The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
The second in a four part series on Classroom Management for trainees and novice English teachers. Check out other videos and a 'Grammar for language teachers' course at elt-training.com
This presentation will help writers to be motivated, feel focused and get rid of writer's block. Teachers can get loads of ideas to refine writing skills of students through a variety of teaching methodologies.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
A talk looking at why doing exam practice tests is essentially a waste of time and also how the kind of teaching we give may have the wrong focus in terms of proficiency tests. First we look at the difference between progress and proficiency tests, then look at what is actually tested in proficiency tests such as FCE, show how we can get nearer that kind of language in materials, explanations and teaching, and correction of students. I also show how this can be related to exam skills and \'practice\' without have to go through practice tests.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Putting our words to work:
Re-thinking Teacher Talking Time
Andrew Walkley
Heinle Cengage / The University of Westminster
2. The bad press that TTT gets:
• My CTEFLA course
• The literature - Scrivener, etc.
3. Bad?
• Teacher Talk / translation
• Explanations
• ‘Chalk’
• Teacher-centred
• Teacher’s life
• Listening
• Studying / learning
language
Good?
• Mime / actions / realia
• Elicit / Concept question
• No boardwork
• Student-centred
• Students lives
• Production
• Language ‘acquired’ from
talking (and from other
students)
4. The impact:
1 The Empty Whiteboard – a fear of teaching?
2 In the cupboard:‘Facilitating’ self-directed
learning!
3 Excessive eliciting and other time-wasting
“What’s the difference between working in a
mine and working in a hotel?”
4 Forcing students into roles they may not want
(reducing my Czech student to tears!)
5. An alternative view
• Westminster teachers: 25 mins TTT?
• Teaching ethos: language rich, students as a
resource, allow Ss to exchange thoughts and
feelings, recognize diversity
6. What’s going on here?
1 T works from chat / empathy to language - and
back.
2 T doesn’t just TELL Ss. about language.
T works out from one Ss. to areas useful for
whole class.
3 T gets at connected language around subject and
also brings group in and pools knowledge.
4 T reformulates Ss’ output.
5 Board is used to record language.
7. TTT has profound implications for classroom dynamics
and the kind of learning experience we provide.
How much we say - and WHAT we say – are very important.
If we really want to improve both the quality and the quantity
of STT, then TTT has a central role to play.
8. The real issue: CLARITY and GRADING
Holidays in hell
15 uses of The Present Simple
Blueprint Elementary
9. First kind of useful TTT: Chatting
- with a language-oriented end-point
• Abandon five-minute warmers and so on - and embrace
chatting, but chatting with new language fed in on the
board!
• Teacher training courses need to give trainees time to
teach UNPLANNED language more.
• Teachers need to focus planning on language:
Possible language in speaking, examples for exercises,
questions to ask to generate more langauge
10. Chat: ‘Spontaneous’ teaching
• How's it going?
• Cheers.
• Whereabouts?
• You won't have heard of it.
• Are you from here originally?
• I used to live there.
• That sounds high-powered.
• That must be good.
• Me too/So do I.
• How long have you been doing
that?
• Ages
• X years on and off
• I'd rather not say.
• if you don't mind me asking?
• I've never heard of it.
• What kind of X are you into?
• All kinds/all sorts, but mainly
• Anyone in particular?
• X, Y, things/stuff like that.
• I can't stand them.
• Not as much as I used to/I'd like
to.
• Rather you than me!
• I gave up when …
• I pick things up quite quickly.
11. What can classrooms offer learners that other
modes of study don’t?
Ss. get the chance to ask experts questions about
language!
Well-guided TTT can model for Ss. the kinds of Qs
about language they need to ask . . . whilst also using
the whole class to access knowledge of usage.
12. 2nd kind of good TTT: The Triple X Rule!
Explain, exemplify, expand.
Ss: What does ‘instructor’ mean?
Me:Yeah, here it’s actually ‘sailing instructor’. It’s
someone whose job is teaching people to sail.
Board: I’m a sailing instructor
d……..
s……..
d……..
13. Ss: What does ‘guilty’ mean?
Me:Well, usually you feel guilty because you didn’t
do something you should’ve done - like buy
your mum a birthday present!
Board: I feel really guilty about . . .
. . . forgetting my mum’s birthday!
I shouldn’t have done it!
14. Me: What other things can you feel guilty about?
Board: I feel really guilty about . . .
. . . what I said to my boss.
. . . losing my temper with her.
. . . eating that cake this morning!
I shouldn’t have done it!
I really regret losing his number! Now I’ll never see him
again!
I really regret selling my old guitar. I miss playing it.
15. Asking Ss. for examples helps give them the words
they want to say things - but is also a concept check.
Ask these questions while going through answers to vocabulary
exercises, whilst checking homework and while dealing with
new language in texts.
Over time, students will start to ask similar questions back!
16. 3rd kind of good TTT: Questions about
language that generate language!
Ss. need more than to simply understand meaning -
they need to know about collocation, colligation, etc.
Take the phrasal verb exercise, for example.
7. Anything else you can be kicked out of?
Who by?
Why?
17. Two more examples of good TTT come out of
how exercises can be exploited.
a. Go through answers, explore usages with class, get
whole sentences up on board. Then, get Ss. to practise.
The easiest way is to write personal Qs about Ss.’
experience using the new language.
First good TTT here is MODELLING.
18. Modelling is vital for three reasons.
1. Gives Ss. an idea of what kind of turn you want
them to take.
2. Exposes them to useful lexis / grammar for their
own STT - Krashen’s i+1: i = language just
studied, +1 = an anecdote.
3. Posits T as a human being!
19. T then wanders round, listens in, contributes to
discussions, corrects and - crucially - gets language
on the board for the round-up.
My round-up isn’t just single words, but models of
usage. That said, only single words are gapped.
To elicit, re-tell stories in better English.
• Retelling is a form of inclusion
• Reformulation of Ss.’ output - content is understood,
leaving Ss. free to focus on language.
• It’s more input-rich talk - and Ss. get a record of it.
20. Modelling and round-up isn’t necessarily easy
• Teachers need training and practice to think
about vocab they use to grade and match
aims (scar stories / last film you saw)
21. One final kind of good TTT:
Re-eliciting texts
Ss. remember content and meanings, but forget
language.
T can thus intervene in the process of forgetting.
22. Planning, observation and training
• One-month is too short / content knowledge
too low
• Language focused. Work together round
text book. Write examples and q’s
• Build schemata
• Specific aims OK, but encourage looser
overall aims / teaching without materials
23. Implications for observation and training
Grammar-dominated materials reduce the chances we have to
ask these kinds of Qs.
More human connections possible with lexically-based
material! We need material which . . .
• is lexically dense
• is rich in useful language
• gives Ss. lots of chances to practise in meaningful ways.
24. Follow us on facebook
Hugh Dellar & Andrew Walkley
Teacher Training at Westminster
A.Walkley@mac.com