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To All the Boys I’ve Loved Before

To All the Boys I’ve Loved Before

By Jenny Han

MAJOR MOTION PICTURE COMING TO NETFLIX AUGUST 17, 2018!

Lara Jean’s love life gets complicated in this New York Times bestselling “lovely, lighthearted romance” (SLJ) from the New York Times bestselling author of The Summer I Turned Pretty series.

What if all the crushes you ever had found out how you felt about them…all at once?

Sixteen-year-old Lara Jean Song keeps her love letters in a hatbox her mother gave her. They aren’t love letters that anyone else wrote for her; these are ones she’s written. One for every boy she’s ever loved—five in all. When she writes, she pours out her heart and soul and says all the things she would never say in real life, because her letters are for her eyes only. Until the day her secret letters are mailed, and suddenly, Lara Jean’s love life goes from imaginary to out of control.

artistic blossom bright clouds

Photo by Pixabay on Pexels.com

True Learning

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Authentic Learning

 

I give English one to one tutoring classes as well as ONLINE English Courses.

I realize what YOU need to succeed in English. I know the essential skills you need to grow to suit an active communicator in English.

My classes are for students who want to use a most proficient approach to get fluent in English fast by practicing English Skills. Training is a subconscious process and is faster than conscious learning.

Being capable of putting across effectively is the most important of all life skills.

Communication is merely the act of transferring information from one place to another, whether this is vocal,  written, visually or non-verbally (using body language, gestures and the tone and pitch of the voice).

How well this information can be transmitted and received is a measure of how good our communication skills are.

Training your English communication skills can facilitate all aspects of your life, from your professional spirit to social gatherings and everything in between.

 

Conventional methods of learning English exemplify passive learning with a limited success rate. I firmly trust in Active Learning of English Skills which is much more efficient than passive learning.

These are the primary disadvantages of passive English learning

  1. The major weakness of passive education is that it splits the language into different components – reading, writing, listening, grammar, and pronunciation – which you try to learn separately.
  2. When learners are not actively involved in the class, they continue to think in their native language. Whatever the instructor explains to them, they try to interpret it in their mother tongue. It becomes nearly impossible to process the information intuitively or spontaneously.
  3. Because learners aren’t taught to think in English, they are unable to communicate in English.

Active learning helps students start speaking English confidently in less than a year.
Active learning is more than just listening: it involves the active participation of students. They must use the language all the time and be emotionally involved in the process.

We call for the conversion from Passive Learning to Active Training English Skills

As a language teacher, I use all kinds of tricks just because making students speak and building their self-confidence in keeping the conversation going is the most essential for me.
When I teach Polish, my foreigners and I have to speak only Polish, and also my English classes are run entirely in English. I train without a bridge language.
This signifies they are required to forget about native language and start speaking as well as intending in a foreign linguistic communication. Thinking in a foreign language, this is just what I want my learners to achieve.
My students learn the words in different contexts, mostly singing phrases, expressions, collocations, idiomatic expressions, phrasal verbs also telling tales. Moreover, I inspire them to talk to everybody, even to themselves in a foreign language. Consequently, they can communicate as well as discuss a variety of beautiful narrations.
Many teachers spend most of their time altering each other’s errors.

Nevertheless, I correct only fundamental errors, as I don’t want students to stop talking. I also encourage my learners to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.

Moodle_Experience_2_Jun_2013_de7d827bHalina's Course

 

  1. The most important is to deliver comprehensible input. We improve the language when we understand it.

I am very much against the support in the native language.

  1. Learners spend more time dynamically speaking English when we convince them, for working students.
    I also develop an environment for gaining all language skills – reading, listening, speaking, writing, and pronunciation at the same time. Learners experience everyday situations again entirely in English.
  2. The mobile is an obvious choice for delivering information. It affords pupils access to reading material both in the course of educational activity and after the class of a written report. It covers support for sharing sessions with friends or teachers, which is essential for digital learners.using-digital-tools-

The lessons added by a teacher allow building an active connection between everyone.

As a result, I as an English teacher achieve a perpetual change from passive learning to the active, improving English skills.

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Thank you for reading and watching.

Wishing you all the best,

Halina Ostankowicz- Bazan

References

http://edglossary.org/authentic-learning/

https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf

https://www.ernweb.com/educational-research-articles/the-four-characteristics-of-authentic-learning/

https://youtu.be/XOupbmSx27A

https://clt.curtin.edu.au/teaching_learning_practice/student_centred/authentic.cfm

 

 

  1. Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field &
  2. Cisero, C. A. (2006). Does reflective journal writing improve course performance? College Teaching, 54, 231-236.
  3. Developing Language Objectives for English Language Learners in Physical Education Lessons. Clancy, M. & Hruska, B. (2005).
  4. Dewey, J. (1933). How we think (Revised). Boston: D.C. Heath.
  5. Duckett, H. (2002). Smoke and mirrors? Evaluating the use of reflective practice as a management learning technique.” Education-line database, December 23.
  6. Effective Instruction for English-Language Learners. Protheroe, N. (2011).
  7. English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English. NCTE. (2008).
  8. Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction. Moughamian et al. (2009).
  9. Shulruf, B. (2011). Do extra-curricular activities in school improve educational outcomes? A critical review and meta-analysis of the literature. International Review of Education, (56),591-612.

 

Enhanced Learning Experiences

To provide enhanced learning experiences, it is important to remember these points:

Communication must be regular and responsive to partners.BannerforNing6
Technology tools need to be tested and trialed first before students become frustrated – in this summit it was made clear teachers had set up the technology and supported student use throughout
Collaboration means being able to ‘get on’ with others – so although there may be disagreements between cross-school teams, the goal is to problem solve and come to a mutual understanding – we all need these skills in today’s world!
Student-centred, inquiry-based learning is key to successful sharing and the better understanding of global partners here.

Classroom Odyssey

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Quick announcement: I’ll be presenting, along with Susan Gay Hyatt, my Blue Planet co-director, at the 8th annual Global Education Conference, a worldwide online event for educators and others interested in the world of benefits that global education can provide to students.

Join us–for free!–on Wednesday, November 15 at 2pm EST to hear us answer the burning question:

What’s a Crankie??

We’ll be showcasing a Crankie project that Blue Planet carried out between a school in South Florida and one in Shanghai, China, and teaching you how you can create a similar project in your own classroom. The presentation will be great for

  • Language arts teachers
  • Fine arts teachers
  • Social studies teachers
  • World language teachers
  • Teaching Artists
  • Cultural Educators

Attendance, which is completely online, is free. Go to the Conference schedule page here for information on how to join us and the other presenters for this fantastic conference!

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Plenary session by Gabriel Diaz Maggioli

Empowering teachers through continuous professional development:frameworks, practices and promises
Gabriel Díaz  Maggioli
National Teacher Education College, Uruguay
April 4, 2017
9:00 –10:20

Main Points of Presentation

REALITY CHECK 2002
“…while particular ‘lighthouse’ schools and school systems are the exception, my sense is that professional development as it is experienced by most teachers and principals is pretty much like it has always been—unfocused, insufficient, and irrelevant to the day-to-day problems faced by front line educators. Put another way, a great deal more is known today about good staff development than is regularly practiced in schools.”
Dennis Sparks, 2002

(more…)

IATEFL Online Conference in Glasgow, 2017

Tune in for live coverage from Glasgow on Monday 3rd April

 

 

Following my previous year experience, I am willing to write a few blog posts about the video content (streamed or recorded interviews or video sessions) published on the IATEFL Online site during the 2017 IATEFL Conference.
Watch the 2017 IATEFL Conference live online
51st Annual International IATEFL Conference and Exhibition
SEC, Glasgow, UK
4th-7th April 2017
Pre-Conference Events and Associates’ Day, 3rd April 2017

 

Native Speaker Privilege and Unprofessionalism within the ESL Industry by Kevin Hodgson 

I think that generally speaking, it does not count if you are a native or non – native English speaker.
The question is how to be a good creative teacher, with the capability to inspire students to absorb a language.

Thank you for the post Kevin Hodgson.

TEFL Equity Advocates

These days, there is a lot of talk about privilege, particularly white male privilege, in English language media.  It is argued that people who fit these racial and gender profiles receive institutional benefits because they “…resemble the people who dominate the powerful positions in our institutions” (Kendall, 2002, p. 1).  However, others have argued that the term is problematic because the issue of inequity is much more dynamic or overlapping and ignores other important variables such as social and economic class.  A quick perusal of the comments section on any online article dealing with the topic will immediately reveal just how strongly opinionated people are on either side of the debate; it has only helped to create even more divisiveness in societies that are already ideologically separated by an ever growing political schism of conservatism vs. liberalism. 

Seen from a global perspective, however, one wonders why no mention is even…

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‘The Native factor’ Silvana’s plenary – IATEFL 2016 Day 2

‘The Native factor’ Silvana’s plenary – IATEFL 2016 Day 2

IATEFL 2016 Plenary Day 2

Silvana  Richardson

Silvana introduced herself: she is not tall, she is not male, not single, not an atheist, not a sport, not fantasy buff, not a native speaker. She was stressing that she is a non-native English speaker?

Why do we still refer to an aspect of the professional identity of over 80% of the teachers of English as a ‘non’?

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This is the reasoning;

  • The native speaker is the best model, the ideal teacher.
  • I am not the perfect model and not the ideal teacher.

Because;

  • I am a non-native speaker.
  • I can’t be a good English teacher.

Silvana gave us results  of some studies and asked to decide what the findings show.

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Silvana summarised by saying that students generally value professional and personal qualities over nativeness.

Both NEST and NNEST are perceived to be competence each with unique strengths. Preference is inconclusive. Some indicate both, some one, some the other.

 

Next, she discussed Discrimination and Recruitment.

A majority of the advertisements favoured NESTs and rejected NNESTs. This could be seen as a severe discrimination.

The presenter also talked about the issues of confidence and self-esteem.

It is about all teachers whose first language is other than English.

Silvana’s session was for me very special as well as significant.

In my view, this discussion is very educational and should be wildly continued.
I have been questioning all kinds of debates around ” who is a better teacher, native speaker or non-native language teacher?”
I have been teaching Polish as well as English for over 40 years.
As a Native Polish speaker, I have been a lot more stressed out teaching English because I always have felt a bit behind new expressions, phrases, vocabulary, and so on
I agree with James Alvis Carpenter’s thinking:
“ What does it mean to be an English, teaching professional? Is it the ability to speak English? Capacity to teach English? The professional credentials attendant to both? Or a combination of tangible and intangible elements—like the ability to speak English coupled with the ability to think creatively and connect with people from different cultures? ”
I believe that generally speaking, it does not matter if you are a native or not – native speaker.
The most important is to be a good creative teacher, with competence to motivate students to learn a language.
Passion for teaching, friendly attitude towards learners, love of the subject, a readiness to alter, a willingness to give, support and reflect are vital education skills.
Above all, it is essential to be a lifetime learner, so to continually look for the best ways of improving teaching methods. We should take courses to master teaching techniques.

Kiczkowiak, M. (2016). Current supporters. Available: http://teflequityadvocates.com/get-involved/support-us/. Last accessed 7th April 2016.

Here is the slide from presentation;

TEACHERS and SUPPORTERS

Picture1Silvana encourages to remember about;

  • Equal Opportunities policy

–Have one!

–Implement it

–Promote it (Be an EOE- and proud!)

–Use it to challenge customers’ prejudices and to explain your recruitment strategy

  • Recruit staff based on their qualifications, experience, the merits of their teaching abilities and their language proficiency
  • Create opportunities for collaboration
  • Create a working environment that values and promotes equality and diversityA screenshot from our kickoff event at the iTDi Summer School MOOC with Jason Levine and Chuck Sandy (by Leo JC)
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