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About & Contact Pages

About Matthew
Contact Matthew
Lecturer Wanted: Silpakorn University in Nakhon Pathom, Thailand
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Recent MintoM Posts

July ’18 #CELTAchat summary: How trainers encourage and support trainees on a personal level
Vlog #10: Using (Buddhist) parables to frame points in feedback
Lecturer Wanted: Silpakorn University in Nakhon Pathom, Thailand
Contradiction into dissonance into retreat (into tradition) [Vlog #9 Follow-Up #1]
Vlog #9: A Practicum Progresses
Thoughts (set off by Marc)
Wired in
Teaching Practicum Supervisor Diary #4: Scattered notes
Vlog #8: update from the air conditioner
Teaching Practicum Supervisor Diary #3: state us your status (a vlog re: what I’m doing right now)
Teaching Practicum Supervisor Diary #2: Something that keeps popping up…
Some notes on a note…
Teaching Practicum Supervisor Diary #1: What’s what…
Vlog #7: Describing my new job
Theorizing Down
ListeNotes #2 (Part 1): Interview with Jim Scrivener at IATEFL 2016
M2M Vlog #6: Breaking
M2M Vlog #5: Fifth vid…yeah.
M2M Vlog #4 (whilst IATEFLing Online)
Teacher-Centered, Part 2 (M2M Vlog #3)
Teacher-Centered, Part 1 (not a video)
M2M Vlog #2: Wandering
Muddles into Maxims TV
March Paragraph Diary 12
Teachers’ well-being and mental health: an #ELTchat summary
March Paragraph Diary 11
March Paragraph Diary 10
March Paragraph Diary 9
March Paragraph Diary 8
March Paragraph Diary 7
March Paragraph Diary 6
#ELTmentor (to Anna)
March Paragraph Diary 5
March Paragraph Diary 4
March Paragraph Diary 3
March Paragraph Diary 2
March Paragraph Diary 1
A “TD success story” about slowly but surely developing my post-lesson teacher feedback skills as a CELTA course tutor
My 2017 in a 17-Item Bulleted List
In Praise of Papyrus
Here are some things that happened today…
Bye Seattle, Bye CELTA (for now): Some Scattered Notes from the ROK
Oct 4 #ELTchat: Web 2.0 Writing Tools
Current State Part 2: TL;DR!
On the current state (after Anna)
Ch-ch-ch-ch-changes: an #ELTchat on changes in teachers’ beliefs and practices over time
#Researchbites Carnival: The Taped Monologue as Narrative Technique for Reflective Practice
An interview about teacher training with John Hughes
“My triumphant return…and students walk out!” – my TD tale told at the 2017 TDSIG Carnival
The pre-service TEFL certificate: 12 things I learned
An(other) #ELTchat on Observation
My #ELTwhiteboard presentation at the Spokane Regional ESL Conference (March 2017)
Using a Fellow Teacher’s Lesson Plan
#ELTchat summary for Nov 30th, 2016: Ideas for Making the Most of Exercises
Who do I think I am?
Trainer Diary: 21
Trainer Diary: 20
Trainer Diary: 19 (TPFB notes)
Trainer Diary: 18
Trainer Diary: 17
Trainer Diary: 16
Trainer Diary: 15
Trainer Diary: 14
Trainer Diary: 13
Trainer Diary: 12
Trainer Diary Glitch
Trainer Diary: 11
‘Paragraph Blogging’ at 30k feet
Trainer Diary: 10
Trainer Diary: 9
Trainer Diary: 8
Trainer Diary: 7
Trainer Diary: 6.1
Trainer Diary: 6
No pressure…
Trainer Diary: 5
Trainer Diary: 4
Trainer Diary: 3
Trainer Diary: 2.1
Trainer Diary: 2
Trainer Diary: 1
Trainer Diary: 0
Six things that can frustrate/challenge a CELTA tutor…even the most ‘zen’ ones.
A student gives me feedback in 2011
The Power of Collegial Conversations for Teacher Development: A Dialogue in Progress
The So Whats of “Exercise E on page 5”
Live from Motown: CELTA TP Student’s ‘Black Belt in English’
Following Frances: Expert corrective feedback in action at Columbia University
Pardon the Correction: Meeting Students’ Needs & Expectations with Confidence (Video)
How I ran exercise E on page 5
DBA (Death by Acronym) on CELTA
Cert as CPD: Interviews with Anne pt. 5
Verbing weirds language…
Cert as CPD: Interviews with Anne pt. 4
Cert as CPD: Interviews with Anne pt. 3
ELT Podcast “ListeNotes”: The TEFL Show talks LPs, Obs, and PD with Anthony Ash
Cert as CPD: Interviews with Anne pt. 2
More this, less that: Tweeple’s thoughts on TT
Observing whom & Jai yen yen
Cert as CPD: Interviews with Anne pt. 1
An excerpt from my trainer-in-training diary
Some of my personal aims for helping improve the ITT course experience in 2016
30 Questions for Reflection with 2015 in the Rear-View Mirror (Part 3)
30 Questions for Reflection with 2015 in the Rear-View Mirror (Part 2)
30 Questions for Reflection with 2015 in the Rear-View Mirror (Part 1)
What is this?

Some of the Blogs I Follow

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Posts I Like

The Spinning Wheel on tekhnologic
Spin to win | A verbing game w… on Immersivities
3 Key Questions at the Startin… on James Egerton
Remixing a grammatical syllabu… on TESOL TOOLBOX
The affective issues cliff on Mark: My words
My students say the absolute m… on Oxford University Press
Too many to talk! Helping stud… on Oxford University Press
Reflective Metaphors: Water on Wednesday Seminars
My New Book - Now Available! on The Teacher James
How to overcome observation an… on CELT Athens

I Support #TEA! And so should you. Click the logo to learn more…

David Crystal: “It’s remarkable how long this old prejudice is taking to die. The facts are perfectly clear: for every one native speaker of English in the world there are now around five non-native speakers. The centre of gravity has shifted, and is not going to return. And because of the nature of their previous language-learning experience, fluent and linguistically aware NNSs bring to the table an analytical and comparative perspective that adds immense value to the teaching situation. If I were in charge of a language-teaching institution, I would want to know four things about applicants: are they fluent? are they intelligible? do they know how to analyse language? are they good teachers? I would not be interested in where they were born, what their first language was, or whether they had a regional accent. There are absolutely no grounds for discrimination these days.”

My YouTube Channel

My first classroom

At the ancient Munneswaram Hindu/Buddhist temple complex (what a place! click pic for Wiki page)

Some nice things former trainees have said about where I work

“I am so glad I took the CELTA course at ELS/Tacoma. The huge amount of information I received was very well organized and I got to implement it right away in the afternoon teaching sessions. The instructors were so supportive and communicative. They really set us up for success and encouraged us every step of the way.

They understood how much information we were absorbing and taught using methods to keep us engaged and motivated. Even after the course, they are still supporting me with references and help with overseas contacts and job searching. Getting a CELTA is a great way to further your teaching career, and I can’t imagine a better course than at ELS/Tacoma.”
- Karissa

“I couldn’t be more pleased with the course. The practice teaching sessions gave me necessary experience such that my principal has since entrusted me with a wider range of levels, and I feel empowered by that challenge. The course helped me professionally, and it gave me some inspiration to look at graduate schools and to present at conferences later this year. I recommend this course to anyone, from experienced to novice teachers. With an open mind, you will be surprised at how much you learn.”
- David

(This meme was part of the #TriTESOLmeme massacree at the TriTESOL 2016 regional conference. Click image for more!)

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http://the-round.com/

With my trainer-trainers!

Click image for my original blog: The Diary of a Newbie CELTA Trainer

Posts from my old blog: Diary of a Newbie CELTA Trainer

If you liked D of a NCT, you’ll like…

…my new blog: https://muddlesintomaxims.com/! I know it’s been a while, but I thought I’d just post this here in case anyone who hasn’t seen my new blog might like to follow me over. Followed this? Go over and follow that! 🙂 Cheers

Questions about Running Feedback Sessions

Originally posted on Wednesday Seminars:
Introduction I recently worked on an intensive two-week course for teacher trainers. 33 teachers from Lebanon were learning (about) trainer skills, qualities and thinking. Each of them in turns experienced leading one group feedback session with a group of peers. After two or three lessons followed by a feedback sessions…

5 Brief ‘Bottom-Up’ ITT Notions

(ITT = initial teacher training, CP = course participant, T = trainer, S = teaching practice class student) Below are five simple alternative imaginings, each followed by how it’s generally done on the CELTA I work on (btw, this is *not* a critique of the/our standard CELTA, just reflections…a thought experiment). 1. ‘Moving into being […]

‘3XP’ is a great idea/reminder…

http://demandhighelt.files.wordpress.com/2014/04/guzik-3xp.pdf That’s all for now ;P

CELTA grads & Local ESOL Jobs

I post open positions in local ESOL programs to the ‘Boston ESOL Job Shouts’ page of this blog semi-regularly. I announce and link to these posts on our private online network for current and former CELTA trainees hoping to spark interest and facilitate connections. We very occasionally get trainees with experience and/or interest in teaching immigrants […]

‘Fly High Pecha Kucha’ Redux: What Makes Me Me in ELT

I threw together a recast/redux/rebirth of my online Pecha Kucha from the iTDi MOOC on WizIQ last month. It’s Pecha Kucha presentation as VoiceThread! Feel free to comment if you’re on VT. I made it as a ‘first thought, best thought’ exercise not really entirely remembering what my ‘script’ was the first time around. Find […]

The silent class

Originally posted on livinglearning:
Week after week and class after class, they sit silent. When they are called on, they sit silent. When they don’t understand something, they sit silent. When they understand perfectly, they sit silent. When they have no specific task, they sit silent. When they want to say something to their friend,…

‘Preflective Lesson Prep’: My iTDi MOOC Presentation

Preflective Lesson Prep: Ideas & Inspirations This is a follow-up post to a webinar I did with iTDi during their ‘Summer School’ MOOC on WizIQ. You can see the full list of all the MOOC presenters + presentations here. Below, I’m going to write about iTDi, the recent MOOC, and WizIQ. At the end I’ll post a […]

Connecting speech to written words

Originally posted on ROSE BARD – Teaching Journal:
Connecting what you hear to how it is written through dictation Instead of making students copy from the board or give the sentences already written down, how about dictating them? Photo taken from ELTpics by @CliveSir, used under a CC Attribution Non-Commercial license Listening and transcribing was…

Unfortunately…

Life-ing > Blogging I’ll be sure to rectify this next week! A week off…and I’ll be out in the country, but with strong wifi 😉 A much needed, perhaps even much deserved, break! So, see y’all soon…lots to post, actually. Lordy, there’s been some shifts in the Newbie’s perspective and approach. And a webinar to […]

Some memes I made + random images

Folks who follow here :)

English Droid’s ‘Maxims of ELT’

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	Matthew on Lecturer Wanted: Silpakorn Uni…
	Tyson Seburn on Lecturer Wanted: Silpakorn Uni…
	Matthew on Teaching Practicum Supervisor…
	Sandy Millin on Teaching Practicum Supervisor…
	Marc on Thoughts (set off by Marc…

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