Hi, I would like to thank Penny for her tips.

Hi, I would like to thank Penny for her tips. To be honest, I was teaching writing and reading in a wrong way. for instance, I used to ask my students to read the text aloud and guess meaning from the context. I will definitely use the tips for effective reading and writing teaching.
In Tunisia, technology is not used in teaching. But, I like your idea of using texting messages to improve spelling.

Comments

  1. Julia BlinovaDecember 3, 2017 at 1:35 AM

    Marwa Talbi I believe you can still capitalise on technology even without bringing it directly into your classroom. For instance, my students know of Twitter and know what kind of messages you can write there. So I printed out some tweets and used them to teach some really informal language. Then to contrast it with more neutral ways of expressing oneself, they re-wrote the tweets. After that I gave them a template which looked like a Twitter feed and asked to write tweets of their own to practise informal writing. Worked like a charm! So I think it's enough that students are aware of a particular piece of technology and then a teacher can think of ways to use it without actually using it ;)

    ReplyDelete
  2. Hannah McCullochDecember 11, 2017 at 5:27 AM

    Call me old fashioned but I do like a good printed out version to get them writing something. My teens use their phones a lot anyway, so it's a nice break from the screen!

    ReplyDelete

Post a Comment

Popular posts from this blog

Thanks Penny for sharing an interesting topic: error correction.

Image
Thanks Penny for sharing an interesting topic: error correction. Allow me to share with you what my students and I have done with the error correction practices in our essay writing class. 1. I have encouraged my students to do peer-review as a part of writing cycle before submitting their final drafts. We did that using Google doc. I see this peer-review activities worth doing at least based on the following considerations: a. Learn how to read carefully, with attention to the details of a piece of writing (whether their own or another writer’s); b. Learn how to strengthen their writing by taking into account the responses of actual and anticipated readers; c.Learn how to formulate and communicate constructive feedback on a peer’s work; d. Learn how to gather and respond to feedback on their own work. 2. Before the peer-review session, I taught some techniques of correcting their peer's to them: make the errors explicit so that the writers knew about what and how to improve the e...
Read more

Title

Konnichiwa, everyone! My name is Anne, and I'm waving to you from rural Japan, where I have lived for alllllllmost one year teaching very young learners (ages 2 and up). I have been teaching since 2002, mainly in South Korea and recently in Japan. I am here because I want to teach better, get new ideas and learn new ways to use old ones, and help my littles be more comfortable with their English-speaking selves. I’m also interested in creating non-competitive activities and other strategies to help learners who need a different class structure. In my non-teaching time, I do freelance writing and proofreading and study Japanese. One of these days I’ll have free time, and then I’m going to read the piles of books that keep stacking up, do some baking, and take long bike rides. It’s a pleasure to meet you all, and I look forward to learning together!
Read more

Hi Everyone.

Hi Everyone. I've been incredibly busy this week, so this is the first chance I've had to read everyone's comments and add my own reflections. I enjoyed last week's session and I'm looking forward to the next one! Last weekend (on Saturday) I went to a conference in Taipei. Stephen Krashen was speaking, and he highlighted a lot of rules and guidelines that are commonly used by language teachers but which, in his view, need to be reconsidered. They are: 1. If you don't understand, signal (often an agreed-upon signal is used) 2. If I am speaking too quickly, slow me down (with a signal or short utterance) 3. Don't repeat what I say. 4. Don't worry, I won't call on you. 5. When you speak in class, you won't have to use full sentences. 6. Don't worry if you can't easily retrieve words you think you know. 7. Don't worry about making mistakes 8. Look at my facial expressions and body language 9. You don't have to understand ev...
Read more