Motivating teenagers september 2015
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This document discusses motivating teenagers and understanding their development. It provides context about the teenage brain through nostalgic questions. The teenage brain is defined by traits like novelty seeking, social engagement, increased emotions, and creative exploration. Teachers are encouraged to use collaborative activities like think-pair-share to engage teenagers in learning.
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The presentation is revolved around experiences shared in the journal the author wrote over eight months teaching English to eight children (two three-year old children, and six four-year old ones). First, she would highlight two considerable difficulties she encountered. Specifically, I could not implement most of the activities carefully planned for I spent most of the time running, chasing, calling out these “uncontrollable” kids’ names, begging them to stop, sit down and learn. Consequently, she was always both physically and mentally exhausted after every class. However, once she could figure out effective ways to settle them down to teach, another problem arose: they did not show any interests in looking at her, listening to her, and doing what she asked and then they quickly got back to the very crazy racing, chasing and running. Second, after presenting the two significant obstacles, the author would share techniques in making these very young learners (1) ready to learn and then (2) engaging in learning English.
Some facts about me :-) Hi, everyone. It is my pleasure to be to share with you my experience in teaching English to very young learners. I am teaching English to English major at University of Social Sciences and Humanities, HCMC, Vietnam. In 2013, I had a chance to start a part-time job as a teacher to very young learners. I had 8 month experience in teaching kids (april 2013 to Dec 2013). I recognized that it was extremely important to invest time and effort in finding educational, compatible, and effective methods to teach this type of learner, so I applied for a scholarship on Early Childhood Development, then I failed. ;-) Then I had to get back to the university and continued my life as an EFL teacher to young adult! But i don’t want to make these experiences die out, so whenever having chances to share, I always grasp them and share with people interested.
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This document provides an overview of teaching techniques and strategies presented by Lucy Castañón Ralph at the Teacher Training Center. It includes icebreakers, classroom management strategies, techniques for teaching language skills like listening, speaking, reading and writing. Specific activities are described like a silly dictation for listening practice and a jigsaw puzzle challenge for speaking. Grammar instruction techniques are discussed that avoid explicitly teaching grammar rules. Important websites for teachers are also listed. The document aims to equip teachers with engaging and effective methods and activities.
Powerpoint- summary of inquiry based teaching/finkel
This document outlines suggested practices for effective teaching based on educational research and theories of learning. It discusses creating circumstances that lead to significant learning through joining with students, engaging their motivation to learn, and helping them integrate new knowledge with their experiences. The document provides questions to help teachers reflect on their own significant learning experiences and what factors were most influential. It also gives prompts for teachers to think about how to establish a safe environment, facilitate rigorous thinking, and ensure students are actively learning. Overall, the document advocates applying principles of brain-based learning and establishing a classroom that motivates students and allows them to make meaningful connections in their own learning.
Strategies for Empathy, Grit and Resilience Part 1 of 2
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Teaching.english.to.korean.young.learners
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
Effective Teaching Strategies
Recently Conducted Teacher Training Workshop at Private School in Gujranwala. I believe that greatest effects on student learning occur when the teachers become learners of their own teaching and when students become their own teachers.
With the help of behavioural management both on the part of teachers and learners, learning can be maximized. As it has been said that it takes a big heart to shape a little mind.
Never judge a child, ask yourself as every child is gifted, teachers job is to help a child find what has been gifted.
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Powerpoint- summary of inquiry based teaching/finkel
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Strategies for Empathy, Grit and Resilience Part 1 of 2
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Revision
The document provides examples of grammar questions about comparatives, wishes and regrets, phrasal verbs, the passive voice, and infinitives vs -ing forms. It asks the reader to choose the correct answer, correct errors, or complete sentences using the targeted grammar structures. The questions cover a range of foundational English grammar topics for ESL learners.
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Survey results
The survey results document summarizes responses to a survey about technology use. It finds that WhatsApp, YouTube, and Facebook are the most commonly used websites and apps. It also finds that students spend time on the internet for schoolwork, emails, information searching, and listening to music. While some teachers use interactive whiteboards and online games in class, others note issues with technical problems and unreliable internet connections at schools. Overall responses showed both benefits and challenges to technology use in education.
Speaking practice FCE part 2
This document provides instructions and examples for speaking part of an exam. It outlines comparing and contrasting pictures on various topics like learning, enjoying a day out, traveling, and working. For each set of pictures, examinees are prompted to talk about two pictures for a minute, comparing and contrasting them, and speculating on why people chose those activities and how they may be feeling. Sample questions and placeholders for picture sets are included to guide the speaking responses.
H______ story
The document discusses various topics related to horror films and stories. It includes sections about listening to a horror story, writing horror stories about everyday objects, discussing horror films that have been seen, describing a horror film to a partner, characters and plot points from the film "The Shining", Halloween characters, and a Simpsons Halloween episode featuring the character of Death. The document provides prompts, questions, and links to resources to support discussing and engaging with horror genre themes and examples.
The snowman
This document discusses a story about snowmen and their journey. It asks questions about building snowmen and includes links to a film and song about snowmen. It prompts analyzing the film's message and story, and spotting grammatical mistakes in sentences describing snowmen's actions.
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- 2. Why are teenagers such moody, lazy, selfish nightmares? Secrets of the teenage brain. http://www.theguardian.com/lifeandstyle/2015/jan/25/secrets- of-the-teenage-brain
- 4. We’ve all been there….
- 5. Nostalgia time What can you remember? When you were 13 / 14 / 15 / 16….. • what was in fashion? • what music was popular? • what TV programs or films were popular? • what things did you like doing? • what things were you worried about? • what do you remember about school? • what were your favourite / least favourite subjects?
- 6. The teenage brain “Adolescent brain-growth is defined by four traits: • novelty seeking • social engagement • increased emotional intensity • creative exploration.” Daniel J Siegel “How to cope with teenagers”
- 7. Develop initial relationships Talk to your partner for 2 minutes Say “hello” -Introduce yourselves – answer the questions: • Do you have a teenage (Junior or senior level class) class? • Where do you teach them? • What is the classroom / school like? • What is your teenage class like ? • What do you think is the biggest challenge teaching in teaching teenagers? Etc. Who in this class?
- 8. Sue • Interesting fact: • Teaches classes throughout the Barcelona area. Who in this class?
- 10. Seating Arrange pupils into learning groups • Avoid arguments about student seats • Avoid “cliques” • Minimise behaviour issues in the classroom • Ensure peer-peer learning occurs
- 11. Collaboration: Think - Pair – Share Kagan (1994) Fisher, R. Teaching children to learn 2005 p.96 Stages: • 1. Students Listen while the teacher (or another) poses the question or problem. Students are then given time to think. • 2. Students then collaborate • 3. Students share their work with the rest of the group.
- 13. Choose where… Desert Countryside Boat / ship Beach Spaceship City Mountains
- 14. Choose the sky…. Crazy Red Sunny Stormy Snowy Night
- 15. Choose 2 characters Turkey Bear Cowboy Mr.America Mr. Mafia Popstar Designer boy Snow monster Cowgirl Alien VampireSnow girl
- 16. Write the words
- 17. Dfilm example
- 19. 4. Joint / group presentations Example
- 22. Collaboration can…. • Enable peer assisted learning. • Reduce anxiety • Increase in self confidence and self esteem • Increase motivation • Create positive attitudes towards language learning.
- 23. Questions