Everyone learns from their experiences in the classroom, and if you’re listening to this, you’ve probably learned from theory too. What are the differences and similarities between the two? Ross and Dave Weller discuss the differences between theory and practice in teacher development and the most effective was to learn from theory and learn from practice.
We speak with Carol Lethaby about what neuroscience can do for language teaching. We know more about how the brain works and how learning occurs than ever before, so why does so little of it get used? Carol is an English language teacher, teacher trainer, ELT consultant and author who has coauthored Just Right Second Edition (Cengage Learning) and English ID (Richmond Publishing) as well as articles on Neuroscience in IATEFL Voices and Neuromyths in the Teacher Trainer Journal.
We often assume that observations are more about being assessed and judged than about learning. But observations don't necessarily need to be trainer centered. This episode we look at how we can observe through three types of observations - being observed, observing others and observing ourselves.
Whoever you are, whatever you teach, you’ll probably use a coursebook. How can you make the best use of the coursebook you've been given? We celebrate our fiftieth episode by interviewing world expert on language learning materials, Professor Brian Tomlinson from University of Anaheim about how teachers can better adapt their coursebooks.
The concept of teaching English in English is so common, we rarely stop to think about how unconventional and challenging it is. No other subject is taught so immersivity. Can you imagine receiving instruction on interpretive dancing through an interpretive dance? Or getting taught to code by reading java? Probably not.
Teaching English in English would be impossible without one key skill - grading language. Here are 5 strategies to help you help your students understand. And to help you remember them, they spell G-R-A-D-E.