In this season of celebration, are you or people you love facing another type of season, one of challenge or even suffering? Please join us before the throne where there is relief.
As our conversation about learner ownership comes to a close, we have some questions for you. In particular, how do you take ownership of your teaching?
What hinders some students from taking ownership? Julie Prentice encourages us to imagine the challenge from their perspective and partner with them toward solutions.
Patrick Seifer gives us food for thought about ownership of behavior in our classrooms. How can we help students take responsibility for what they do (or don’t do)?
This week we look at learner ownership in our classroom conversations. Refining our use of questions might encourage learners to take more ownership.
Melissa starts our new series with a bit of humor. Then, over the next few weeks, we’ll consider learner ownership from different perspectives, including the Master Teacher’s.
Bobby Parrish joins us
today with some thoughts on what it means to be a teacher who follows the Master Teacher. Drawing on some recent experiences, he encourages us to trust.
In our efforts to make language practice authentic, we may need to consider our approach to teaching listening. Bradley Baurain offers some inspiring ideas and practical advice about helping students listen for understanding and also to relate.
While attending this year’s TESOL convention, Shoshannah Hernandez heard about connections between affect, learning, and survival On that Good Friday, she saw deeper links between this research and a greater love. Pentecost seems an appropriate time to consider these connections.
Two heads aren’t always better than one, but often they are, and sometimes, three or four are even better. Carolyn Stent explains.
Why do activities sometimes fail? Perhaps it’s a lack of attention to details, or as Bridget Watson explains, the right kind of details.