Photo credit: mconnors from morguefile.com
Pages
Friday, 24 December 2010
I have to be who I am
Photo credit: mconnors from morguefile.com
Sunday, 28 November 2010
Raised by NNESTs
Dogme Blog Challenge #6:
Luke Meddings & Scott Thornbury, Teaching Unplugged, Delta Teacher Development Series, 2009.
Saturday, 23 October 2010
Where I Stand on Dogme
Photo on Flickr by Michael Stout
Luke Meddings & Scott Thornbury, Teaching Unplugged, Delta Teacher Development Series, 2009.
Sunday, 10 October 2010
Jukeboxing the EFL Classroom
Thursday, 16 September 2010
Back to the Future
Monday, 24 May 2010
Swimming or Drowning?
Photo on Flickr by Online Photography School
So, how are you doing today? Have you managed to read all your emails, answer the urgent ones, delete the unimportant ones, read all the relevant tweets, retweet the good ones, tweet something yourself, check your Facebook home page, rant against the new policies of Facebook and Ning, write back to all the kind people who wrote to you in all your different forums and groups, leave comments in various blogs and tweet the links to a couple of great blog posts? And how about your blog? Eh? When are you going to finish that post you started some time ago?
How were the classes today? Were your students happy? Or were you distracted because you were thinking about that blog post you haven't finished yet? It is really important to finish that blog post. Blogging will greatly improve your teaching, you see. Clears the mind and helps you focus. Are you focused right now?
Are you swimming or are you drowning?
Right now I am drowning. It always happens when I have too many offline obligations. I try to compromise by losing sleep, but my treacherous body starts complaining after a while and my mind refuses to work. So, every now and then I disappear from the internet for a couple of days, or even for a week or two. It is terribly difficult to come back after two weeks. Your inbox will be full, you'll find a dozen different messages addressed to you all over your forums and your poor blog will be neglected and lonely.
If I was a digital native, I would probably not worry about this. I would simply erase all my email messages without a second glance at them and write a blog post about what I did during my absence. However, I am not a digital native. When I was a child, my parents taught me not to procrastinate and never to let others wait for me. It is the feeling that I am letting others down that makes me feel like I am drowning. And it makes me procrastinate. Just like this guy:
There has to be a better way. What do you do to find that perfect balance between your life online and your offline obligations?
Photo on Flickr by Paraflyer
Tuesday, 4 May 2010
It's Worth Keeping an Eye on This Blog
The image you can see at the top of this post is an award. I am very proud to have received this award, especially since it came from Janet Bianchini, whose blog I really love. Anyway, as Janet says in this post: "This award is part of an initiative called "Vale a pena ficar de olho nesse blog", which means "It's worth keeping an eye on this blog". The chosen blog has to copy the picture above, with a link to the blog from which it has received the award . Then write ten more links to the blogs which you think are well worth a visit. They in turn if they would like to, of course, copy the image above and link to 10 blogs, which shouldn't be the ones I have chosen below."
Copy-pasting the information from another blog was the easy part. The difficult part is choosing only ten blogs to link to. I read a lot of TEFL blogs. Like most people, I often lurk (oh, you know, lack of time, not being able to think of anything clever enough to put into the Comments area, etc). I think this initiative is great because it shows bloggers that what they do matters and that there are other people out there who are reading their blogs. So, in no particular order, I will list here some of the the blogs I often read:
Kalinago English (Karenne Sylvester)
Miss Shonah (Shonah Kennedy)
Six Things (Lindsay Clanfield)
TEFLtastic (Alex Case)
Teacher Reboot Camp (Shelly Terell)
Ozge Karaoglu's Blog (Ozge Karaogly)
Larry Ferlazzo's Websites of the Day (Larry Ferlazzo)
Nik's Learning Technology Blog (Nik Peachey)
English Virtual Community (Nelba Quintana)
My Integrating Technology Journey (Jennifer Vershoor)
As usual, I am quite late with this post. I started writing it on 4th May and, as you can see, it hasn't been 4th May for some time now. My offline life interfered with my blogging once again. I have been really busy for the past two weeks. Among other things, I have been to a conference and I am planning to blog about it soon (though you should notice that my definition of "soon" is a little flexible). In the meantime, this "chain blogging" phenomenon as one blogger called it has spread over the TEFL bloggosphere. Quite a few blogs already have this little stamp proudly displayed somewhere.
There is a good side to everything, isn't there? If you have missed the main wave of "chain blogging", here is your chance to catch up. Visit the blogs I have linked to here and enjoy.
Tuesday, 13 April 2010
Murphy's Law for EFL teachers
1. If you have prepared a really cool warmer, everybody will be late for class.
2. If you have planned an important pairwork activity, an odd number of students will show up.
3. If you give your instructions so clearly that nobody can misunderstand, somebody will.
4. The student who misunderstood the instructions will explain them to everybody in his/her team.
5. Photocopiers always break when you have an important test.
6. The enthusiasm the students show for a worksheet you created is inversely proportional to the effort and creativity you invested into the worksheet.
7. No technology will work properly inside the bounds of a classroom.
8. The vocabulary the students memorise is inversely proportional to its frequency and usefulness.
9. When you are being observed, all good students stay at home.
10. The students will remember the exceptions, but not the rule.
11. When explaining grammar, you will only be able to remember cliche examples from your old secondary school books (such as If you hurry up, you will catch the train, or Look at the clouds. It is going to rain.)
12. Words misspell themselves when you write them on the whiteboard.
13. Whenever you spill coffee at home, it will land on a student's homework.
14. If you slip and fall in class, all your students will be present.
15. If you slip and fall in the street, at least one of your students will be present.
Well, I got as far as number 15. It is your turn now. Your suggestions are welcome.
Tuesday, 30 March 2010
Embedding PDF files into your posts
In my last post I outlined a lesson plan and I provided links for two PDF files. In order to get the files, you need to click on the link that will take you to the file page. Well, that is the usual procedure. The only problem is that the readers will then leave your page and might never return. Why should they continue reading your carefully written post once they got the PDF files?
There has to be a better way.
There are quite a few tutorials on how to embed PDF files, but I used this one. It worked like a dream, as you will see in the comments, but then Fileden got infested withTrojans. I was going to delete this post completely, but then I decided to follow S. Bolos's advice and try EmbedIt. Here is the result:
So, what do you think? When you read a blog post, do you prefer the traditional way (clicking on a link which takes you to another page), or this? And, if you are a blogger, do you think embedding PDF into your post would encourage the readers to stay on your page?
By the way, you can also upload your files to Scribd and it will generate the embed code for you.
Tags: TEFL, LessonPlans, mobile, worksheets, tutorial, Scribd,
Generated by: Technorati Tag Generator
Thursday, 18 March 2010
Trouble with the Mobile Phone
Photo on Flickr by William Hook
I am going to share with you a role play I created a while ago.
I don't know what gave me the idea. Must have been the fact that my students constantly forgot to turn off their mobiles. There was this one student... The class started at four o'clock. His phone always rang at 4.30. He would try to hide under the desk and he would say in this loud, hissing whisper "I'm in class. I'll call you later." They informed me afterwards that he had this really jealous girlfriend.
Or maybe it was another student who ran a multi-level marketing business. Her phone rang several times during the class and I somehow managed to teach her to go outside while she talked to her clients.
Anyway, I had a long break between two classes and that's when the idea hit me. I could see the following bit of news in my head:
I wrote it down. I had some empty library cards in my handbag, I was doing a project or something, I can't remember. Anyway, haven't I told you that it's always useful to have things in your handbag? You never know when you are going to need library cards, for example.
So I took those cards out of my handbag and I wrote the roleplay onto them. I put the cards into my handbag (you never know when you are going to need stuff) and went into the next class.
The last class that day was with a very lively and creative group of intermediate students. We opened our books and started doing whatever we were supposed to do that day.
It was boring.
I don't remember what the topic of the class was, but I still remember the blank expression on their faces.
"Is this boring?" I asked.
"Yes," they said.
"Would you like to do something else?"
"Yes, please."
I pulled out my handwritten role cards. You really never know when you might need stuff. I explained about the angry teacher and about the phone. I spread the cards onto a desk and let each student pick one.
They screamed at each other. They argued. They negotiated. They went on and on for about an hour. They reached a compromise. I didn't have to do anything, except sit back and enjoy.
It was a magical experience.
It never happened again quite in the same way, of course. Still, whenever I did my little role play, the students liked it.
It had to evolve over years. What started as a discussion over how old children should be before they get their first mobile and whether mobiles should be allowed at school at all changed into how we could use mobiles in a constructive way in class. Some characters left the play (teachers who were firmly against mobiles at school and students whose parents couldn't afford to buy them mobiles) and new characters replaced them (the under-cover journalist and the geeky teacher).
The procedure for this lesson is really simple and you can improvise as much as you want.
I would start by asking them whether they had ever been in an awkward situation because they had forgotten to turn off their mobile. That serves a double purpose - it introduces the topic and it reminds them to turn off their phone in case they haven't already done it. Then they can talk about the mobile they are using at the moment, the mobile they would like to have... It depends on how much time you have.
After that, introduce the topic of the lesson. You can simply read out loud the bit of news about the angry teacher, or you can download it here, cut it into little strips of paper and give it to them. Ask them to discuss what might have prompted the teacher to do that. Ask them to try and predict what is going to happen.
The main part of the lesson is the role play which you can download here. Cut it into role cards and give each student a card. There are nine roles in the play, but it can easily be adjusted to suit your class. The first four roles are crucial (the student's parent, the principal, the student and the teacher) and if your class is small you can choose who else you want to keep. Some roles can be repeated (the journalist, the student's friend, the teacher's friend...). If your class is large, you can put the students into groups of nine.
By the way, you might want to pre-teach the language for agreeing and disagreeing and (why not?) a couple of taboo words.
As a follow-up, you can discuss various ways in which mobiles can be used in class in a constructive way. There are tons of great blog posts on that subject. This one, for example. And here is a nice vocabulary test connected to this topic.
And if, like me, you teach in a country where geeky teachers are an endangered species, you might enjoy this little video (which is not a part of the lesson plan, but, shall we say, a freeby). So, sit back and enjoy:
If you decide to try it with your students, do let me know how it went. Just post me a note in the Comments section. I have only ever done this with adult learners and I am really curious about what would happen if you gave it to teenagers.
And, in case you got so carried away by my elegant prose that you somehow missed the download links for the worksheets, here they are once again:
Angry Teacher Breaks Mobile Phone
Trouble with the Mobile Phone
This lesson plan by http://lunas994.blogspot.com is licensed under a Creative Commons Attribution-Share Alike 3.0 Unported License.
Tags: TEFL, LessonPlans, BELTFree, mobile, worksheets
Generated by: Technorati Tag Generator
Sunday, 7 March 2010
Which came first - the picture or the caption?
I am not going to talk about the tools here. There are lots of great posts on that topic. Or you can go through the Images4Education wiki. You can even download this wonderful ebook free of charge.
I am going to concentrate on a single question:
And if my new habit of speaking in pictures is starting to get on your nerves, do stop reading, because there is more coming.
To answer my own question (I know, I am a bad teacher), when you are telling your story, sometimes you will write the story first and find or create the pictures afterwards. I often do that in my blog by searching for Flickr photos that could illustrate what I am trying to say. Or you could start from the pictures and use them as an inspiration for your story, the way Janet did here.
Why are images important in TEFL in the first place? To answer that, I will have to use more images, I am afraid. So here is a slideshow I created during the third week of Images4Education:
I am an extreme right-brainer and I really do think in pictures all the time. Even if we take different learning styles into consideration (not everyone is a right-brainer), images are always useful in a TEFL class. They help us explain new vocabulary, they can serve as speaking or writing prompts, they can make grammar less boring... I am not going to talk about what you already know.
Even if the image has no immediate practical purpose, it is still good to have one. Let's say you are writing a blog post and you don't know how to end it. The words just won't come. You can place a nice image where your conclusion should have been and make your readers wonder what you were trying to say with it.
Frost on Red.egg by lunas994 on Aviary
Tags: TEFL, Images4Education, Aviary, Flickr, Slideshare, images
Generated by: Technorati Tag Generator
Monday, 22 February 2010
Myna and the Sleeping Dragon
EVO sessions are now over. I participated as much as I could, if you take into consideration the fact that I was trying to attend four of them, while working. I was absent during the second week of February (Week 5 of EVO) and after that it was really difficult to catch up. However, the first thing I did when I got back was the Myna task.
Myna by Aviary is one of the tools we did in DMPT. It is an audio editor. It lets you mix music, add a recording of your voice and apply some sound effects. Our task was to record a poem (ours or somebody else's). I chose one of my own. I have never read my poetry out loud and if I had to do it in public I would probably die, but doing it while I was alone in my room somehow made it all right. I wasn't quite alone, my pet turtle was right behind me and it is the sound of his water pump that you can hear in the background.
Aviary has a lot more to offer. There are several image editors and I combined three (Phoenix, Peacock and Toucan) to create the"image" of my poem:
The Dragon 4.egg by lunas994 on Aviary
Then I played with Peacock (effects editor) and I created this "red umbrella" from scratch:
Red Umbrella.egg by lunas994 on Aviary
Aviary tools are easy to use, but make sure you have watched the tutorial before you start (I cannot stress this enough). The tutorials are what makes these tools easy to use, your intuition won't help you here, I am afraid.
Let's see how we can use these tools in the classroom:
Myna (the audio editing tool) could be used to record poetry, the way we did in DMPT. It could be a fun way for you to introduce British and American poetry into your class. Alternatively, your students could record the poems they wrote or collaborated on. Or you could record different sounds on Myna and then ask the students to guess what they heard. The students could use the large music library Myna provides and mix their own music. This could be used to practise adjectives (How does this music make you feel?), or to serve as a story prompt. I guess it would be possible to create short listening tasks on Myna, though I would probably use something more straightforward, such as Podomatic, for this purpose.
As for the image editors (Phoenix, Peacock, Toucan, Raven and Falcon), think of all those images you and your students could create from scratch and then put into blogs and wikis. It is often so difficult to find the exact image you need online, why not create one?
I really enjoyed playing with these tools. The combination of sound, images and text has made me think... All the possibilities you have these days to create something beautiful and to tell your story. Don't you think that we are witnessing the birth of new forms of art? I would like to leave you with this question:
Tags: Aviary, Podomatic, TEFL, DigitalStorytelling,
Photo of the dragon on Flickr by GotMeAMuse
Wednesday, 3 February 2010
Let Me Tell You a Story...
Tags: images4education, digitalstorytelling, storytelling, flickr, TEFL
Generated by: Technorati Tag Generator
Saturday, 30 January 2010
EVO, HTML and the Voki Girl (Yes, she's back)
I had no clue what I was supposed to do.
That is especially true for a foreign language teacher. Students need to hear the target language being spoken as they read the text.
Quite a bit of research on language comprehension reveals that sub-vocalization improves comprehension in individual's struggling to read.
Beyond the research, I would also argue that subtle intonations and pauses in the text lead to natural speech, which is critical for students who seek to use their language abroad and be comprehended by others.
Friday, 22 January 2010
My blog is Two Years Old
I am from the fields
I am from the whisper in the grass
I am from the earth
From the dirt
Under your fingernails
I am from the boy
Who went to war
When he was 12
I am from the tiny woman
Who raised four children
All by herself
I am from the lawyers
And the peasants
From the teachers
And the doctors
From the nameless housewives
Who told beautiful stories
I am from the singers
And the dancers
I am from the morning mist
Above Kalemegdan park
I am from burnt lunches
And overcooked vegetables
I am from a room
Where pigeons nested
On the window-sill
I am from a dream
Hidden inside a notebook
I am from this very day
Forty-three years ago.
Tags: images4education
Generated by: Technorati Tag Generator