Categoría: Blog

According to the school of Learning Styles, each of us is a unique learner.  We all have our own study methods that we’ve come to use and rely on based on experience, practice, and innate preferences for what works.

Understanding which type of learner you are is crucial for figuring out what the best way for you to learn is. Don’t worry, it is not too hard. While we are all different learners and there are hundreds of different learning “tricks”, there are still a few broad categories for learning styles, and we tend to fit best into one or the other.

Check out the following list of learning styles presented by How To Study, and figure out which category you fit into, so you can narrow down the learning methods that could fit YOU best.

Your Preferred Learning Style

A learning style is a way of learning. YOUR preferred learning style is the way in which YOU learn best. Three learning styles that are often identified in students are the Auditory Learning Style, the Visual Learning Style, and theTactile/Kinesthetic Learning Style. Read about each of these learning styles to identify YOUR preferred learning style.

Are you an Auditory Learner?

Auditory Learners learn best when information is presented in an auditory language format. Do you seem to learn best in classes that emphasize teacher lectures and class discussions? Does listening to audio tapes help you learn better? Do you find yourself reading aloud or talking things out to gain better understanding? If YES, you are probably an Auditory Learner.

Are you a Visual Learner?

Visual Learners learn best when information is presented in a written language format or in another visual format such as pictures or diagrams. Do you do best in classes in which teachers do a lot of writing at the chalkboard, provide clear handouts, and make extensive use of an overhead projector? Do you try to remember information by creating pictures in your mind? Do you take detailed written notes from your textbooks and in class? If YES, you are probably a Visual Learner.

Are you a Tactile/Kinesthetic Learner?

Tactile/Kinesthetic Learners learn best in hands-on learning settings in which they can physically manipulate something in order to learn about it. Do you learn best when you can move about and handle things? Do you do well in classes in which there is a lab component? Do you learn better when you have an actual object in your hands rather than a picture of the object or a verbal or written description of it? If YES, you are probably a Tactile/Kinesthetic Learner.

We ALL Learn by Repetition

No matter what form we prefer for the initial exposure to new skills or knowledge, science shows that repetition is the only way that learning will truly stick.  And it turns out that digital flashcards are one of the best ways to leverage such repetition while incorporating visual, auditory, and tactile elements.

Brainscape and its users have created flashcards for any subject, including language learning, sciences, mathematics, medicine, and more. You can also make your own flashcards and study them using spaced repetition to optimize the learning process.

Combined with universal learning benefits like repetition, your learning style can be your strength. Go with it whenever you can. When you can choose a class, try to choose one that draws heaviest on your learning style. When you can choose a teacher, try to choose one whose teaching method best matches your learning style. When you choose a major and future career, keep your learning style firmly in mind.  Customizing learning for your purposes is the best way to reap its full benefits.

SOURCE:

Do you know what YOUR preferred learning style is?

Can learning through play really help teachers to achieve their formal lesson goals? Catch up on all the views and insights from our live chat on learning through play

Here we’ve collated some highlights and links from our recent live chat exploring the benefits and challenges associated with learning through play. To read the discussion in full, click here.

Don Ledingham, education blogger and director of education and children’s services for Midlothian Council

Over the years I’ve become a complete convert to the early years’ approach, where children are encouraged to learn through play and active learning. It’s been interesting to watch this approach percolate through the primary school, where play is now often used productively with older children.

Yet when I consider the secondary school curriculum, the notion of using play as an approach to promoting learning is rare and, in some subject areas, completely unknown.

The secondary school curriculum has evolved into a set of formal learning outcomes that often lead the teacher to adopt a methodology where they have complete control over the nature of the learning process, the criteria by which success will be measured and the duration of the learning experience. This is driven by a tacit expectation that ‘good’ teaching requires explicit goals and formalised learning steps.

But play has been used productively in secondary schools. For example, secondary teacher, @kenny73, told me on Twitter his class used sand trays and water to encourage students to simulate coastal actions.

He said: «I was very clear that I wasn’t looking for a definitive answer to anything, but I did want students to observe and record their findings before trying to link to actual coastal landscapes. The freedom allowed students to just try things their own way, experiment and probably make some different conclusions from mine, but some similar ones which they will ultimately keep from a memorable lesson. There are so many pieces and links we can pick up from this in future lessons, even if the learning was messy, with a different structure and an unusual way to explore the new topic.»

The US researcher Sternberg argues that as children move through school, they quickly learn how the system works and suppress their spontaneous creativity. This doesn’t happen, however, at home, on digital platforms or out with their friends where they are often highly creative.

Some teachers, in seeking to achieve prescribed targets, which they are pressured to do, also curb their creativity, avoid taking risks and leading explorations in learning. But it needn’t be that way. A key issue in my view is being convinced that play and creativity have an important role in education, and that as professionals we have a responsibility to nurture these.

The world is changing and is more uncertain than ever before. Surely creativity is a critical component in enabling us to cope, to find pleasure, and to use our imaginative and innovative powers. These are key resources in a knowledge-driven economy and, as educators, we must take up the mantle and educate for tomorrow.

For an approach that fosters playful sharing of ideas, Teresa recommends The Helicopter Technique, developed by the team at MakeBelieve Arts in London.

Tim Taylor, AST working in Norwich

Play in education is still an important pedagogical tool for some educators. I would like to voice a word of caution, however. By declaring play as a child’s ‘right’, which should be somehow protected from adult interference, and that children in school should be free to lead the learning in whatever direction they desire, we leave ourselves open to attack of lack of rigour and professional responsibility.

I prefer to see play, and by extension the use of dramatic inquiry, as a well researched and effective pedagogical tool that develops children’s learning where other more traditional, direct instruction and open discovery methods are less useful. Nevertheless, they still have an important role in teaching and learning. Being a teacher is a practical occupation, where using the most effective methods we have available is paramount, and we should resist pressure to restrict our options by those who are fighting ideological battles.

Tim edits and writes for mantleoftheexpert.com and imaginative-inquiry.co.uk.

Surely, at its heart, if learning is fun and memorable, and you actually learn through it, that is the best kind of learning there is. Learn differently to think differently. Encourage students to question and develop their own ideas. There is nothing wrong with learning through play. Teachers must have the confidence to teach our students in this way and to develop this vital teaching and learning strategy.

Governments come and go. In 25 years time, I want students to remember my lessons and what they learned. I bet in 25 years time they won’t be able to tell me who the education secretary was. But they will remember that time when they were human punctuation marks or sang to learn key vocabulary. Or ran up and down the playground to learn tenses, or when they put a book character on trial in the conference room, judge wig and all. And that is why we should learn through play and continue to develop this vital pedagogy, despite any changes coming our way.

Sian shares her ideas for best practice and creative lesson plans with teachers on her blog.

Judith Raey, head of the Sue Hedley Nursery School, Hebburn, South Tyneside

Through the High Scope approach we have a strategy called SOUL: Silence Observe Understanding Listen. This is the process our practitioners go through before entering a child’s play. You are then making an informed decision as to how and if you should enter the play. Through this supportive climate for learning, the children and adults have genuine shared control. The adult highly values the child’s active learning and they become authentic play partners with the child, following their interests.

Jeremy Dean, English teacher working in Spain

I feel two of the most important things that play can develop in the class are interest and motivation. If we can encourage these, then the children are on board and contributing to their own learning.

Here’s an example that might interest the maths department. I use the ‘times table Macarena’ to teach counting in twos, fives, 10s etc. I play the Macarena and make sure the children know the moves. Here in Spain that isn’t an issue (in fact they correct me). How humiliating. Once we’re warmed-up, I write the answers to the table I want them to learn and practise on the board (three, six, nine, 12). I then show them how to sing the numbers in time with the movements of the song. Conveniently, there are 12 movements. Once we get the hang of it, I start rubbing a few of the answers off the board so the children have to remember them. I usually end the session by promising that we can do it again tomorrow. But only if they know the numbers. This often results in hastily scribbled notes being made. I’m always happy to see children setting their own homework. A word of warning, if you’re as old as I am, do warm up the muscles around your hips before attempting this.

Sally Wheeler, science AST at The Mountbatten School in Hampshire

I try to hand over the baton to students and relinquish control as much as possible. Bad science in movies as an introduction is always good. Could this really work? Why? How? A bit like the TV programme Mythbusters. Prove it. Students explore possibilities. I use abstract objects in the lesson to model key ideas: Lego and plasticine are a regular feature.

Before setting a problem, give students time to play with the equipment. Students will often plan a fantastic inquiry but stumble at the first hurdle. Let them play before they plan. This will pick up and address many misconceptions before they start. Give them direct, hands-on access to explore and generate their own questions. Pose the questions around the room and get each other to answer. They are in control.

Philip Waters, reader and participant in the live chat, is a play project coordinator for the Eden project, Cornwall. He is currently undertaking a PhD with the European Centre for Environment and Human Health

The tension within education about play being used as a vehicle for formal and informal learning is a ridiculous one, especially when you think about play as a biological drive. We should be asking ourselves what right we have in not allowing play to be a major part of children’s learning experiences. Who do we think we are, suppressing another human being’s natural way of engaging with the world?

Adults who tell children not to giggle, laugh, whisper, shuffle in their seats or stare out the window and dream, might as well gag and nail those children to the floor. They’re doing just as much harm. Adults who tell children what, when and how they are going to learn, and stifle every interest or self-pursuit, might as well sit all children in front of a screen and press the download button.

The problem is simple, really. Play is a challenge for schools because letting children play means handing over control, content and intent, and foregoing power. That’s the argument used by many play advocates. But play can be a reciprocal and social state of being. If schools could lose, just for a day, as a trial, their demarcations of authority and drop child/adult, teacher/student identities, and instead all be players for a day – and, dare I say it, all be learners too – then play just becomes another medium of practice used in the school experience.

SOURCE:

https://www.theguardian.com/teacher-network/teacher-blog/2013/feb/27/play-education-creative-learning-teachers-schools

Quien estudia esta carrera, debe tener una fluidez mayor a la de alguien bilingüe; la Ciudad de México es la ‘Mecca’ para esta profesión por la cantidad de conferencias que tiene.

Por: Ivonne Vargas

CIUDAD DE MÉXICO — Elegir una licenciatura es una decisión que no se debe tomar a la ligera, y aunque la vocación es un factor decisivo, no está demás preguntarse si esa profesion tiene un futuro interesante en el mercado laboral mexicano.

Es el caso de la carrera relacionada con idiomas. Según la Organización para la Cooperación y el Desarrollo Económico (OCDE), la tendencia internacional apunta hacia esta actividad como una de las más prometedoras en los siguientes años.

¿La razón? Opciones como la de intérprete traductor destacan por la diversidad de su campo de trabajo. En México, por ejemplo, se organizan anualmente más de 250 exposiciones, de las cuales entre un 50 y 60% requieren ese servicio. Los profesionistas especializados en este terreno tendrán gran demanda, y no sólo en ese terreno, también en consejos, consultorías, foros, conferencias, y seminarios del sector público y privado, por citar algunas actividades.

Aunque no existe una cifra exacta sobre los ingresos de este profesional, mercado de trabajo sí hay, en dinámicas de un evento por día, en promedio. La demanda es mayor que la oferta.

Tan sólo en el Distrito Federal, para 2010, se tiene estimada la asistencia de 10,000 congresistas, a más de 20 eventos entre nacionales e internacionales, de acuerdo con datos de la Oficina de Congresos y Convenciones de la Secretaría de Turismo. Gran parte de estas actividades requieren la participación de los expertos en diversos idiomas.

De altos vuelos

Debido a la escasa difusión que ha tenido esta carrera, suele confundirse al traductor con el intérprete, «El traductor va de texto a texto, el intérprete expresa en su trabajo hasta la emoción de su cliente, y debe hacerlo en varios ambientes, no importante el escenario hay que concentrarse en el mensaje que se quiere dar».

Los especialistas aseguran que esta profesión toca todas las fibras de la economía en México, y al comenzar a laborar es fundamental trabajar con otro intérprete que te sirva como mentor para aprender a desempeñarte en este terreno.

FUENTE:CNN

The majority of parents want ‘qualified teachers’ to teach their children, but, says Barnaby Lenon, there’s more to being a good teacher than classroom skills

A NASUWT poll last week found that the majority of parents wanted ‘qualified teachers’ to teach their children. Unsurprising really, until you consider what that word ‘qualified’ really means.

In independent schools, recognised as being among the best in the world, we are free to choose our own teachers. In 2013, pupils in independent schools achieved 32 per cent of all A* grades at A-level.

Our success lies in the quality and expertise of our teachers, yet some may not have a teaching qualification. So what makes a good teacher?

They have four characteristics.

First, they love their subject and have excellent subject knowledge (the two go together). Last year Professor Rob Coe and the Sutton Trust published research into the qualities of the best teachers and this came top of the list.

It is the reason that some schools are happy to appoint an excellent graduate in a subject like physics even if they don’t have a teaching qualification. They are classified as ‘unqualified’, even though they possess the most important quality of all.

Good subject knowledge matters not only because at the top of the ability range you need to be able to stretch pupils but also because teachers with good knowledge tend to make lessons for younger children more interesting. They have more substance to be interesting about.

Secondly, they need to have the right personality. Teaching is partly acting, and acting ability helps greatly. Above all you need to be able to control a class, because without good discipline nothing worthwhile can be achieved.

So that means good teachers are those whom pupils will respect – and slightly fear if necessary. They are completely in control of what’s going on around them.

Pupils know the teacher will notice if they are misbehaving or if their work is incomplete or copied from another child and will take action – punish the child, perhaps, or require the work to be redone.

But the best teachers are not disciplinarians. They are a velvet hand in an iron glove. Pupils come to know, over time, that they are warm and generous. But they are not to be messed with. Discipline has to come first.

There are other personality traits that matter too. Good teachers are very hard working, putting a huge effort into preparing lessons, marking work and giving extra time to children who need it.

They are able to manage stress. They are passionate about their school and their pupils, keen for all to do well. They are highly organised, because switching in a few seconds from one class to another, keeping track of individuals, remembering which extra duties they are down for, managing record-keeping and databases – all this requires good organisation.

Thirdly, they need to have certain classroom skills. This is why all ‘unqualified’ teachers need some training, both before they start and throughout their first year of teaching.

They need to be shown how to deliver a lesson with pace and interest, how to use digital resources effectively, how to mark work and record those marks, how to write reports, how best to teach tricky concepts, how to ask questions of pupils in the most effective way.

Finally, they need to have high expectations of their pupils. This is a characteristic of all the best teachers. They are determined that every pupil will master their subject. This attitude sets the scene for everything which follows.

Pupils who produce unsatisfactory work must be made to redo it until they achieve a good level. Pupils will be regularly tested to see whether they have understood and learnt the work; those who do badly will be retested.

Excellent teachers believe that it is pupil effort and teaching quality which determine how well a child does, not the ability of the child. The less able children will get there in the end.

So these are characteristics of the best teachers. In terms of weighting, perhaps 30 per cent is subject knowledge, 30 per cent is personality, 30 per cent is level of expectations, 10 per cent classroom skills. Of these, only the last need be the subject of teacher training.

SOURCE:

https://www.telegraph.co.uk/education/educationopinion/11347131/You-dont-need-a-qualification-to-be-a-good-teacher.html

This article looks at the role of translation as an activity for learners in the ELT classroom.

It does not consider the role of the L1 as a teaching tool, for example for classroom management, setting up activities, or for explaining new vocabulary. This question has been discussed elsewhere on the Teaching English site. The article starts by looking at what we mean by translation as an activity in the language classroom, and then briefly reviews the history of translation in language learning within the framework of various methodologies. It then considers some of the many objections ELT thinkers and practitioners have had to translation, and some of the possible benefits of its use. It concludes with some observations about how to make translation tasks successful, and some activities.

Introduction

Translation was a significant part of ELT for a long time, and then a significant missing part for a long time also. With the arrival and then total dominance of communicative methodologies, translation was quickly consigned to the past, along with other ‘traditional’ tools such as dictation, reading aloud and drills. However, it and these other abandoned activities are now a feature of many communicative classrooms and successful aids to learning, although the approach to using them has changed. As Duff (1989) says, teachers and students now use translation to learn, rather than learning translation. Modern translation activities usually move from L1 to L2, (although the opposite direction can also be seen in lessons with more specific aims), have clear communicative aims and real cognitive depth, show high motivation levels and can produce impressive communicative results.

The history of translation in ELT methodologies

As mentioned above, translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear. It was a key element of the Grammar Translation Method, which was derived from the classical method of teaching Greek and Latin. This was not a positive learning experience for many: as well as learners memorizing huge lists of rules and vocabulary, this method involved them translating whole literary or historic texts word for word. Unsurprisingly, new methodologies tried to improve on this. The Direct or Natural Method established in Germany and France around 1900 was a response to the obvious problems associated with the Grammar Translation Method. In the Direct Method the teacher and learners avoid using the learners’ native language and just use the target language. Like the Direct Method, the later Audio-Lingual Method tried to teach the language directly, without using the L1 to explain new items. Subsequent ‘humanistic’ methodologies such as the Silent Way and Total Physical Response and communicative approaches moved even further away from the L1, and from these arise many of the objections to translation.

Objections to using translation

We can consider possible problems with using translation by looking at possible negative impact on learners and then on teachers. Under each heading we can consider some of the concerns expressed.

Learners

Translation teaches learners about language, but not how to use it. Translation does not help learners develop their communication skills.

Translation encourages learners to use L1, often for long periods of class time, when the aim of modern teaching is to remove it from the classroom.

The skills involved in translation may not be suitable for all kinds of learners. It may, for example, be best for learners who are more analytical or have preferences for verbal-linguistic learning strategies. It may not be suitable either for young learners or lower levels.

Learners may not see the value of translation as an activity to help them learn English, and instead see it as a specialised, and difficult, activity.

Translation is a difficult skill which must be done well in order to be productive and rewarding. Learners and teachers not only have to take into account meaning but also a range of other issues, including form, register, style, and idiom. This is not easy, but too many translation activities rely on it being done well.

Teachers

Translation activities are tricky to set up and take a lot of preparation, especially anticipating possible problems.

Translation requires a motivated class.

The teacher needs to have a sophisticated knowledge of the L1 and the L1 culture. Without this translation can create more problems than benefits. This level of awareness is almost impossible in a multi-lingual class.

Following on from this, if a teacher uses L1 in a translation activity then this can undermine their work to maintain an English-speaking environment in the class. Learners inevitably see them as an L1 resource.

Translation is by definition text-bound, and confined to the two skills of reading and writing. This makes it hard to justify for many classes with time restrictions.

Translation is time-consuming and difficult but the teacher must be as good as and better than the learners at it, to be able to manage the activity well.

Benefits

Many ELT teachers and theorists now see the validity and value of translation as an activity in communicative classrooms (although few coursebook writers offer ideas and materials for this area). Below are some of the ways translations can have a positive impact; many of these also serve as responses to the objections and criticisms expressed above:

Designed well, translation activities in the classroom can practise the 4 skills and the 4 systems. In terms of communicative competence, they require accuracy, clarity and flexibility. Duff: it ‘trains the reader to search (flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity)’.

Following on from this, translation is by its nature a highly communicative activity; the challenge is to make sure that the content being communicated is relevant and that we exploit all possibilities for communication during the activity.

Translation in groups can encourage learners to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language.

Translation is a real-life, natural activity and increasingly necessary in a global environment. Many learners living in either their own countries or a new one need to translate language on a daily basis, both informally and formally. This is even more important with the growing importance of online information.

Whether we encourage it or not, translation is a frequently used strategy for learners; if we accept this, we need to support them in developing this skill in the right way, e.g. by discussing its role.

Translation can be a support for the writing process, especially at lower levels. Research has shown that learners seem able to access more information in their own L1, which they can then translate.

Discussion of differences and similarities during the translation process helps learners understand the interaction of the two languages and the problems caused by their L1. It also helps learners appreciate the strengths and weaknesses of the L1 and L2, for example in the comparison of idiomatic language such as metaphors.

Teachers can focus translation activities on highly specific learning aims, such as practice of certain vocabulary, grammar points, styles and registers, etc. It also lends itself well to work with other tools such as e-mail and class web pages.

Finally, for many learners developing skills in translation is a natural and logical part of reaching higher levels, and being able to do this well is highly motivating.

Classroom approaches

Translation is a difficult activity to set up and can go badly wrong, producing some of the objections described above. There are many aspects to designing and running tasks.

Firstly, it is necessary to plan carefully and fully, and to identify the right kinds of aims. Ensure that your source material really does focus on these, and has not been introduced just because you like it. Try to integrate translation with other skills/systems practice where possible. Make sure you have dictionaries and usage sources available. It is important to recognise the problems associated with traditional approaches to translation (a solitary, difficult and time-consuming activity using literary texts) and find solutions to these, such as ensuring these tasks are short (not easy), always working in groups, and maintaining the element of a communication gap where possible.

As the objections above showed, learner perception of this activity is key. It is useful to explain your aims and discuss any concerns that your learners have; many activities use materials that can be generated by learners, which can have positive impact on motivation and dynamics. Avoid activities which require your learners to use their L1 a lot if you don’t have a consensus in your class. Think about the possibilities and pitfalls of this kind of work in a multi-lingual group – discussion and comparison of L1 idioms may be very rewarding, for example, but working on a text not.

Think about the different benefits of translation and more specifically L1 – L2 or L2 – L1 work in the context of aims and also of the class profile. If you are struggling to get learners to use L2 in the class, this may not be the best time to do translation work, for example; if you are not confident of your role in an activity where learners translate back into their own L1 or of how they will perceive this kind of work, then don’t do it. Finally, if you have interested learners, encourage them to explore translation further by themselves – it is a fascinating, complex and worthy process.

Some ideas for classroom activities

Learner groups work on translating different sections of a text, and then regroup to connect together their parts into a full text, with suitable connecting language.

Learners bring in examples of L1 language (in their own country) or L2 (in another country) for discussion and translation. Signs can be particularly interesting. This can also be done by sharing material via group e-mails.

Learners bring in short texts/proverbs/poems and present them to the class, explaining why they like them. These are then used for translation.

Comparisons

Learners work in groups on short texts then regroup and compare their versions, before producing a final text. This can then be compared with an ‘official’ published version.

Learners translate and then other learners back translate, then compare versions and discuss why there are differences.

Learners look at ‘bad’ translations and discuss the causes of errors. Translation software programmes and web pages are good sources of these (see below).

Ask learners to find different kinds of texts for comparison and translation, for example recipes, e-mails, graffiti, technical texts, post-its, etc.

Project work

Learners translate the script of a scene from a film, then dub over the scene itself with their new version in the L2.

Learners develop a webpage or blog with their own translated work.

Learners participate in live online forums such as Word Reference (see below).

Learners research and then present their findings on the translations of a particular group of words, such as those of their own professional field.

Learners evaluate translation software/web pages and then report back to the group.

SOURCE:

https://www.teachingenglish.org.uk/article/translation-activities-language-classroom

Consejos para mejorar tus conversaciones en inglés

Publicado por: AVANCE | tuavance.com

Tu manera de hablar revelará realmente cual es el verdadero dominio que tienes del inglés, por ello existe una gran necesidad en dominar los matices del idioma. El inglés escrito es muy diferente al inglés hablado o conversacional. Tal vez puedas saber todas las reglas de gramática y las estructuras de frases correctas cuando se trata de escribir una carta, pero si no puedes hablar bien, y de una manera fluida habrá muchas frustraciones en el camino.

Entonces, ¿cómo mejorar tu inglés hablado? Aquí hay algunos consejos que debes tener en cuenta cuando se trabaja en la mejora de sus habilidades de conversación.

Consejo No. 1:

Pensar en inglés

Nunca serás capaz de obtener realmente el feeling de cualquier idioma hasta que empieces a pensar en él. Si deseas que las palabras fluyan bien cuando hables, tienes que pensar constantemente acerca de lo que dirás.

El inglés hablado depende en gran medida de tu vocabulario. Aunque parezca una locura habla contigo mismo unos 5 minutos diarios en voz alta, ve cambiando los diferentes escenarios en tu mente para poder practicar diferente vocabulario y estructuras incluso te darás cuenta que habrá palabras que no conoces cuando te quieras expresar, búscalas de inmediato y veras como las retienes en la memoria de largo plazo. Asegúrate de estar solo cuando hagas este ejercicio.

Consejo No. 2:

Escuchar con atención el ritmo del inglés.

Cada idioma tiene su propio ritmo y el inglés no es la excepción. Si puedes utilizar la velocidad ideal y la variación de tono de un idioma te escucharas como un nativo o al menos casi como ellos. De hecho, hablar demasiado lento o ir demasiado rápido, es lo que te delata como novato en un idioma. Puedes observar los noticieros tanto británicos como americanos dependiendo el tipo de acento que más te interese o necesites, así como programas en general, pero en vivo, en lo personal no recomiendo las películas ya que no deja de ser un dialogo estudiado y actuado por lo que la carga emocional en el ritmo del idioma es distinta es decir no es del todo real, por ello no recomendamos las películas.

También ayudará a mejorar tus habilidades de conversación, escuchar programas de revista en inglés.

Consejo No. 3:

Corregir tu Acento

Como aprendiste inglés después de haber aprendido tu lengua materna el acento de tu lengua madre se transfiere, al ser un hábito de los músculos destinados en la garganta y en la lengua para el habla, un claro ejemplo de esto es al escuchar a un norteamericano o francés tratando de hablar español, son inconscientes de este fenómeno y claramente podemos identificarlos así que el secreto está en que cada palabra que uses al hablar tiene que ser libre de acento. Para ello, es necesario tomar conciencia de tu acento al hablar y un ejercicio ideal para lograrlo es grabarte a ti mismo hablando y ver en que palabras o estructuras se está cometiendo el error, al principio puede parecer un tanto complicado, pero recuerda que estas modificando un hábito y la práctica hace al maestro.

Consejo No. 4:

Verbos y Tiempos

La gran parte del inglés hablado consiste en describir lo que uno está haciendo o planea hacer, esto implica el uso adecuado de verbos y tiempos, la gramática tiene que ser correcta antes de poder hablar con fluidez el inglés.

Consejo No. 5:

Hablar, Hablar y Hablar

La única manera de mejorar su inglés hablado es seguir hablándolo. Sin embargo, hablar por hablar no es suficiente. Es necesario hablar en la presencia de una persona que sea capaz de detectar tus errores y mostrártelos.  De lo contrario, seguiremos repitiéndolos y no mejoraremos integralmente. Esto es posible con cualquier persona que tenga conocimientos sólidos de inglés hablado, a mayor grado de especialización de tu instructor, mejor.

AVANCE | tuavance.com

Having background knowledge in moral decision making is pivotal.

Education represents success in one’s life—in both their personal and professional life. Educators prepare students for the future. However, in order for students to become successful individuals in the future; the students must come across effective teachers throughout their educational careers. An effective teacher must know what is ethically right and wrong. Therefore, I find it pivotal for future educators to have background knowledge in moral decision-making.

In my future classroom, my goal is to make my students feel comfortable. For instance, students tend to argue that teachers only like certain students in the classroom—pure favoritism. Therefore, it will be important for my students to understand that grades are not given based on how much I like them; it is based on the effort, commitment, and how determined one is to earn the highest grade possible in the course. Nevertheless, being determined is important, especially in one’s educational career, such determination will guide a student to a successful college career.

Favoritism gives benefits to some people without a justifiable reason for singling them out; discrimination imposes burdens on people who are no different from those on whom burdens are not imposed. Both favoritism and discrimination are unjust and wrong.

Consider the following scenario: two students in my classroom were caught cheating on a major assessment. Nevertheless, one of the students is my favorite student. Thus, I decided to give that student another chance; however, I gave the other student that cheated a zero for the assessment.

For that reason, a teacher with background knowledge on the study of ethics would argue that my action was morally wrong, and that I should have given both of the students a zero for cheating. Yet, others may argue that certain individuals were raised in an environment where cheating is acceptable—it is a normal thing to do—it is part of their daily life.

Furthermore, in the future, my main goal is to deliver a high-quality education to all of my students. However, in order to deliver such education, I find it crucial for me to inform and make sure that my students understand the difference between what is morally right and wrong. Ethics and morals are often associated with religion, but schools can also provide important lessons in ethical thinking and action. Teaching my students the importance of ethics will allow me to run a positive and successful class environment; where education is taken seriously, especially since it determines one’s future.

SOURCE:

https://www.theodysseyonline.com/the-importance-of-ethics-in-teachers-career

Let’s face it: school today just isn’t the same as it was when you were younger. The profession of teaching has changed dramatically in the past few decades. Teachers now educate in schools with grade configurations that vary considerably, teach an enormous range of subjects, and teach students with different needs. Here is a very short guide that will show you roughly what happens in each grade cluster.

Popular grade configurations are elementary schools that include pre-kindergarten or kindergarten through fifth-grade levels, middle schools that include sixth- through eighth-grade levels, and high schools that include ninth- through twelfth-grade levels. Another, less popular, configuration beyond the elementary level is the junior high school, which includes sixth- through ninth-grade levels, and the senior high school, which includes tenth through twelfth-grade levels.

A quick side note: becoming a teacher is a lot more competitive these days. Teachers today have higher standardized achievement test scores and higher grade-point averages than their counterparts several years ago. According to a study by the developers of the Praxis test, teacher grade-point averages (GPAs) increased from 27% of teachers with a 3.5 GPA or higher during 1994 to 1997 to 40% having at least 3.5 GPA during 2002 to 2005. Additionally, candidates’ verbal SAT scores rose 13 points and mathematics scores rose 17 points in the same period.

Now you can think about who you might best work with.

Are you interested in working with very young children and new learners? Consider being a pre-K teacher.

If you attended pre-K as a child, you might recall learning through playing with other classmates and through participating in interactive classroom activities. Pre-K teachers are very different from elementary and secondary school teachers. They typically develop children’s language and vocabulary skills through storytelling and rhyming games; their social skills through cooperation and teamwork games; and their scientific and mathematical concepts through counting games and simple mathematics problems. According to the National Association for the Education of Young Children (NAEYC), the ages included in pre-K education range from birth to age eight. Pre-K teachers play a critical role in the development of children. Early childhood learning and experiences shape students’ views of themselves and the world and influence their later success in school, work, and their personal lives.

For students who are just a little older who are being introduced to a more formal style of learning, there are the elementary school teachers. Elementary school teachers are usually responsible for a group of children, roughly 20 to 25. They teach several subjects and are responsible for one grade level. In some schools, several elementary school teachers work together to teach a group of students. Other schools also have teachers who teach a special subject, such as music, art, mathematics, or science, to a number of classes. Some schools have teachers who instruct students from several grade levels. Elementary school teachers are responsible for a wide variety of activities, including rule-setting for maintaining order in the classroom, adapting teaching methods and instructional materials to meet individual students’ needs, and assigning and grading class work and homework.

Pre-K teachers are charged with providing students with the educational building blocks they’ll need to succeed in elementary school and throughout their lives. Elementary teachers teach all subject areas and usually teach one grade level.

Once a teacher reaches the middle school level, he or she needs to become a subject specialist. This is because unlike elementary school teachers, middle school teachers generally teach one specialized subject, such as social studies, English/language arts, mathematics, or science, to several groups of students each day. However, some middle schools have teachers who teach all major subjects to one classroom of students.

To students in grades five through eight, middle school teachers represent key authority figures and role models. Middle school children are at a developmental stage where they are developing interests in specific subject areas; learning a variety of social lessons; and dealing with a wide range of physical, intellectual, and emotional challenges. Middle school teachers are not simply educators—they are also coaches and facilitators for these children. This is a very sensitive time for students, and what they learn from their teachers during these years can greatly influence their experiences and successes as adults.

In most schools, middle school teachers appear in several classes, spending less time with each student than their elementary school counterparts. They may have larger classes in public schools, or smaller classes in private schools. They may also be involved in extracurricular activities such as coaching a sport or sponsoring a club. These activities traditionally go beyond regular teaching responsibilities and sometimes come with an additional stipend.

To help prepare students for the workforce, college, and the challenges of adulthood, look no further than the high school teacher. High school teachers are highly trained specialists in one, two, or several subjects. They teach their specialty areas to high school students between the ages of 13 and 18. For example, a high school mathematics teacher might teach several classes of algebra and geometry, and a class or two of trigonometry and calculus. A science teacher might teach several classes of general biology, one class of advanced-placement (AP) biology, and an elective in zoology. They prepare lessons, exams, assignments, and reading lists in their subject matter in imaginative, innovative ways, in an attempt to generate interest among their students.

In addition to teaching classes, high school teachers also plan and take students on field trips, coach after-school sport teams, or are involved in other extracurricular activities. High school teachers work very long hours in an effort to enrich their students’ lives, both in the classroom and in the real world. They are leaders and motivators who also grade exams, correct homework, and meet with parents.

I hope this very short, simple guide has helped you get that much closer to choosing which grade level you are interested in teaching.

SOURCE:

Aspiring Teachers: What Age Range Should You Teach?

What does a truly immersive lesson look like? Sarah Findlater shares her proven tips on engrossing your class in a topic

Every now and then I throw caution to the wind and teach a lesson where everything is a little bit different, unexpected. An immersive learning experience, if you like. These are the lessons where fun and learning intertwine and the students forget they are in a lesson at all. Most of the learning is done by accident. Sneaky, I know. The turn-everything-on-its-head lessons are my favourite and each time I teach one I wonder why I don’t teach every lesson that way.

What does suspending belief in the classroom involve? It can encompass many things. It could be just tweaking how I speak to a class or introduce a topic – hamming it up. It may be using visual, audio or props to create an atmosphere or spark discussion. I have even been known to dress up as various characters; from an air hostess to a detective, a vet to a Greek god, and stay in role for part or all of the lesson. It is about getting them hooked on the learning at a deeper level. Completely immersing them in the story, scene, concept or topic. Allowing them to escape from the real world, here and now in the classroom, and experience an alternate world in the past, another country or different life. There are many roads one can take to this destination.

Don’t just stick with the that formula that works with your class

It is great if you have found a way to get them learning and focused but don’t be scared to mix it up. Students are treated to five shows a day and more often than not they are fairly similar. This is not a bad thing but boy does it stick with them when a teacher chucks it all up in the air and pulls out a well-planned, risky lesson. Perhaps they don’t write the lesson objective down. Maybe the classroom isn’t set up in the way they are used to and the seating plan is obsolete. Possibly there is a waft of unfamiliar sounds, foreign objects or strange colours or images as they approach and enter the room. Keep the focus on what you want them to learn, but mix the lesson up. Swirl up the elements that are usually so well ordered. It is freeing for the students and you may be surprised at the result.

A different approach needs proper planning

If you are doing something different it is essential that you have a well-planned lesson and have set up what you need in advance. Think through the lesson a few times. I tend to ask myself some questions when I am planning and setting up the lesson. What will I need at each point of the lesson? Where will I be in the classroom and will the items I need be easily accessible without causing a distracting fuss? If you are in role or are asking the students to be in role in some way, the last thing you want to do is distract them from this by faffing around on different sides of the classroom because you have not set it up correctly before hand. What will the experience of the student be? This last question is the most important. I will often sit in one of the students seats and imagine what they would see, hear, feel and so on. If you want any lesson to go well this is important, but even more so when you are mixing it up and need them to possibly suspend their belief for that session.

Stay in ‘role’ to keep them involved

The core of this is what the best of us teacher folk try to do all the time – you staying in your positive ‘teacher’ role, convincing them to get involved in the learning. It is no mean feat keeping them focused by your enthusiasm and involvement in the lesson, even on days that you don’t feel like it. Showing them your excitement at the lesson, even in the face of an occasional groan or roll of the eyes, is essential if you want them all on board. They will come on board if you are convincing enough, so don’t get sidetracked and downhearted – persevere. Make it so fun that the naysayers will not be able to resist. Involve them in the setup of the lesson, if you can foresee any issues with certain characters. If you are one of the brave (and slightly mad) ones and are actually taking on a role of another character then it is essential that you think about how you will instruct them whilst staying in role. Setting up tasks that go with your role and the situation where you can exert your teacher presence without coming out of role is a good idea. For example, a spy may set top secret missions for the class with guidelines for completion included. If you have to deal with a behavioural issue think of an inventive way of remaining in role but still dealing with it. A police officer may threaten a student with being sent away to jail for the remainder of the lesson, for instance.

Use music visuals and objects

The use of audio is a powerful mood setter. It can change the whole feel of a boring old classroom. Students are transported to another space, the usual classroom noise is no longer there. I have used powerful classical music to depict a battle when teaching war poetry, a medley of James Bond theme tunes when writing spy fiction and opera to inspire creative free writing. I have seen others use Gregorian monks chanting to set the scene for a religious history lesson, power ballads of the 1990s to explore the emotions behind love poetry and tribal African music when discussing appreciation of other culture. Music touches the coldest of hearts and I have seen it bring tears to students eyes if used in the right way.

Visuals are another great tool to immerse the students into a topic quickly. Deep analysis in groups of an image related to the lesson and sharing of findings can lead to immediate deep learning and empathy. Shocking, confusing or unusual images spark discussion and open students up to a topic on another level. Using audio and visuals within the lesson for effect just adds another level of immersion keeping the students connected with the learning.

Objects from outside the classroom are a great way to spark curiosity. To your students, an object will have many different, often surprising, connotations. There are many ways to use objects to help student suspend belief and jump into a story or topic. I have used a great poetry lesson about objects found in a shipwrecked sailor pocket, bringing in a few objects to spark discussion. Setting up a mock crime scene where students have to investigate what has happened always goes down a treat. And, in history I have seen a soldier’s helmet or a gas mask used, to create interest and spark discussion. These objects bring the lesson into reality, often someone elses reality very quickly.

This type of immersive learning where students can escape into the world of the topic is a really important part of their school experience. It is because of this that we must ensure that while keeping it fun we must keep it real. What learning do you want to take place? Work back from this point. Sometimes the time restraints and the pressure of the job squeeze the fun from our lessons and I believe it is important that we fight against this. We need to make it one of our priorities to create these exciting learning experiences that will stay with the students, and us, forever.

SOURCE:

https://www.theguardian.com/teacher-network/teacher-blog/2013/aug/07/teaching-immersive-engaging-lessons

“How do you say, ‘Que tengas un buen fin de semana’ in English?” How many times have your students asked you to translate something from or into their native language?

How often do you have students who translate things in their heads before answering you? By contrast, how often do you have students who provide a natural-sounding reply, spontaneously and automatically, without even blinking an eye? Chances are most of your students still translate in their heads – at least some of the time. Our goal as teachers is to guide students towards increasingly thinking in English and drop the crutch of translation. But we all know this is precisely one of the hardest things to achieve. So how do we do that? How can we effectively get our ESL students to think in English?

Why it’s so important for ESL students to stop translating and start thinking in English

• Consider their main goal. They want to learn to speak English, not become translators. There’s no point in them speaking their native language in their heads while they’re trying to learn another.
• It’s counterproductive. The constant comparison of one language to another hinders naturally flowing speech. Experienced interpreters are real pros at this, but your students are not.
• Some things are simply too hard to translate. This creates a situation where the student is desperately trying to remember how to say the one word they have in their minds in English, while they should be trying to recall a recent lesson instead.
• Now, that we’ve established the importance of getting students to think in English for the duration of the class, let’s see ways to help them achieve this ever-elusive state.

How to Get YOUR Students to Stop Translating and Start Thinking in English

1. Use an English-English Dictionary

If you teach ESL by only speaking English in class, then you often supply definitions or explanations of words in English. Ask students to use Eng-Eng dictionaries, and it will contribute to your efforts.

2. Mime Feelings and Actions

When you teach feelings like “sad”, “happy”, “scared”, etc…it’s a lot simpler to translate them. But it’s so much more fun to act them out – for you and your class! The same goes for actions like opening closing things, walking, running, etc.

3. Teach Language in Context

A student a writes a word on the board, points to it and asks what it means. Most of the time we have no idea where they got it, which leads us to ask questions about the context. After all, there are plenty of words that have different meanings in different contexts. This is precisely why language must be taught in context. For example, would you teach the Past Simple by presenting a list of verbs and their past forms? What if there are verbs they don’t understand? Your best course of action is to introduce the context first. Tell students what you do every day, and then tell them what you did yesterday. This eliminates any need for translation.

4. Introduce Set Phrases as Set Phrases

Has a student ever asked you to translate the meaning of “You’re welcome”? In most languages a literal translation is ridiculous, but providing a similar phrase in the students’ native language is not necessary, either. When students ask for translation simply say a set phrase is a set phrase. Make sure they understand it’s a reply to “Thank you”. They will probably figure out the equivalent in their language, but with some expressions an equivalent is hard to come by – think of proverbs or idiomatic expressions. The goal is for them to understand the meaning of the phrase and when it’s used.

5. Use Visual Aids

Like miming, visual aids such as flashcards, illustrations, posters and even video are great ways to avoid translation.

6. Use Opposites or Synonyms

Use words they already know in lead in questions: Are you happy to see your friend? You’re glad to see him. Check out these other great ways to teach vocabulary. No translation needed at all!

7. Teach Language in Groups

The need for translation will be eliminated if you teach words in groups that make sense, for example, “eat” and “drink” with a list of food items.

8. Pretend You Don’t Understand

If students try to say things in their own language, simply say you don’t understand. Try to lead them to say what they want to say in English. This is by far my favorite strategy. If a student speaks to me in Spanish, I love to say, “Yo no hablar español” with a thick English accent (besides being absolutely fluent in Spanish, I’m also a good actress). Because it’s funny, it predisposes students better than a reprimand!

There is still much debate as to whether an ESL class should be English only or include some elements of the native language.

I have personally had excellent results speaking only English in my classrooms. There have been very few occasions in which I had to explain something to a student in Spanish, but those were very special cases or students with some type of learning difficulty. When I teach Japanese students, I can’t use their native language at all. I can’t speak a single word in Japanese, but that doesn’t impact the lesson negatively, in fact, it is very helpful, as students are not tempted to use their native tongue.

SOURCE:

https://busyteacher.org/12331-how-to-get-students-stop-translating-start.html