Some impressions after sitting Delta module 1 exam.
After more than 15 months of preparation (while also working full time), I finally sat module 1 exam last Wednesday. Of course I can’t say anything about the result, as I will not know until next February, but I just wanted to note down some impressions I have had after doing the exam.
Today I would like to discuss a deeper aspect of my beliefs as a teacher: how I assume we learn a language, and how this affects what I consider effective teaching. What follows is a list of beliefs I gathered from observing myself and from analysing how I myself learned my second (and third) language.
As part of the post series on my beliefs as a teacher, today I would like to discuss the role of the learner as I see it from where I stand. I will try to make this as generic as possible, even though I believe the role of a 4-year-old child is very different from that
As part of the post series on my beliefs as a teacher, today I would like to discuss the assumptions and principles about my role and aims as a teacher. As everything else, I am sure these ideas are in constant change, so that if I was to re-write this post in a year or even
I am writing this quick post to share a realisation I came to this week. After one year of worrying and studying for Cambridge Delta module 1, I finally feel it’s paying off. Even if I won’t pass the exam in December, I recently saw the fruit of all my hard work, which makes it
Today I’d like to start to share a series of ideas and reflections on my own teaching practice and ‘theory’. Why After reading Techniques and Principles of Language Teaching and How Languages are Learned* for my Delta Module 1 preparation course, I started reflecting on my own practice, trying to pinpoint what theories or beliefs
How many times have we hear this phrase coming out of one of our student’s mouth? The student who feels she can’t understand ‘nothing’ because she missed a word — or even a phrase — and so switches off completely for the rest of the listening activity, or of the whole lesson. Recently, one of the tasks
In this task, I was asked to consider what is involved in real-life listening, and what the implications for classroom teaching are. Here is my reflection on the topic (I have dome this before reading the recommended book on the topic). 1. Informal nature of speech 80-90% of what we say in real life is
In the online Delta course I’m following, one of the tasks for the lexis unit required us to take notes on why sense relations can facilitate vocabulary learning and make lessons more interesting. It also required us to refer to examples of classroom activities and specific teaching strategies which we have used or intend to
Just a quick update: following advice I will be posting tasks and reflections I have been doing while working on the online Delta Module 1 preparation course I’m attending.
The posts will be mostly my own reflections on the tasks, to which anyone is welcome to add their thoughts or ideas. Their purpose is only to clarify the topics in my head and possibly to get some feedback from colleagues.
