As I seeks to implement continuous assessment for speaking in my classes with the aim of creating a fair and inclusive environment, I face logistical challenges in larger classes. In this post I propose a number of possible solutions, hoping to make this technique more sustainable.
Sometimes coincidence is just too vague a term to describe a series of seemingly unrelated events which take you in a certain direction. However, for lack of a better term, I’d say it is coincidence that made me want to read more about different approaches to teaching listening skills. Coincidences Some time ago, Marc Jones
I don’t know if this word even exists in ELT, it’s probably called ‘self-reflection’ or something similar. Terminology aside, this is what I’ve tried to do more consistently in the last few months: consciously noticing and if possible reflecting on the on-the-spot choices I make as a teacher in the classroom.
Some time ago I wrote about how I (am required to) plan my lessons. What I wrote there actually only applies to groups. Apparently, I do not have to produce such an accurate plan for my individual students. To tell you the truth, nobody ever told me what I am supposed to produce for these
Today I’d like to share with you some questions and — possibly wrong — ideas I had last week, during our Delta preparation week. One day we were reviewing the development of methodologies in language teaching (from grammar-translation all the way down to humanistic approaches and so called post-communicative era) when I realised how most
I have already discussed on this blog how I love the idea of materials-light teaching and how I am experimenting with an unplugged approach. So it comes as no surprise that last week I decided to unplug one of my intermediate-level lessons to see where it would go. The result was amazing to me. Some background information before I start:
Can a flipped, game-based approach to teaching English really work with adult, monolingual classes?
I briefly mentioned on this post how I love activities which are materials-light and conversation-driven. I might not have acknowledged it fully, but I’m starting to suspect Dogme has seriously influenced my teaching 😎. Anyway, last Sunday I tried to follow #AusELT chat on teaching materials-light, and even though I missed the time and couldn’t join the conversation, it still
I am very proud and excited to post my very first #ELTchat summary here. I have been unable to follow previous chats live as I was always working, but this time with the slow-burn idea I was able not only to read, but also to participate in the chat as it was unfolding. This week’s #ELTchat was inspired by
I recently read a not-so-recent article about a group of UK teachers who went to China to try to understand the secret to the high performance of Chinese students in international tests. The alleged results came as quite a shock. According to the article, the “traditional” methods used in China — the same that the
