Psychology for Educators [And More] Research Findings on Studying Effectively Six Key Principles: As teachers, our job is to help students study English more effectively.
And generally, we are good at it. We know which language forms they should study first, which vocabulary items they should focus on, etc. But what about studying in general? Zooming in and Zooming out. A while back I saw a pretty impressive video on youtube and since then the images from it keep filling my head.
It begins with a camera shot from space showing earth as a distant object and then gradually moves closer and closer, zooming in on the world, the continent of Europe, the UK, London and then, eventually streets, houses and finally people become visible. Once it’s zoomed in as far as it can go, it slowly zooms back out again until the world is once more just a distant blob. It struck me later that the analogy of the camera zooming in and zooming out, can be usefully related to the processes involved in the learning of a foreign language.
We need moments where we see the language as a whole, without worrying too much about language form. But we also need to stop sometimes and examine the pieces which make up the whole. Vocabulary. 10 commonly made mistakes in vocabulary instruction. Please note: this post was written in collaboration with Steve Smith of and Dylan Vinales of Garden International School.
In this post I will concern myself with ten very common pitfalls of vocabulary instruction and with ways in which they can be easily pre-empted. Mistake1 – Shallow encoding practices As already mentioned in many previous posts of mine, a to-be-learnt word lingers in our Working Memory for no longer than two or three seconds immediately after we hear it. 13 steps to successful vocabulary teaching. The following are the principles that underpin vocabulary teaching in my everyday practice.
The reader may want to refer to my article ” How the human brain stores and organizes vocabulary and implications for the EFL/MFL classroom” for the theoretical background to my approach. 1. The writing skill most foreign language teachers don’t teach: interactional writing. 1.What is writership?
Chatting online or texting via SMS, WATSAPP, etc. has become part and parcel of our daily life, the verb and noun ‘chat’ alluding to the fact that although we are writing we are in fact ‘talking’ to someone. Just like in a face-to-face conversation when chatting online we have to respond to our interlocutor in real time if we want to ‘stay’ in the conversation and, most importantly, if we want to keep him or her engaged.
Since in real-life face-to-face communication applied linguists refer to interactional listening as ‘Listenership’ I will henceforth call the set of skills involved in interactional writing: ‘Writership’. Listenership and Writership have many similarities in terms of the cognitive processes they involve. There are, however, important differences, too. Nine research facts about L2 phonology teaching and learning that every teacher should know. 1.
Introduction In the last three weeks I have been researching L2 phonology acquisition as the teaching of pronunciation and decoding skills is one of my performance management targets for this year. This post, written in collaboration with Steve Smith of www.frenchteacher.net and Dylan Viñales of Garden International School, is a ‘prequel’ to a longer and more exhaustive article I will publish in a few days in which I will lay out the approach to phonology instruction I undertake in my lessons. Here I will concern myself with nine research facts about the acquisition and teaching of L2 pronunciation and decoding skills that every modern language teacher should know and that should constitute the starting point for any teaching approach to L2-phonology instruction. Here they are: 2. How To Prepare Students For 21st Century Survival. 7 Skills Students Will Always Need by Jennifer Rita Nichols Ed note: This post has been updated from a 2013 post.
As educators, we constantly strive to prepare our students for the ‘real world’ that exists around them. We teach them how to read, write, and calculate. IATEFL-Hungary blog. Watch our Budapest Online 2015 recorded sessions below Budapest Online 2015 livestreamed sessions 11.30-12.15 Uwe Pohl and Margit SzesztayTeaching English with the three CsDownload session slides Watch recorded session here In this workshop we will explore how teachers can bring creative, critical and compassionate thinking into their language classrooms.
We will share why the three Cs have become a regular feature of the work we do as teachers and trainers. 12.30-13.00 Jasmina SzazdovskaA brighter future for the non-native teacher? Web 2.0-s eszközök gyűjteménye 2. változat - Google Sheets. Teaching with TIC. Richards-Beyond-Plateau.pdf. Reaching a Plateau in Language Learning – How to Get Out of It? There is probably nothing as frustrating as putting a hell of a lot of amount of work, and not feeling like you’re making any progress.
Sadly, though, this situation happens to a lot of language learners, and it often becomes a dominant factor in people’s decision to stop learning a foreign language halfway through their goals. This is what we commonly call “reaching a plateau”. So why does it happen, and how can we avoid it, or at least, get out of it? Routine, and Reaching the Autonomous Stage Dr. TEDx. Last year I spoke at TEDx, an independently organized TED event, about my strategy of Speaking From Day 1.
This video introduces some of the concepts I explain in more detail in my international best selling book, Fluent in 3 Months. I expand on these ideas even more here on Fi3m PLUS (free for book owners) and in my new Fi3m PREMIUM package, which includes the very best guides and videos I have to offer. If you are interested in getting a five-day crash-course in language hacking, ending with a two-chapter preview of the Language Hacking Guide for free, as well as monthly hacks, site updates, handy links, and language learning tips, just click below to join! How to get over a plateau stopping you from making progress: how I’m doing it with my Chinese. One of the biggest questions I get asked by people already deep into their language learning project relates to how they should get over the plateau they are stuck in.
There are many different types of plateaux you could be looking at. Maybe you have learned some basic vocab but can’t muster up the courage to use it with people? Maybe you’re already talking but can’t get past speaking more than a few words? Maybe you are actually speaking, but stuck at a certain level of conversation with lots of mistakes?
In the intermediate spot and wish you could jump up to advanced? Creating a Caring Classroom. Creating a Caring Classroom starts on the very first day of school. I think the most important thing a teacher can do that first week is to establish a warm and caring atmosphere in his or her classroom. Authentic video in the classroom: Ireland II. My second example of utilising authentic video in the EFL classroom is based on the same 50-minute travel video as my first. Of course, one can apply this to any video, but this time I will stick with Ireland. How I do it now will, however, differ from my last post because now I’ll concentrate on the language and vocabulary awareness in detail (but I wouldn’t use both methods on the same video in the same class, though).
This approach is, however, associated with a lot of painstaking preparatory work for the teacher, because transcription of the video material needs to be done, at least for some of the clips. A perfect listening lesson. How to Start a Great Writing Center. As a high school student at Brimmer and May, an independent school in Chestnut Hill, Massachusetts, I spent many helpful hours in the writing center. Rather than line edit my work with the all-intimidating "red pen" (a badge of honor for many teachers), talented staff members posed deep, prodding questions to help me realize how I could improve my prose, structure, and analysis. Please, I need you to participate… 5 Ways to Make Class Discussions More Exciting. Classroom discussions have been a staple of teaching forever, beginning with Socrates. I have taught using discussions, been a student in discussions, and observed other teachers' discussions thousands of times -- at least.
Some have been boring, stifling or tedious enough to put me to sleep. Others have been so stimulating that I was sad to see them end. The difference between the two is obviously how interesting the topic is, but equally important is the level of student participation. It's not enough for students to simply pay attention -- they need to be active participants to generate one of those great discussions that end far too quickly for both the teacher and students.
The best discussions keep everyone active, either by sharing or thinking. 1. Just the name "lightning round" suggests energy. 2. When you ask a discussion question, call on students by letting them catch a ball. 8 Strategies for Teaching Academic Language. 50 "Best Practices" for language teachers. IKT műhely. 50 Google Docs Tips Every Teacher should Know about. Teacher Training Presentations. Literacy Work Station Ideas. 8 Idioms to tell someone to “shhh” or be quiet. Learn Real English » 7 Rules Signup Page [WiderFunnel winning variation]