Life after China
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.
Really Listening
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.
Created with a Mind to Love, Learn, and Sacrifice
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 are (often) better than one
Two heads aren’t always better than one, but often they are, and sometimes, three or four are even better. Carolyn Stent explains.
It’s all in the (right kind of) details
Why do activities sometimes fail? Perhaps it’s a lack of attention to details, or as Bridget Watson explains, the right kind of details.
Silence is golden
Last week we talked about letting go. One thing we may need to release is our right to talk. In fact, as Patrick Seifer explains, when using activities to teach, we may find that for teachers silence is golden.
Letting go is hard to do
When using activities to teach, we have to be willing to let go. Aliel Cunningham gets us thinking about taking our students on a journey outside our comfort zone and theirs.
It’s (not) all fun and games.
Continuing our look at activities, Christina Nipper gives us food for thought: Should learning be drudgery? What’s a good balance between purposeful and playful?
