Wednesday, September 30, 2009
Equivalent to "being in the clouds".
The teacher coach said to veteran Shean,
"When you are saying something to them, like presenting something, explaining a game, giving them examples of past continuous, asking them something, do look, address with your looking at each student.
Look in the face.
Do not address the class-group as a whole, or looking down on your papers, or looking at a single kid, or at a single adult learner.
With true affection and concerning.
Focus your sight on Luisa, who is day-dreaming about Alex.
Or Fernando is "en Bavia", "en la luna".
Or gaze at Miguel and Pepenacho, who are arguing about something in a low voice.
Stop your presentation if this last case."
A future vision of laboring on the moon. blogastronomia com . You may know that the last proposal from NASA to Obama is to forget traveling to the moon, and trying to go to Mars directly, with no stopover bases on our satellite. Economic problems; we have "to meet ends of the month".
It makes your students get so concentrated, and wishing to participate.
You teach them how to say + "plus" and - "minus".
You moderately say cyphers linked with those mathematical signs.
Not too long strings.
I assure you that when you say... "make...", with emphasis, they put up their hands high and shout the result, all at the same time.
I do it with numbers up to 15 approximately, with kids aged 11, 10, 12...
A sligh; thank you, thecolors com
Tuesday, September 29, 2009
Monday, September 28, 2009
"Regarding speeches, ones made by a 'candidate' to president for example, we practice notional and functional modes or approachings.
Let's take functional, to say one of the sides of this coin.
The student persuades, convinces his audience. He tries to.
So, he can say statements by using future with 'will' and/or with 'going to'.
Plus giving a convincing significance to those utterances, those sentences.
Better if he exaggerates, because he will attract the attention:
get imagination loose.
Suggest to the student stuff to say.
Or negotiate with him, so as to make him think of more shocking, striking statements. Intonation is key here.
Help him to act out big.
Adolescents, perhaps more in Spain, show shy.
The speaker must have fun.
But it's difficult to attain it sometimes."
reeleyes wordpress com . This is from the first episode. I sheerly remember when I went to the theatre to watch it. The ticket was some pesetas 125. So, less than €1, which is pesetas 166. When was the release, the premiering? I think in Badajoz it was in 1978.
Friday, September 25, 2009
Thursday, September 24, 2009
Wednesday, September 23, 2009
Tuesday, September 22, 2009
Monday, September 21, 2009
Saturday, September 19, 2009
Friday, September 18, 2009
If you click on the above cyphers you will go to a comment of mine about writing for business students.
Thursday, September 17, 2009
The teaching trainer told Shean,
“I’m thinking about whether saying..., I mean, I’m lately thinking whether I should be a trainer, or a coach.
Yes so, because I’d rather prefer to be as a coach, you know.
I think a coach does not just prepare, train a prospective teacher, but he or she invests something else in the teaching thing, to that novice teacher.
The trainer, or, better said, the coach, tries to get something else from his learner, from the future teacher, say, from the person himself.
The coach does not just give technical stuff, but also she or he transmits, so to speak, ... a more human and humane stuff.
Because that future teacher as well will have to give something else to his students.
His, her very person, you know, he or she will donate all his talents, his personality, his whole oneself, ... to the kids.
Summing up, I would talk of a teaching coach.”
Photo from a camp run by Moraleda in the Natural Park of Cazorla, province of Jaén (south Spain).
Tuesday, September 15, 2009
You are so right when you say that both understanding and being capable of retrieving vocabulary are important points. You do need vocabulary if you want to utter any message.
Both vocabulary and grammar stuff are kind of the skeleton that hold communication, which is the target of ours, teachers of English.
Briefly: Fun. This is paramount, I guess.
Firstly we read a simplified version of a classic, say, or any other type of reader, fit for your kids' level. Even, a bit higher a level of your students.
We get stuck to the plot, because I ask questions to help my kids understand the thread, more or less. So, first, fun. I help them with my presenting new vocabulary that would help them understand what is going on in the novel. They achieve to say something, broken English though. They will do better and better. Pacience.
I use nonverbal language as well. I act out, for example, to raise some interest among my students. I make faces as though putting some intrigue and suspense among them. Plus silences by me, to create an atmosphere of suspense.
Sometimes I ask them to say something tiny about the plot or a specific character. The kids, for the description of one character for example, have got to precisely use one new word. Give them a clue.
Repeat the same concducting next class, the weekly class-period dedicated fully to reading. They again have to retrieve some words. This conducting makes them to get their memory more and more trained in being capable to recall a word. Say, the memory is like chewing-gum, it can get larger and larger.
Just a tip. Hope this may help you, evergreen.
At your disposal.
Teacher of English and teaching trainer
Monday, September 14, 2009
Friday, September 11, 2009
Hi again, Elliot,
I appreciate your reply, plus entering into my blog.
Yesterday I wrote one further comment, about some curious points to say; I mean, nothing serious though.
The point is that wordpress.com did not allow me to post one more comment.
I know Antonio Morales, a great guy. You also know him, for he worked with you at the previous program to ours in August.
Even he told me big about you! Anyway as you know, the hiring you could not be arranged.
For further jobs as a teacher, let me know, if you wish. i appreciate.
Thanks again for your hard work at Ecos: you did help out the niños.
Oh, many thanks for your mentioning the thing of my relative.
Count on me. We could keep in contact, just if you wish.
Best wishes for your career. If anythinf at my hand,in any way, let me know. Like for example a diploma saying you have worked in Spain, and so.
Shean, the veteran teacher thought he had to continue his formation;
so, he carefully listened to the teaching trainer,
“One important step for the kids is to pass from saying or writing words to full sentences.
Here you have another game to help this out.
Write just words on the black- or digital-board.
They, anyway, are words that if put into the correct order, make a sentence with meaning.
It’s a catchy game.”
The scene above is from El león, la bruja y el armario, a sequel of The Chronicles of Narnia, based on the work of C. S. Lewis. movies yahoo com
Thursday, September 10, 2009
An ttitude to human depth, happiness, felicity, blissfulness, plenitudiness, something higher, not possible to quench just with earthly things.
We are here, in the world, not just as fate.
Why am I here?
What am I here for?
Is there anything else after life?
I am 40.
I would like to dedicate the rest of my life to something everlasting, for eternity.
How much gingerly striving for life, making effort, effort... for nothing?
If there is Heaven (and Hell, as I do believe, because Jesus Christ revealed), I eagerly wish to get there, after this so brief life on earth.
I know that I will arrive in Heaven, with God, for ever and ever and ever.
Nevertheless, I can get this goal only with His help, with his endless mercy."
This was what the teaching trainer said to veteran Shean in a confidence.
Americans are helping to restore for example the palaces and ancient monuments destroyed by the war. Thank you, www urknet blogspot com I feel sorry for Irak people.