Wednesday, December 5, 2012
Tuesday, November 20, 2012
Wednesday, November 14, 2012
Current Issues for 2012 - The Journal of Teaching English With Technology (TEwT)
Current Issues for 2012 - The Journal of Teaching English With Technology (TEwT)
Journal with lots of research papers and articles
Journal with lots of research papers and articles
Sunday, October 28, 2012
Friday, October 5, 2012
Sunday, September 30, 2012
Tuesday, September 18, 2012
Saturday, September 15, 2012
Tuesday, September 11, 2012
All resources | Cambridge English Teacher
All resources | Cambridge English Teacher
Seminars and webinars recordings from Cambridge Teacher. Different EFL topics covered.
Seminars and webinars recordings from Cambridge Teacher. Different EFL topics covered.
Thursday, August 30, 2012
Tuesday, August 28, 2012
Sunday, August 19, 2012
voscreen
voscreen
video lessons. Did you understand? Do you want the script?
After signing-up and choosing your native language from a list of nine, you’re shown a series of very short video TV/movie video clips where a phrase is said. Then, you have a choice of either clicking “I understand” or “Show Me The Script.” If you clip “Show Me The Script,” you’re shown two versions in your native language, and you have to choose which one is correct. Click on one and it shows if it’s the right one or not and then you can move to the next clip (it’s unclear what happens if you click on “I understand” because it doesn’t appear to be working.
video lessons. Did you understand? Do you want the script?
After signing-up and choosing your native language from a list of nine, you’re shown a series of very short video TV/movie video clips where a phrase is said. Then, you have a choice of either clicking “I understand” or “Show Me The Script.” If you clip “Show Me The Script,” you’re shown two versions in your native language, and you have to choose which one is correct. Click on one and it shows if it’s the right one or not and then you can move to the next clip (it’s unclear what happens if you click on “I understand” because it doesn’t appear to be working.
Tuesday, July 31, 2012
The grid | EPG
The grid | EPG
The aim of the EPG project is to improve the quality of
language training thanks to an innovative instrument: the European Profiling Grid, designed for teachers working in language centres and schools.
Tuesday, July 10, 2012
Monday, July 9, 2012
Monday, July 2, 2012
Wednesday, June 27, 2012
Thursday, June 21, 2012
Wednesday, June 20, 2012
Saturday, June 16, 2012
Thursday, June 14, 2012
Wednesday, June 13, 2012
Monday, June 11, 2012
Friday, June 8, 2012
Monday, June 4, 2012
Tuesday, May 29, 2012
Thursday, May 24, 2012
Monday, May 21, 2012
Wednesday, May 16, 2012
Friday, May 11, 2012
Thursday, May 10, 2012
Monday, May 7, 2012
Thursday, May 3, 2012
Monday, April 30, 2012
Saturday, April 28, 2012
Friday, April 27, 2012
Wednesday, April 25, 2012
Tuesday, April 24, 2012
Wednesday, April 18, 2012
Wednesday, April 4, 2012
EnglishAgenda | British Council
New British Council Site, includes research articles and papers on PDF
EnglishAgenda | British Council
EnglishAgenda | British Council
Wednesday, March 28, 2012
Tuesday, March 27, 2012
Monday, March 26, 2012
Friday, March 23, 2012
Thursday, March 22, 2012
IATEFL
IATEFL
Loraine Kennedy - Appraisals
Loraine Kennedy - Consultancy, Training, Coaching
Well we all know that appraisals are not really the most popular thing, but if done in the right way, they can be useful and lead to great performance.
To get it right you require: rationale and purpose (what is the point of the appraisal system), clear criteria for assessment, PM processes, documentation (know where it is and how to use it), communication, feedback, evidence (not just opinion vs opinion) and training (for the staff).
To get it right you require: rationale and purpose (what is the point of the appraisal system), clear criteria for assessment, PM processes, documentation (know where it is and how to use it), communication, feedback, evidence (not just opinion vs opinion) and training (for the staff).
What you are seeking is: clarity, consistency, transparency (what you are assessing must be clear), simplification (because it is time consuming), objectivity (strive to be as objective as possible), accuracy (not just opinion), a constructive approach, growth and development and win-win opportunities.
What we must have in mind is to "begin with the end in mind" so
1. start with PLANNING - set organisational objectives and tasks as well as individual objectives and tasks
2. do THE WORK IN PROGRESS
3. do THE PRE-APPRAISALS PREPARATION
4. APPRAISAL TIME
1. start with PLANNING - set organisational objectives and tasks as well as individual objectives and tasks
2. do THE WORK IN PROGRESS
3. do THE PRE-APPRAISALS PREPARATION
4. APPRAISAL TIME
Planning time - make clear what are the measurements, requirements and ask "What will it look like in 6 months?"; "How will you demonstrate the performance?"; "What support do you need?";"How often will we meet to see how it is going on?" etc.
Work in progress - give feedback, check progress regularly, rewiev the paperwork together, communicate and provide support.
Pre-preparation - set the date well in advance, plan carefully for the meeting, gather various stakeholder feedback (from students, peer teachers etc.) encourage written self-evaluation in advance, collect it and read it! Do not judge people´s personalities but performance - give evidence and make measurable indicators for behaviour and competencies.
The meeting - meet in a comfortable, conducive place, be systematic (mention everything that is going to be in the written report), use the collected self-evaluation information, state when the appraisal will be ready and deliver it in time!
Work in progress - give feedback, check progress regularly, rewiev the paperwork together, communicate and provide support.
Pre-preparation - set the date well in advance, plan carefully for the meeting, gather various stakeholder feedback (from students, peer teachers etc.) encourage written self-evaluation in advance, collect it and read it! Do not judge people´s personalities but performance - give evidence and make measurable indicators for behaviour and competencies.
The meeting - meet in a comfortable, conducive place, be systematic (mention everything that is going to be in the written report), use the collected self-evaluation information, state when the appraisal will be ready and deliver it in time!
Writing the appraisal reports - write down notes as soon as the meeting is over, do not rush the writing stage, always put yourself in the other people´s shoes and don´t make things sound worse in writing, so, check for accuracy, tone and completeness. Assess only what is assessible within the system and send it when you are sure it is right!
Remember to be fair, balanced, clear, positive (or neutral) and always evidence-based!
IATEFL
IATEFL
What to do with poor performance?!
The main questions are how do we find out about poor performance, why does it accur and how to deal with it?
Managers find out about it in 3 ways:
- students complain ("playground conversation")
- a teacher asks for help
- they just "pick it up" (noticing the teachers´ "mess")
- students complain ("playground conversation")
- a teacher asks for help
- they just "pick it up" (noticing the teachers´ "mess")
One of the problems is in the wrong approach towards answering students´ complaints. Instead of saying "ok, I will deal with it" and thus sending the wrong impression that they can provide a "quick fix" of the situation, we should ask "Have you spoken to your teacher about it?" which is a more long term solution.Schools mustn´t risk to be too much client led!
Why does poor performance occur? Well, teachers fall into three groups:
- the newer ones - who ask and need help and as a manager always remember what it was like at that stage, so give them good course books and boost their confidence!
- the more experienced - get too comfortable so need to be pushed beyond this (use the timetable and move them, change their groups, move them from their "comfort zone"
- the "victory lap" teachers - the ones that are soon to be retired or leaving the school so they just don´t care!
- the newer ones - who ask and need help and as a manager always remember what it was like at that stage, so give them good course books and boost their confidence!
- the more experienced - get too comfortable so need to be pushed beyond this (use the timetable and move them, change their groups, move them from their "comfort zone"
- the "victory lap" teachers - the ones that are soon to be retired or leaving the school so they just don´t care!
How to deal¸with it? First of all managers should teach (to remember what it is like), they should set a clear understanding on what they believe is "effective teaching" and what they expect from the teacher. On the other hand, everyone can have a bad day, a bad month, period of life, a particular class or course book etc. and it is OK to freak out! Bad performance won´t be stamped on your forehead, so do not take it too personal if a manager offers help, feedback or observation.
e.g. the "Unobserved observation" is a great method, not intrusive yet very effetive.
e.g. the "Unobserved observation" is a great method, not intrusive yet very effetive.
IATEFL, 6 Key Questions for Teachers and Trainers at the Crossroads
IATEFL
6 Key Questions for Teachers and Trainers at the Crossroads
This was a fantastic talk given by Jeremy Harmer. It was actually quite a funny one too. Jeremy Harmer has such a great sense of humour.
During his talk Jeremy read 6 statements and we had to stand up if we agreed and stay in our seats if we disagreed. The blog entry will be very long if I go into details of what has been discussed during this session. So I thought I will just post the questions and then if you are interested we could discuss them through comments.
So the questions are:
1. Does a good teacher have to be tech savvy?
2. Does correction work or not? Is it just a waste of time?
3. Is testing our students a good thing or a bad thing? Is it something that we have to live with?
4. Is CLIL the future of learning English?
5. How do teachers create rapport in the classroom?
6. Does drilling work? If it does, then why aren't there any sessions on drilling?
Monday, March 19, 2012
Friday, February 24, 2012
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