Posts Tagged ‘teachers’

The English language classroom (12 tips)

14 September 2019

twitter: @eugenio_fouz

The English language classroom (12 tips) 

1/exercises

practice (correction on BOARD, paper handout, document online)

2/words

drawings, context, usage of dictionaries and texts

3/BOARD

explanation of grammar, spelling words, samples, schedules, homework

4/audios

listening to audios from the textbook and other media. work pronunciation and understanding

5/notebook

taking time to jot down exercises, sentences, vocabulary

6/PPA

Parallel Papers.- BASICS (numbers, how to tell the time, etc), notes, lists of verbs, dialogues, idioms

(…)

Go on reading here:

#PDF G-Drive

https://tinyurl.com/y2e93klw

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METHOD

Students don´t want to learn anymore … (Michael Brendan Dougherty)

9 April 2017

twitter: @eugenio_fouz

I came across this article weeks ago by means of a tweet with a link tweeted by Claudio Ortega (@clorgu). The text shows another side we might have forgotten on education and its focus. Thanks to both, the author and the messenger :.-

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article written by Michael Brendan Dougherty:

Students don’t want to learn anymore. They want to teach.

Michael Brendan Dougherty [@michaelbd on Twitter]

-via theweek.com- Jan. 10th, 2017

“The student union at the University of London School of Oriental and African Studies made headlines with their proposal to “de-colonize” their institution. In the brash headlines of the Daily Mail and the Daily Telegraph, it was students demanding to remove Plato and Kant “because they are white.

The English tabloids aren’t wrong.

After demanding that at least the majority of the philosophers studied come from the Global South, the student manifesto says, “If white philosophers are required, then teach their work from a critical standpoint. For example, acknowledging the colonial context in which so called ‘Enlightenment’ philosophers wrote.” School is much easier for students when they teach the professors and not vice versa.

Unfortunately, the students don’t seem to know anything. There’s something anachronistic and flattening about grouping all philosophers who lived on the European continent “white,” a racial identity that had little or no salience to most of them while they lived, worked, and wrote. Or, at least, it didn’t have the meaning it would by the end of the colonial period.

It’s also reductive to define the intellectual output of an entire continent primarily by the power relations that existed for a few centuries between a handful of colonizing states. The white English philosopher Roger Scruton responded to the student union’s response dismissively, asking what precisely is the colonial context for understanding Kant’s “Critique of Pure Reason.”

The spasms of student attempts at “decolonization” are almost always ill-conceived. Last year Yale students petitioned the English department to “decolonize” themselves, announcing that it was “unacceptable” for the Major English Poets Sequence to feature so many white male authors, like Keats, Chaucer, Shakespeare, Donne, Pope, and Milton.

There’s something adorably naive about expecting the major poets of a language that was primarily spoken in one section of one island for half a millennium to be representative of all global voices. No one makes this demand of literature in other languages. We don’t expect to find Welsh, Brazilian, or Caribbean voices among the major Polish language poets.

Maybe naive isn’t the word. In fact it is the modern English major demanding a “diverse” set of voices in English literature that has become the caricature of the colonialist. It is the petitioning students who shout from their privileged position at the diverse world, “Speak English to me, please.”

If students really want to encounter classical poetry produced by non-whites, they have options. They can study the relative handful of languages that produced significant literature before the modern period. Hebrew, Arabic, Thai, Chinese, and Urdu come to mind. These are all worthy subjects crying out for more scholarship.

But there’s a catch. And it is what catches our activists out. Studying an ancient language to discover non-white voices is challenging and requires real work. You cannot pass the final exams just by repeating a number of fashionable political slogans. And perhaps activist students do not study these languages because they correctly suspect they won’t find much written in these languages that qualifies as politically correct by the standards of 2017. In fact, you will find in these literatures exactly the kind of messages that activists least like to hear. Lessons like: Humble yourself and mortify your ambitions.

Perhaps it is the students themselves who should have their views “interrogated” and their discourse of power deconstructed. The activist-student is engaged in a power grab. He wishes to delegitimize the power of professors and even the school itself. That is why the activist student defines knowledge itself as a form of malicious participation in an unjust power system. And he does so because this is the only way of dignifying his own ignorance. It is also the only way that he might shame an academic institution into creating a new administrative role for his kind of sloganeering.

In a real sense, the modern student activist is a kind of shallow theologian. He learns a political catechism, he identifies a scapegoat, and he enacts a ritualized sacrifice of a victim-group, in order to redeem himself and give some dint of credibility to his priestcraft.

Schools put up with this for the money. But why do we?”

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Read the original version here:

http://tinyurl.com/hxomsjp

Rules in the examination room for teachers

26 March 2016

twitter: @eugenio_fouz

taking notes

 

Sign in paper -signatures (attendance) & call the register

Keys- 1 exam paper

Marks on the paper (every exercise shows its value)

Date on board

Mobile phones off

Silence

Timing: everybody hands in the paper at the same time

Keep a copy of the test, control or exam in dropbox

THEAFTEREXAMPAGE

Do not allow late exams in case the test counts 10 marks or fewer marks

Only allow late controls (20 marks) or exams (30 marks or more) if the student makes an apology and has a good reason supported by an official excuse

Just in case someone finishes before time, provide him with extra work (task)

 

EF.-240316

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Download and print a hard copy here:

#PDF

https://document.li/wtG4

Reflections on pedagogy thanks to Rosie Tanner and Catherine Green

18 May 2014

twitter: @eugenio_fouz

 Imagen

Rosie Tanner and Catherine Green edited a coursebook for teachers of language Tasks for teacher education –A reflective approach- (Longman, 1998). Their book on pedagogy showed a lot of interesting points. They provided teachers with a great variety of texts, samples and drawings on topics such as the difference between error and mistake, reading views (skimming, scanning) or the importance of the movements of teachers inside the classroom. Through a funny map a teacher may see himself as a fly flying around their pupils or as a boring tired fly with no control over their learners. This point is almost anecdotic, but it made me think a lot on my moves in the classroom.

In the book, they suggest teachers to do plenty of activities in the class. And the more diversity of activies, the better. There are the classical four skills, namely reading, listening, writing and speaking– and consequently a good teacher should try practising them all.

There is some useful information on warming up a topic when the lesson begins, being aware of the students´s attitude, getting feedback from them, how to teach and practise grammar. I found some tasks having to do with the creative side, e.g, games of the type “find someone who…” or roleplaying, drawing maps, describing pictures, starting dialogues.

One must take into considerations many more points which have been analized in the coursebook: timing and planning lessons, how to teach grammar, use of the blackboard or teaching styles.

Teachers make mistakes sometimes

21 November 2013

Teachers make mistakes sometimes

twitter: @eugenio_fouz via @someecards

Learning, anyway

16 July 2013

Learning, anyway

That place where everyone is welcome

21 February 2013

twitter: @eugenio_fouz

Moe Szyslak

Moe Szyslak

(MOODLE also known as Moe´s)

Welcome to Moodle! In other words, welcome to Moe´s place.

Here teachers and students share ideas, images and texts. Some guys explain things or discuss on current topics who have just read in the newspaper or watched on Moe´s TV.

Welcome to the virtual classroom-MOODLE- or rather, Moe´s.

Teacher bloggers on the BBC

10 July 2012

twitter: @eugenio_fouz

I love these kind of things. There are lots of posts written by teachers and students which belong to the BBC Learning English section. Long or short posts including corrections and a glossary on vocabulary. I copy here an extract of one teacher who was running theDublinmarathon. Of course, there are many more posts there.

…………………………………………………………………………………………….

BLOGGER ON THE BBC  BLOGGER ON THE BBC  BLOGGER ON THE BBC

Wednesday, 20 January 2010

6 comments

Music to run to

Hi Enrico,

Thanks for your latest posting. It was really interesting hearing about the kind of music you like. Music is so personal, isn’t it? Do you find running with music makes you bond with certain tracks? Do you make special music mixes for races? I know I did, and to this day, there are some songs that can immediately take me back to a particular run or race whenever I hear them.

When I ran the Dublin marathon it was so long ago that I was using a little Walkman tape recorder to listen to my special marathon mix. As I told you before, I was quite a slow runner so I even managed to run out of batteries during the marathon so I had to stop and go into a little shop to buy some more. I remember there was a young lad in the shop who started making fun of my being in the shop (with my running number on – clearly in the marathon). He said in a really loud voice for everyone to hear ‘Oi! This woman’s cheating! She’s stopped for a rest in here. She’s not allowed to do that, so she’s not!’ I tell you, I paid for those batteries and got out of that shop as fast as I could! I wasmortified!

(…)

Here are some words that you didn’t spell correctly. I think a few of them might just have been a slip when you were typing, but can you have a look at them and see if you can correct them?

hearthquake /esperience /reggaee /preferit /rithm /syntethizer /wiev /studing (English)

In English, we use an apostrophe before the s to show that something belongs to a person (or animal). For example, if you want to talk about one girl who has one book, you can write:
The girl’s book  / Two students sharing one newspaper: The students’ newspaper.
(…)

Vocabulary
personal – relating or belonging to a single person rather than to a group or an organization
mixes – mixtures, varieties of
bond with– have a close connection with
tracks – songs on a CD or record
to this day – even though it was a long time ago
run out of– If you run out of something you have no more of it left (here, my batteries no longer worked, there was no power left in them)
lad – young man
mortified – very embarrassed
remember as clear as day – remember very clearly
blasting – making a very loud noise (here, the music was playing very loudly)
possession – something you own
a slip – a mistake
you’ve mastered – you are able to do something very effectively
overuse – use too much

BLOGGER  ON THE BBC   BLOGGER ON THE BBC  BLOGGER ON THE BBC

………………………………………………………………………………………………………

And here is the link :

http://www.bbc.co.uk/worldservice/learningenglish/communicate/blog/teacher/

Isn´t this stuff a good idea for teachers?


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