R34D 7H15

47 F1R57 Y0U M19H7 H4V3 7H0U9H7 Y0U 60ULDN’7 R34D 7H15, 8U7 8Y N0W Y0U KN0W Y0U 64N. 7H3 HUM4N M1ND 64N D0 3X7R40RD1N4RY 7H1N95. 17 15 4M421N9. Y0U 4R3 4M421N9.

Advertisements

Six ways to boost classroom participation: Part 1 – Using peer observation

All eyes on me…
Peer observation really works!

Oxford University Press

Peer reviewZarina Subhan is an experienced teacher and teacher trainer. Since 2000, she has been involved in Content and Language Integrated Learning (CLIL) materials writing, training trainers and teachers in facilitation techniques and teaching methodology. Zarina now spends her time divided between teacher training, materials writing, trainer training and presenting at conferences.

 “When we originally went to the moon, our total focus was on the moon, we weren’t thinking about looking back at the earth. But now we’ve done it, that may have been the most important reason we went.” – reported by David Beaver, co-founder of Overview Institute.

Similarly, when we go into the classroom, as teachers, our total focus is to help our students to learn. But unlike the astronaut, who was quoted, many of us fail to look back. We can become so focused on the job of teaching that we don’t reflect often enough on how we…

View original post 916 more words

Six ways to boost classroom participation: Part Two – How to reduce anxiety

Something to think about this summer…
Super-useful tips, thank you, Oxford University Press!

Oxford University Press


Close-up of frightened man with dramatic lightingThis is the second article of a six-part series on boosting classroom participation. Last week, Zarina took us through using peer observation to reflect on your teaching style. In this article, she considers a different challenge: what do you do about the nerves that can interfere with your students’ performance? This article aims to look at the presence of anxiety in our classrooms and what we can do to reduce it.

When a student gives an answer in a foreign language in front of their peers, anxiety is a reality that cannot be ignored. It directly interferes with the task in hand. It appears, almost gremlin-like; to want to disrupt the very activity or question the student has been asked to deal with. So what can be done? Here are some ideas.

Minimise the threat of direct questions

Be very careful about directing questions at specific students in front of…

View original post 779 more words