Inviting 2019 in!

As the days of 2018 run to a close, you can hear some people saying that it’s just another date. It means nothing. My mother used to say that too. As a housewife her whole life she’d say yesterday, today, tomorrow have their same lot of cleaning, washing and cooking.

The Chinese have a different new year date. The Jews too. Islam also follows a different calendar. Googling it up, even the Native indigenous people in South America follow a calendar year which starts on June 21 – the Winter Solstice in the Southern Hemisphere. Ok. I didn’t find anything about Brazilian indigenous tribes but I’m pretty sure if they have a New Year Date it won’t be January 01.

Richard Vaughan, an American teacher in Spain, loves to say that the year would make much better sense if it really started somewhere in September.

In Brazil the year ending in December coincides with the ending of the school year and the beginning of summer so gives a good closure to the cycle of life (at least academically speaking).

Other people decide to fight all resolutions – they’re pointless. So their resolution is to make no resolutions.

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I’ll go against the flow and encourage you to make small, feasible resolutions. There is a psychological factor in taking out the old calendar and putting up a new calendar. Get rid of the old, and put on the new.

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Get rid of the old, put on the new

We all had small victories in 2018. Maybe small and big losses, but it is all in the past now. No, no, they won’t fade away as a dream, but they will hurt less in 2019… allow yourself to heal, give yourself time to lick your wounds, to dust off your pride … decide that you will be a better teacher, a better spouse, a better human being… . Yes, I know it won’t happen as magic but you have made up the decision which shows you are willing to grow.

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So, child, go forth, slip, trip over, fall, roll back, love and allow yourself to be loved… but keep moving forward.

Happy 2019.

Cheers,

Mo

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Are There Any Bad Students?

First and foremost, let’s cut that politically correctness crap that anyone can learn a second language and that there are no bad students. That’s not true. I’ve learned it the hard way.

I’m not talking about those individuals who are pure evil… What I’m just saying is that some people should focus their efforts on something attainable.

Let’s face it: some people are great learners. Others are average. Others suck at that. I was great at History/Geography and sucked at Math. Great at English and sucked at Portuguese literature. That depends on:

Personality

Commitment

Intellect

that is how your brain works. Image result for brain clipart

 

So… what makes a bad student?

1. Has No realistic goals – expects to be speaking and understanding everything in 6 hours/days/weeks.

2. Passively receives information and believes that the teacher will concoct a magic potion that will make them learn – doesn’t know why they’re learning.

3. Waits for the teacher to present interesting things for him to watch, read and listen to (during class time, of course)

4. Never reviews or records any lesson material

5. Displays weak learning skills – won’t take notes but doesn’t hav learns r-e-a-l-l-y slowly, if ever.

6.  Feels Forced to learn

The positive point is that bad learners can be converted into good learners.

First, find out what makes them tick. What motivates them (unless they’re clinically depressed – then advise them to seek medical and psychological care).

Assess their needs and their learning strengths and weaknesses – do they have a good memory? Are they slightly dyslexic? Do they need speech therapy? How’s their hearing?

Empathize

Provide opportunities for success.

Cheers,

Mo

Motivating ESL Students

Picture this:

It’s Monday morning.

First class at 7:30am.

Student A had an intense weekend, traveled, returned home late Sunday night and Monday morning he has to be ready for his class first thing in the morning. The teacher walks in and starts talking in English … the student who’s been speaking Portuguese all week hears the sounds but can’t make heads or tails of what’s being said past “how are you?”

Next, while correcting homework the teacher sees the student still having trouble expressing basic sentences – and can’t remember basic vocabulary he’s already seen before.

He can’t remember how to say in English:

Classe média (middle class)

Saudade (to be missing someone)

Poucas casas (a few houses)

Move on to the following student B – she is shown a 10 minute Ted Talk video on global population growth – and then says she’d fallen asleep half way through the clip.

Then student C waltz in. He has just had lunch and didn’t sleep very well last night… guess what happened?

So lessons to be learned:

1. Review, review, review! Grammar points and vocabulary.

2. Break video sessions into smaller chunks. Ask comprehension questions to help student remain focused.

3. Bring very strong black coffee in a thermos.

Cheers,

Mo

Developing digital competence in ELT

“As teachers, we are bombarded with the urge to use the latest, shiny technology,  we must keep our fingers on the pulse of technology.” Steve Taylor-Knowles

In other words, we must know how to use technology – not a choice anymore, but we need to know how to apply the necessary criteria to choose what to adopt or discard.

Teachers are a very complex sort of animal. On the one hand, we are open-minded and willing to learn. On the other hand, we’re afraid of change, including new technologies, feeling burdened by having to learn a new tool, which might result in more work, more time requirements,  more tasks and chores.

Our real challenge is to go digital.

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Photo by Pixabay on Pexels.com

1. Digital course management

Teachers have to get familiar with different learning management systems (LSM).

We can build data on students. What’s been done? What scores? What new plans or strategies?

2. Course Content Delivery

Resources: digital content allows for more material than what would be possible in a physical context. Both teacher and students can and should use their mobile phones as great learning tools.

3. Digital Competence

Literacy – today (August 06, 2018), the Brazilian Newspaper O Estado de São Paulo published a poll informing that 3 out of 10 Brazilians are functionally illiterate. Now, how many teachers are  functionally  digitally illiterate today?

So… dear teachers, embrace technology and start learning.

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Photo by rawpixel.com on Pexels.com

Cheers,

Mo

 

 

5 tips to learning/practicing a new language

 

Many people complain that they’ve been stuck in the same language level for ages. What to do? Resign and move on?

How about losing weight without dieting and exercise? How about getting hydrated without having to drink any liquids? Or tv zapping using your brainwaves? No remote control necessary. Far fetched? The same goes to learning another language without taking time and effort into the calculation. So here are 5 fail-proof steps that will actually help you learn another language and move up to the next level.

WARNING – these steps may actually help you learn 🤪

  1. Expose yourself to the language – videos, listen to radio programs, leaf through magazines and newspapers in the target language, being in that country or not.
  2. Have language classes – get feedback – some learn by themselves but there is always room for improvement and a teacher or friend fluent in that language may be able to help you.
  3. Use Duolingo or Lingq apps  for practice
  4. Extensive reading – read a lot for fun and understanding. Yes books are still in. Don’t stop to look up every single word you don’t know. Choose a book that might have a vocabulary level a little higher than yours but not too difficult. Even the Bible. Choose a translation that is going to be easier for you.  Allow yourself to read every night/ morning for 15-20 minutes.
  5. a notebook – write down any key words meaningful to you.
Set yourself a goal: 5 words  a day,  for example – set a page per day – make flashcards – make the new vocabulary relevant and present to you – go over them  15 minutes every day – write the translation and the word in context – choose sentences or examples taken from what you heard, read or looked up on Linguee or any other source.
  There you go… ready for the next level.
Cheers,
Mo

Practice makes perfect, but …

Since the late 1980s language drilling has been looked down upon as being bad. They’d say its mechanical, boring and irrelevant for the students. Students aren’t automatons to be repeating meaningless sentences or vocabulary.

And it’s true that too much of a thing (even if a good thing) can be its own death. But as the old saying goes “don’t throw the baby with the bathwater”. Language drills have their very good value: by repetition they can help students identify their questions and problem areas while leading them towards specific language goals and targets, therefore, drilling can help students focus.

In the not so distant past, language labs were the rage. All the “respectable” language schools had their laboratories with those sessions inserted in their lesson grid where students would be sent to a stuffy room (no air conditioning then) and they’d spend 40-50 minutes listening and repeating to an outdated audio recording, while a teacher dozed off (sorry, listened in and monitored the students).

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Language labs could resemble an industrial assembly line but production quality can vary widely

 With the ubiquitous presence of smartphones now students have a language school and lab in their hands but their needs are still the same, including the need to practice.

Spaced repetition – reviewing words over a sequence of days will work wonders on vocabulary retention, concentration, and patience.

Practice makes perfect,  but only if you practice in the right way.

“How you practice and what you do matters more than how long you practice”, Jeremy Harmer has said more than once. drilling

If you get your heart involved you will get better chances of learning.

Drilling should be genuinely communicative, psychologically authentic, focused, and follow a regular pattern.

Happy drills,

Cheers,

Mo

 

Why Teach Pronunciation ? (Or not?)

Quite often teachers of English as a Foreign Language find themselves between a rock and a hard place concerning teaching pronunciation. If they’re native speakers they hesitate in constantly correcting their students fearing they’ll pass an overbearing image and many times thinking … “well… I can understand them … whatever”. If the teacher is a nonnative speaker of English they might feel insecure about their own pronunciation or even worse… they might not be aware of the proper pronunciation of specific sounds in English which are different from their mother tongue. 60984E2A-14DC-40E6-A3B4-002A9032AABF.jpeg

So… why bother teaching pronunciation?

Students want and need to speak clearly.

Their phonological awareness has an impact on all areas of their language learning besides speaking: reading, writing, vocabulary, etc

But what’s the right pronunciation? What’s a standard accent? British RP? Only 3% of Brits actually speak it. American Midwestern? What about Mississippi or Alabama? How about global English?

That’s why it’s important to know why your students are learning English.

The teacher must then focus on speech comprehension rather  on the student’s accent being good, bad or proper.

How to do it? Teaching pronunciation works best a little during every lesson instead of once a week or whatever frequency students have. C7047EE5-CB8D-4F9B-A70F-BE4A4AA74861.jpeg

“The teacher must”, as Richard Cauldwell  wrote, ‘focus on:

the greenhouse: isolated words.

the garden: mixing and growing words together, linking words.

The jungle: where everything is mixed”

The best way will be to integrate pronunciation with other skills and lots of repetition (practice).

In conclusion, our insecurity about the way we speak can be managed by raising our awareness and practicing to the student’s heart’s content.

Cheers,

Mo

N.B – Many thanks to Laura Patsko with her great YouTube videos on the subject of pronunciation – https://youtu.be/yyga6vIAroE