Teach the World not the Word!
Sorry for the delay guys! Been run off my feet as today was the first day of school!
I’m so sorry to hear about your computer and camera, I know how infuriating those kind of things are. It’s not that we care about the things, it’s that we care that we can’t do the stuff we had planned right? It’s also a hassle to replace, fix them or make do without as you put across so well in your in your blog…
Anyway, you’ve got enough on your plate what with the CELT course and settling into your new digs and all. (People, believe me, Marvin really has got his hands full, this course he’s doing is very demanding!).
I loved the anecdote about the Bedouin that you began your blog with. I can really empathize with that feeling of moving too fast for the soul, I sometimes get that feeling at work!!! That’s not to say that my job is soul destroying as so many jobs are out there are, I love my job, but sometimes the kids and my bosses have me running from pillar to post! Marvin, it’s good to start your lessons with such anecdotes (as long as your students can understand it) and these kinds of stories make great discussion points. You should utilize your humanistic insight and this ability of yours to tell stories, in particular your own stories, when you are teaching and planning your lessons (for the course and after). If you take your whole self into the classroom then you will more easily grab the attention and curiosity of your students. Language development occurs through interaction and interaction occurs when there is motivation, when people have the need or desire to communicate. You, your experiences and reflections are your greatest resource for creating inquisitive minds!
The other major piece of advice I have for you would be that you should always have clear language goals for your lessons and be sure that the activities you have set are able to achieve them. Whenever you plan an activity you must ask yourself “Will this activity help me achieve my aims? If the activity can achieve my aims (or part of them), what problems may come up and how can I pre-empt or deal with them as they come up.” Of course a lot of this will depend on who your students are, on their own particular characters, their language needs and level. I suspect that a lot of this will sound familiar as you already have experience in the classroom. Don’t hesitate to ask about something specific that comes up in the course though, it’s my pleasure to help!
Regarding your almost faultless writing, I have found a few errors that I will note below. However, today I’m going to use a different technique that is more student centred (which is almost always a more effective way of facilitating for learning!). Yes, I’m going to ask you (and everyone else) to correct your own mistakes! Marvin has an excuse not do the homework now but nobody else does!
But before that Marvin here are 2 freebies:
Will I be the only non-native student? (which one is correct?)
What will the syllabus/curriculum be like? (which one is correct? – I’m not sure, it depends if you are talking about the syllabus or the curriculum!:)
1.Correct the mistakes
I just know that we're going to conduced six lessons and have to deliver three papers about English language teaching.
I'm waiting now that my soul is catching up.
The room is far from a five star accommodation but the people are very sweet and are trying very hard to make myself feel at home
I've also a few bad news to report
It wasn't an expensive one, but I planed to take a lot of picture while I'm in Ireland.
According to my blog, how and why do people develop their language skills?
Think of any good teachers you have had, why were they good?
3. Developing Lexis:
Find me 5 phrases that I used to talk about being busy, doing hard work, having a problem or a bad job
Now some photos of Arnavutkoy the area where I live in Istanbul:
I wanted to post more but I need to reduce the size (too many kb!) help...! (I use a Mac too!)
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