Teaching Practicum Supervisor Diary #4: Scattered notes
An exploration into all things ELT
English Language Teaching materials
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Zero or Minimal Preparation Activities for Busy Teachers
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English language teaching
#ActuallyAutistic parent and retired tech worker
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English Language Teaching
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English Language Teaching – Also Manet
"So we’re drifting downstream; exposed but unseen, all covered in exclamation marks. Give me something tender, something I remember. A touch or a beat, a wave of heat that hits the heart."
a teacher/trainer/learner reflecting on shifts from confusion to clarity (and the other way 'round)
A teacher's journey away from safe harbor
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Lessons between the Angel and the Lion
Learning to reflect, together
Studies in Self-Access Learning
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The official blog of the Association of B.C. Teachers of English as an Additional Language
a story about bad grammar and non-existent punctuation and my TEFL adventures
For developing EFL/ESL teachers.
Resources for English language teaching and training
Establishing a phonetic foundation for Adult English Language Learners
Brewing up ideas on ELT
The Warwick ELT, an ELT-based ezine run by a group of MA ELT students in the Centre for Applied Linguistics, University of Warwick, promotes informed discussion of developments in ELT and draws attention to research and innovative practices related to English language learning and teaching and teacher education.
English language teaching sparks to help ignite your creativity
Insights, reflections and random thoughts from an English teacher in southern Taiwan
TEFL tips and ideas from a developing teacher
ELT, Leadership, Language, Linguistics, Education
Things I’ve said a lot this week (elementary, CELTA week 2, 8-11 50-60 year old female students):
– Do you believe you have the right to their attention? If so, do it with conviction!
– If you don’t have their attention at certain points in the lesson, it’s a waste of time trying to do anything else, because they’re not mentally with you.
– It’s not about what you ‘should’ or ‘shouldn’t’ do, it’s about what the students need.
– What’s the next stage in the lesson? Is there anything in the coursebook that does that for you? If so, why not use it? If not, how can you add it in?
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I love this. I love that you are taking what you say seriously. It is NOT just ‘trainer-talk’ in the same way ‘teacher-talk’ isn’t ever “just” something. It is through our talk that our work gets done. To ignore it – or to get caught up by the notion that really focusing in on the powerful things you say is somehow self-indulgent…well for me the wool has been removed from my eyes. I’m done looking elsewhere.
So, I recently stated recording my feedback sessions much more systematically and will continue to do so. And then I will formalize things and analyze the discourse on the basis in the idea that a) WHAT we (and they) say to each other is the training and b) HOW we (and they) say these things is the training. It’s just that (and the x ‘is’ y not being exclusive is intentional there). As a way of looking, it’s super basic…but I think highly generative when fed with the data. Especially when the data is intimately familiar.
The final nudge came from Johnson & Golombek’s book ‘Mindful L2 Teacher Education’, and I think I’ve finally found – happily, as I’ve now landed in a university setting – a satisfactory focus for deeper, focused, now-please-God-Matthew-stop-just-stop-being-distracted-by-literally-every-other-thing-in-ELT-so-you-can-do-more-than-sound-turned-on-on-twitter-style inquiry. 🙂
So, that said: your comment suggests I really will wanna keep I touch about these “things you find yourself saying a lot” in the future! 🙂
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