vast majority of them Brazilians, commenting on the mistakes and criticising the presenter. Scene 2: Same big conference. The presenter on the stage is not a native speaker of English, and...